Dr L Zimmerman

• BPrimEd Pre-primary (Cum Laude), University of Pretoria
• BEd (Honours) with specialisation in Educational Psychology, University of Pretoria
• MEd Educational Psychology (Cum Laude), University of Pretoria
• PhD Assessment and Quality Assurance in Education and Training, University of Pretoria,

• Early Childhood Development
• Reading literacy development and assessment in the schooling system
• Literacy, Language Test development
• Educational Psychology
• School monitoring and effectiveness

Chapters in books

Howie, S.J., Zimmerman, L. & Draper, K. (2010). Classroom Assessment Practice in Policy Context (sub-Saharan Africa). In Barry McGaw, Eva Baker and Penelope P Peterson (Eds). International Encyclopedia of Education, 3rd Edition. Oxford: Elsevier

Zimmerman, L. & van Staden, S. (in press). Evidence from the Progress in International Reading Literacy Study (PIRLS) and how teachers and their practice can benefit. In Scherman, V., Bosker, R. & Howie, S. (Eds.). Monitoring the quality of education in schools. Examples of feedback into education systems from developed and emerging economies. Sense Publishers.

Zimmerman, L., Howie, S.J. & Smit, B. (2011). Time to go Back to the Drawing Board: Organisation of Primary School Reading Development in South Africa. Educational Research and Evaluation, 4, 215-232.

Scherman, V., Zimmerman, L., Howie, S.J. & Bosker, R. (2014). Setting standards and primary school teachers‘ experiences of the process. Perspectives in Education, 32(1).

Zimmerman, L. & Smit, B. (2014). Profiling classroom reading comprehension development practices from the PIRLS 2006 in South Africa. South African Journal of Education, 34(3).

Zimmerman, L. (2014). Lessons learnt: observation of Grade 4 reading comprehension teaching in South African schools across the PIRLS 2006 achievement spectrum. Reading & Writing, 5(1).

Zimmerman, L. & Smit, B. (2016). Comprehending the macro through the lens of the micro: the use of PIRLS 2006 findings to inform comparative case studies across the South African achievement scale. International Journal of Qualitative Methods, January- December, 1-12.

Conference papers 

Zimmerman, L., Howie, S.J. & Long, C. (2008). Despite every good intention: Challenges to the realisation of objectives for South African B.Ed. Foundation Phase teacher preparation for literacy teaching. Paper presented at the Teacher Education Conference, 4-5 September 2008, Birchwood Conference Centre, Boksburg, Gauteng.

Long, C. & Zimmerman, L. (2008). Reading beyond the lines: developing South African Foundation Phase learners’ higher order reading literacy skills. Paper presented at the Teacher Education Conference, 4-5 September 2008, Birchwood Conference Centre, Boksburg, Gauteng.

Zimmerman, L., Howie, S.J. & Smit, B. (2009). Illustrating teaching at the upper end of the achievement spectrum: What can be learnt from the reading literacy instruction practices of high-performing schools in the Progress in International Reading Literacy Study? Paper presented at the 4^th Annual RASA Conference, 16-18 October 2009, Wits School of Education.

Zimmerman, L., Howie, S.J. & Smit, B. (2010). Is it time to go back to the drawing board? School organisation for reading literacy development in South African primary schools. Paper presented at the 5^th Annual RASA Conference, 1- 3 October 2010, NMMU, Summerstrand Campus.

 Zimmerman, L. & Howie, S.J. (2011). Setting the South African reading instruction scene: a comparison of Grade 4 teachers' reported reading literacy practices and teaching contexts from the PIRLS 2006. Paper presented at British Educational Research Association (BERA) Conference, London Institute of Education, 6-8 September 2011.

 Zimmerman, L. (2012). Scrutinising achievement differences: a comparison of Grade 4 teachers' reported reading literacy practices and teaching contexts from the PIRLS 2006. Paper presented at the South African Basic Education Conference, ICC Durban, 2-4 April 2012

Zimmerman, L. (2014). Lessons learnt: observation of Grade 4 reading comprehension teaching in South African schools across the PIRLS 2006 achievement spectrum. Paper presented at World Educational Research Association (WERA) Focal Meeting, Edinburgh University, Scotland, 19-21 November 2014.

Zimmerman, L. & Scherman, V. (2016). Reading Literacy assessment development for South African primary school contexts: The role of Rasch, classical test theory and expert judgement for establishing validity. Paper presented at Psychology Association of South Africa Conference, Emperor’s Place, Boksburg, 21-23September 2016.

• Full academic colours, University of Pretoria, 2002
• Best Master’s Proposal, Faculty of Education, University of Pretoria, Research Indaba, October 2005
• Full academic colours, University of Pretoria, 2007
• National Research Foundation (NRF) Prestigious and Equity Doctoral Scholarship for 2006, 2007 and 2008
• Recipient of South Africa Netherlands research Programme on Alternatives in Development (SANPAD) Advanced Research Capacity Doctoral support award, September 2009
• Full academic colours, University of Pretoria, 2011

Reports

Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. & Archer, E. (2008). Progress in International Reading Literacy Study 2006. Summary report. South African children’s reading literacy achievement. Centre for Evaluation and Assessment: University of Pretoria.

Zimmerman, L., Howie, S.J. & Long, C. (2009). Examining the status quo: A cross sectional survey of initial teacher education for Foundation Phase reading literacy teaching at South African universities. Centre for Evaluation and Assessment: University of Pretoria.

Zimmerman, L., Howie, S.J. & Long, C. (2009). Examining the status quo: Pre-service teacher education for primary school teachers of reading literacy at a South African University. Centre for Evaluation and Assessment: University of Pretoria.

Zimmerman, L., Howie, S.J. & Long, C. (2009). Examining the status quo: Methods and experiences at the Western Cape Department of Education for in-service teacher education in reading literacy instruction. Centre for Evaluation and Assessment: University of Pretoria.

Zimmerman, L., Howie, S.J. & Long, C. (2009). Examining the status quo: Methods and experiences at the Molteno Project for in-service teacher education in reading literacy instruction. Centre for Evaluation and Assessment: University of Pretoria.

Howie, S.J., van Staden, S., Draper, K. & Zimmerman, L. (2010). An evaluation of the implementation of the FET curriculum: Gauteng (unpublished). Centre for Evaluation and Assessment: University of Pretoria.

Howie, S.J., Scherman, V., Zimmerman, L., Long, C. & Combrinck, C. (2012). Unpublished client report for Michael and Susan Dell Foundation. Development of Grade 9 and 10 assessment system. Centre for Evaluation and Assessment: University of Pretoria.

Howie, S.J., Van Staden, S., Tshele, M., Dowse, C. & Zimmerman, L. (2012). PIRLS 2011: South African Children’s reading literacy summary report. Centre for Evaluation and Assessment, University of Pretoria.

Zimmerman, L. & Howie, S.J. (2011). Unpublished client report for the Western Cape Education Department. Review and refinement of the Grade 3, 6 and 9 WCED Systemic Evaluation tests for 2011. Centre for Evaluation and Assessment: University of Pretoria.

Howie, S.J., Scherman, V., Zimmerman, L., Long, C. & Combrinck, C. (2013). Unpublished client report for Michael and Susan Dell Foundation. Feedback to schools for the Grade 8, 9, 10 and 11 assessment system. Centre for Evaluation and Assessment: University of Pretoria.