Education Commons^™

Infographic: Basic Skills And The Gap Between Indigenous And Non-Indigenous Students, Jo Earp

Teacher infographics

In the National Assessment Program — Literacy and Numeracy (NAPLAN) tests, the national minimum standard (NMS) is the ‘agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school’. This infographic looks at the performance of Indigenous and non-Indigenous students in Year 9, over time.

"We Run A Different School Within A School": Educator Perceptions Of Guatemala-Maya Students In A North Georgia Public School System, Anna Tussey

Master of Arts in American Studies Capstones

In recent years, the social and political persecution of the Maya population throughout Central America has led to an influx of Maya women and children migrating to the United States. The increased population of immigrant children presents new challenges for the United States, especially in public education. Maya people are rarely distinguished from the Latinx population, subsequently causing their linguistic and cultural needs to go unmet and unacknowledged. This project focuses on the education of Guatemalan-Maya students in a North Georgia public school system, framed through interviews with educators. The educators selected for this study worked almost exclusively with elementary, …

Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie

Dr Sarah Buckley

This report presents the results of administration of the Who Am I? and the Renfrew Word Finding Vocabulary Test for the LSIC Wave 2 data collection in 2009. Who am I? is a developmental assessment that requires the child to write their name, copy shapes, write letters, numbers and words in a small booklet, with simple instructions and encouragement from the interviewer. Who am I? is not language dependent and is suitable for children with limited English. The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of school. …

Making A Difference : Improving Outcomes For Indigenous Learners, Michele Lonsdale

Indigenous Education Research

This publication highlights ACER’s contributions to Indigenous Educational research over the past decade. This contribution has included research, policy analysis, program evaluation, professional development, and the development of assessment tools and other resources.

Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie

Indigenous Education Research

This report presents the results of administration of the Who Am I? and the Renfrew Word Finding Vocabulary Test for the LSIC Wave 2 data collection in 2009. Who am I? is a developmental assessment that requires the child to write their name, copy shapes, write letters, numbers and words in a small booklet, with simple instructions and encouragement from the interviewer. Who am I? is not language dependent and is suitable for children with limited English. The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of …

Improving Educational Outcomes In The Northern Territory : Preliminary Advice To The Northern Territory Department Of Education And Training, With A Particular Focus On The Ongoing Improvement Of Students’ Literacy And Numeracy Achievements, Geoff N. Masters

Prof Geoff Masters AO

The primary focus of this review is on strategies for improving literacy and numeracy outcomes in the Northern Territory. Clearly, the role of school education is much broader than the development of students literacy and numeracy skills, but these are foundational skills on which almost all other school learning is based. It is also clear from research that low levels of literacy and numeracy by the middle years of school are associated with lower school completion rates and a range of post-school outcomes, including higher levels of unemployment, lower lifetime earnings, and poorer health outcomes. Although the primary focus of …

Enhancing Education, Sheldon Rothman, David Slattery, Sarah Buckley, John Ainley

Indigenous Education Research

The ‘Little children are sacred’ report concluded that improving the quality of education provided the key to solving, or at least ameliorating, the incidence of child sexual abuse in Aboriginal communities. The report identified poor educational outcomes as being at the heart of the exclusion of Aboriginal people from confidently participating in either their own culture or mainstream culture.

Two years after the release of the ‘Little children are sacred’ report and after the introduction of the NTER, data were collected on the health and development of all Australian children. Data from the Australian Early Development Index (AEDI) …

Literacy And Numeracy Learning: Lessons From The Longitudinal Literacy And Numeracy Study For Indigenous Students, Nola Purdie, Kate Reid, Tracey Frigo, Alison Stone, Elizabeth Kleinhenz

Dr Kate Reid

In 2000, ACER commenced the Longitudinal Literacy and Numeracy Surveys for Indigenous Students (ILLANS), which set out to track the development of English literacy and numeracy skills in a group of Indigenous students from school entry through the early years of schooling and beyond, to establish a data-rich picture of educational opportunities for Indigenous students. Phase 1 of ILLANS collected data from Indigenous students at 13 schools across Australia that had been nominated by education systems as examples of good practice in education for Indigenous students. The first three years of the study were reported in the monograph Supporting English …

Literacy And Numeracy Learning: Lessons From The Longitudinal Literacy And Numeracy Study For Indigenous Students, Nola Purdie, Kate Reid, Tracey Frigo, Alison Stone, Elizabeth Kleinhenz

ACER Research Monographs

In 2000, ACER commenced the Longitudinal Literacy and Numeracy Surveys for Indigenous Students (ILLANS), which set out to track the development of English literacy and numeracy skills in a group of Indigenous students from school entry through the early years of schooling and beyond, to establish a data-rich picture of educational opportunities for Indigenous students. Phase 1 of ILLANS collected data from Indigenous students at 13 schools across Australia that had been nominated by education systems as examples of good practice in education for Indigenous students. The first three years of the study were reported in the monograph Supporting …

Improving Educational Outcomes In The Northern Territory : Preliminary Advice To The Northern Territory Department Of Education And Training, With A Particular Focus On The Ongoing Improvement Of Students’ Literacy And Numeracy Achievements, Geoff N. Masters

School and system improvement

The primary focus of this review is on strategies for improving literacy and numeracy outcomes in the Northern Territory. Clearly, the role of school education is much broader than the development of students literacy and numeracy skills, but these are foundational skills on which almost all other school learning is based. It is also clear from research that low levels of literacy and numeracy by the middle years of school are associated with lower school completion rates and a range of post-school outcomes, including higher levels of unemployment, lower lifetime earnings, and poorer health outcomes. Although the primary focus of …

Successful Sustainable Literacy Practice For Indigenous Students, Nola Purdie

Indigenous Education Research

The author discusses current approaches to the literacy education of Indigenous students within the context of best practice literacy education for all students. Issues addressed include: Literacy and disadvantaged groups; Literacy programs for Indigenous Australian Students; Teachers and literacy learning; Assessment and measurement of literacy learning; and good literacy curriculum.

Resources To Support And Expand Native American Kindergarteners Shared Reading Experiences Integrated With Open Court Unit 6, Stephanie Lynn Hull

All Graduate Projects

Relevant literature pertaining to shared reading, the benefits of shared reading, shared reading and the diverse learner and recommendations for the Native American learner was studied. The need for using culturally relevant material in the classroom and creating a positive learning environment for Native American students was discussed. A project utilizing shared reading strategies in the kindergarten classroom was created for teacher use in the Mount Adams School District. The project included the integration of culturally relevant stories with the objectives of Open Court Unit 6. The project also included a list of resources available from the Harrah Elementary School …