literacy and numeracy development for indigenous students
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www.acer.edu.au
Literacy and Numeracy Development for Indigenous
Students: A Longitudinal Study
Improving Learning
Nola Purdie
www.acer.edu.au
AimsAssess English literacy and numeracy skills
Measure growth in skills over time
Explore learning environments and relationships with literacy and numeracy development
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Longitudinal (2000 – 2004 )
Qualitative and quantitative data
Indigenous research team
Study features
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AcknowledgementsTracey Frigo
Isabelle AdamsPaul Hughes
Maria StephensDavina Woods
Matthew CorriganKen Rowe
Cathy UnderwoodKathy Nolan
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The Study 13 schools in 2000 (4 metro, 5 regional, 4
remote)– 10 more schools in 2003 – 2 more schools in 2004 (urban, all Indigenous)
Quantitative data– English literacy and numeracy assessments– Student background information– Teacher questionnaire
Qualitative data– Field visits by Indigenous research team– Questionnaires, interviews, school documentation,
observation
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English Literacy AchievementAss. 1 Ass. 2 Ass.
3Ass. 4 Ass. 5
LLANS 47.4 60.4 66.4 77.2 85.5
ILLANS 48.8 55.2 59.9 64.3 74.1
N (LLANS)
911 795 744 698 648
N (ILLANS
113 71 63 89 82
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Numeracy AchievementAss. 1 Ass. 2 Ass.
3Ass. 4 Ass. 5
LLANS 44.7 62.2 62.6 71.5 79.0
ILLANS 49.2 62.0 67.6 70.2 68.9
N (LLANS)
911 798 747 697 650
N (ILLANS
117 73 63 86 84
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Student growth trajectories for English literacy
School 4 ILLANS Literacy
10
20
30
40
50
60
70
80
Mar-00 Sep-00 Mar-01 Sep-01 Mar-02
Date of ILLANS Assessments 1 - 5
Stan
dard
ized
Sco
re
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Mean Literacy Test Scores for your School and Alll Schools in the Sample
57
911
1315
1719
2123
2527
Australian Non-IndigenousStudents
AustralianIndigenousStudents
School G Non-IndigenousStudents
School GIndigenousStudents
Mea
n Li
tera
cy S
core
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Mean Literacy Test Scores for Your School and All Schools in the Sample
4
68
10
1214
16
1820
22
Australian Non-IndigenousStudents
AustralianIndigenousStudents
Inala PS Non-IndigenousStudents
Inala PSIndigenousStudents
Mea
n Te
st S
core
(with
95%
Con
fiden
ce
Inte
rval
School x School x
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Mean Literacy Scores for Your School and all School in the Sample
6
8
10
12
14
16
18
20
22
24
All Schools Non-IndigenousStudents
All SchoolsIndigenousStudents
School B Non-IndigenousStudents
School BIndigenousStudents
Mea
n Te
st S
core
(with
95%
Con
fiden
ce
Inte
rval
)
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Factors relating to growth
School factors
Location
Teachers’ ratings of student achievement (compared with peer ratings and ‘official’ results)
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Student factors relating to growth
Initial Achievement
Absenteeism
Attentiveness
Language Background
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Factors NOT related to achievement
Parents’ occupational status
Gender
Age
Pre-school attendance
Mobility
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Case StudiesFocus on:
School learning contexts
Classroom practices
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Case Study Themes: The School
Recognition and celebration of Indigenous cultures
Literacy and numeracy programs
Other programs and initiatives
School-community partnerships
Parent friendly
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Recognition and celebration of Indigenous cultures
School-wide recognition and celebration of Indigenous cultures and languages was viewed positively by the Indigenous community and facilitated positive school-community relationships
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Literacy ProgramsMost common: First Steps, Walking Talking Texts and the Scaffolding Literacy Program
Other programs and literacy resources : Early Years Literacy Program, State-Wide Early Literacy Learning, Koorie Literacy Links, Spalding and Reading Recovery
ESL teachers and teaching strategies featured in many of the schools, particularly those in more remote locations
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Teacher, on Scaffolding Literacy
Looking at the school results, it’s had a big impact on children’s confidence to read, and some kids who couldn’t read like “Yuk Soup’ and Transition books like that now read Paul Jennings books. Having said that, they haven’t has such successful transfer rates. They can’t pick up an unseen text and read it without no hiccups and inaccuracies, but they’ve got the confidence to at least have a go and read, so I think that’s the best thing about scaffolding [is] the confidence it’s building.
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AIEW, on Scaffolding LiteracyI’ve seen some positive feedback with kids that hadn’t been attending much – and now they’re coming five days a week. [The students] have an understanding quicker than if a teacher uses all different systems of teaching… you see great leaps from the kids who’s not reading at Year 1 level now in Year 2…I think what matters the most is their attendance… if they get to school on a regular basis, the chances of reading are great
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NumeracyNumeracy programs
State curriculum programs Count Me In Too Lots of hands on
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Other programs and initiatives Pre-schools Health Room Behaviour management
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School-community partnerships
ASSPA Committees Visiting Indigenous speakers/
elders/parents Employment of Indigenous people Schools going out to communities
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The Principal’s office is used as a workplace – nothing more, nothing less. I don’t interview parents in there, I don’t interview kids in there, because I think we need to realise that a lot of the parents have particular hang-ups about Principals’ offices, from when they went to school themselves, as places of authority and places of pain…it puts me at an unfair advantage to be asking the parent to come in there because the chances are that they work themselves up into a pretty fair frenzy to even come up to the school. [Principal]
Parent friendly schools
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There is a lack of what we know as involvement in education and the school… the things like coming up to the school, coming into the classrooms, collecting reports, turning up for events you know those kind of thing that we see as being involved…teacher things you know [but] I know if I go down to the club, a lot of the parents of my own class will come to me and talk to me. How's my little son going at school? And they really want to know, but they won't do that anywhere else. [Teacher]
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Case Study Themes: The Classroom Classroom structure Recognising culture Supporting language Pedagogical practice
Literacy teaching strategies Numeracy teaching strategies Assessment and recognising
achievement Collaborating with AIEWs Teacher attitudes and beliefs
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In the classrooms
Classroom structure Recognising culture Supporting language Pedagogical practice
Literacy teaching strategies Numeracy teaching strategies Assessment and recognising
achievement Collaborating with AIEWs Teacher attitudes and beliefs
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Enabling Learning Environments
Enabling factors Strong leadership A shared vision Quality teachers Learner-centred teaching High expectations
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Factors that militate against success
The attitude of staff in the staffroom was generally one of not wanting to be there…some conveyed that they were middle class and generally gave the impression that this was just a job that they had to have
There was a core group of community people who came into the school on a regular basis, and were paid with special funding. However a number of the teachers were critical of the community members and indicated that they felt it would be better if they didn’t come.
She [teacher] made a tasteless comment about Aboriginal families…
The Deputy said that Aboriginal people, if disadvantaged, are only disadvantaged because they are too lazy to get to school.
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Good teachers
Early intervention
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