Supporting english literacy and numeracy learning for indigenous students in the early years

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Frigo, Tracey, Corrigan, Matthew, Adams, Isabelle, Hughes, Paul, Stephens, Maria and Woods, Davina (2004) Supporting english literacy and numeracy learning for indigenous students in the early years. Australian Council for Educational Research, Camberwell, Victoria, Australia.

Abstract

The study provides much rich information about students and teachers as they engage in the processes of teaching and learning literacy and numeracy. It draws attention to the importance of a good start, attendance, engagement, supportive teaching strategies, strong links between schools and their communities and school environments that recognise Indigenous cultures. It also notes that Indigenous students commenced school with a broad range of skills and abilities not dissimilar to many non-Indigenous students. Whilst school and geographical region accounted for much of the variation in student achievement, a number of factors were identified as related to subsequent growth in achievement, including initial achievement, language backgrounds other than standard Australian English, attendance and attentiveness. We would hope that such information would enhance the professional development of teachers and provide them with information and ideas that they could use in their classrooms. In that respect this publication has much to offer and the Advisory Committee commends it to the profession

Item type Book
URI https://vuir.vu.edu.au/id/eprint/15494
Official URL https://research.acer.edu.au/indigenous_education/...
Subjects Historical > RFCD Classification > 410000 The Arts
Historical > RFCD Classification > 330000 Education
Historical > Faculty/School/Research Centre/Department > School of Education
Keywords Indigenous literacy and numeracy, teaching and learning literacy and numeracy, indigenous literacy and numeracy achievement
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