Part A: Development of an instrument to capture critical elements of teachers’ literacy practice, Years 1-8 Eleanor Hawe and Judy Parr The University of Auckland with Claire Sinnema (The University of Auckland), Maria Heron, Wendy Koefed, Wendy Foster, and staff from their respective schools Introduction To date, much of the information we have about classroom practice has come from teacher selfreporting with data gathered through surveys, logs, diaries, and/or interviews (Burstein, McDonnell, Van Winkle, Ormseth, Mirocha & Guitton, 1995). To a lesser extent, information has been gathered about teachers’ classroom practice through structured observation schedules, video and/or audio recordings of lessons, student interviews, and the collection of artefacts including teachers’ documentation and