The ACER Longitudinal Literacy and Numeracy Study is set within the conceptual framework of devel... more The ACER Longitudinal Literacy and Numeracy Study is set within the conceptual framework of developmental assessment. This paper describes work done on the development of a numeracy scale, and demonstrates how the progressive achievement of the LLANS cohort of students can be reported on that scale and subscales.
This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focuse... more This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focused mainly on the survey component of the evaluation. The complete data set from the surveys undertaken in 2003 and 2004 is analysed, and conclusions drawn from these analyses. The concluding sections draw on the survey data, some research literature and the illustrative case studies
This Digest is focused on research studies about using classroom talk for improving learning, and... more This Digest is focused on research studies about using classroom talk for improving learning, and particularly on the use of teaching methods incorporating classroom dialogue. A selection of websites is listed and a full reference list provided. Links to those references for which full-text online access is freely available are also included. Classrooms are full of talk: some commentators have even suggested that schools are ‘saturated’ with it. There are different types of classroom talk for a range of different purposes. An international research study conducted in primary classrooms in five countries (the ‘Five Nations Study’) has demonstrated the powerful learning effects of skilfully used ‘dialogic teaching’. This approach has been defined as classroom teaching where teachers and children both make substantial and significant contributions through which children’s thinking on particular ideas and or themes is moved forward (Mercer & Littleton, 2007). Another description of dial...
Report prepared for the Office of Teaching and Learning, Department of Education and Training, Vi... more Report prepared for the Office of Teaching and Learning, Department of Education and Training, Victoria
This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focuse... more This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focused mainly on the survey component of the evaluation. The complete data set from the surveys undertaken in 2003 and 2004 is analysed, and conclusions drawn from these analyses. The concluding sections draw on the survey data, some research literature and the illustrative case studies to report on the effectiveness of the GiR-LNS as a strategy for professional development, and as a strategy for change. Volume 2, Getting it Right in Context, presents the findings from the illustrative case studies. Twenty schools from across Western Australia were selected for the case studies, in consultation with the Department of Education. Ten of these schools had GiR-LNS literacy Specialist teachers and ten had GiR-LNS numeracy Specialist Teachers. Researchers visited these schools on three occasions over the two years. The reports of the case studies describe how the Getting it Right: Literacy and Nume...
This report examines effects of structural and process features of professional development progr... more This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002)(2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development 1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g.
This paper has been commissioned to provide an analysis of the relationship between the draft Yea... more This paper has been commissioned to provide an analysis of the relationship between the draft Year 7 literacy benchmark indicators and standards from other English speaking countries.
Report for the National Education Performance Monitoring Taskforce. MCEETYA (Ministerial Council ... more Report for the National Education Performance Monitoring Taskforce. MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) .
The development of literacy is a responsibility shared by all teachers, in all curriculum areas. ... more The development of literacy is a responsibility shared by all teachers, in all curriculum areas. This book focuses on the development and achievement of competency in English, across all years of schooling. Part 1 offers a rationale for a responsive approach to assessment in English. A range of contexts representing the kinds of classroom experiences which promote the development of language competency and where students show significant signs of becoming effective makers and users of language is described. The third chapter describes the planning and management of an active learning context in one English classroom. Part 2 looks specifically at learning and development in talking and listening, reading and writing, and identifies a database of descriptive statements whcih can be used to focus observation and to describe development. This excellent section forms the bulk of the many practical guidelines integrating key aspects of teaching, learning and assessment. Part 3 presents pr...
Executive Summary in the unpublished report prepared for the NSW QTP cross-sectoral Management Co... more Executive Summary in the unpublished report prepared for the NSW QTP cross-sectoral Management Committe.
This report examines effects of structural and process features of professional development progr... more This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3250 teachers who had participated in eighty individual professional development activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (eg school support), structural features of programs (eg length), process features (e.g. emphasis on co...
The ACER Longitudinal Literacy and Numeracy Study is set within the conceptual framework of devel... more The ACER Longitudinal Literacy and Numeracy Study is set within the conceptual framework of developmental assessment. This paper describes work done on the development of a numeracy scale, and demonstrates how the progressive achievement of the LLANS cohort of students can be reported on that scale and subscales.
This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focuse... more This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focused mainly on the survey component of the evaluation. The complete data set from the surveys undertaken in 2003 and 2004 is analysed, and conclusions drawn from these analyses. The concluding sections draw on the survey data, some research literature and the illustrative case studies
This Digest is focused on research studies about using classroom talk for improving learning, and... more This Digest is focused on research studies about using classroom talk for improving learning, and particularly on the use of teaching methods incorporating classroom dialogue. A selection of websites is listed and a full reference list provided. Links to those references for which full-text online access is freely available are also included. Classrooms are full of talk: some commentators have even suggested that schools are ‘saturated’ with it. There are different types of classroom talk for a range of different purposes. An international research study conducted in primary classrooms in five countries (the ‘Five Nations Study’) has demonstrated the powerful learning effects of skilfully used ‘dialogic teaching’. This approach has been defined as classroom teaching where teachers and children both make substantial and significant contributions through which children’s thinking on particular ideas and or themes is moved forward (Mercer & Littleton, 2007). Another description of dial...
Report prepared for the Office of Teaching and Learning, Department of Education and Training, Vi... more Report prepared for the Office of Teaching and Learning, Department of Education and Training, Victoria
This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focuse... more This evaluation report is presented in two volumes. Volume 1, Evaluation of the GiR-LNS is focused mainly on the survey component of the evaluation. The complete data set from the surveys undertaken in 2003 and 2004 is analysed, and conclusions drawn from these analyses. The concluding sections draw on the survey data, some research literature and the illustrative case studies to report on the effectiveness of the GiR-LNS as a strategy for professional development, and as a strategy for change. Volume 2, Getting it Right in Context, presents the findings from the illustrative case studies. Twenty schools from across Western Australia were selected for the case studies, in consultation with the Department of Education. Ten of these schools had GiR-LNS literacy Specialist teachers and ten had GiR-LNS numeracy Specialist Teachers. Researchers visited these schools on three occasions over the two years. The reports of the case studies describe how the Getting it Right: Literacy and Nume...
This report examines effects of structural and process features of professional development progr... more This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002)(2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development 1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g.
This paper has been commissioned to provide an analysis of the relationship between the draft Yea... more This paper has been commissioned to provide an analysis of the relationship between the draft Year 7 literacy benchmark indicators and standards from other English speaking countries.
Report for the National Education Performance Monitoring Taskforce. MCEETYA (Ministerial Council ... more Report for the National Education Performance Monitoring Taskforce. MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) .
The development of literacy is a responsibility shared by all teachers, in all curriculum areas. ... more The development of literacy is a responsibility shared by all teachers, in all curriculum areas. This book focuses on the development and achievement of competency in English, across all years of schooling. Part 1 offers a rationale for a responsive approach to assessment in English. A range of contexts representing the kinds of classroom experiences which promote the development of language competency and where students show significant signs of becoming effective makers and users of language is described. The third chapter describes the planning and management of an active learning context in one English classroom. Part 2 looks specifically at learning and development in talking and listening, reading and writing, and identifies a database of descriptive statements whcih can be used to focus observation and to describe development. This excellent section forms the bulk of the many practical guidelines integrating key aspects of teaching, learning and assessment. Part 3 presents pr...
Executive Summary in the unpublished report prepared for the NSW QTP cross-sectoral Management Co... more Executive Summary in the unpublished report prepared for the NSW QTP cross-sectoral Management Committe.
This report examines effects of structural and process features of professional development progr... more This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3250 teachers who had participated in eighty individual professional development activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (eg school support), structural features of programs (eg length), process features (e.g. emphasis on co...
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