Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Literacy

International and Comparative Education

Articles 1 - 30 of 39

Full-Text Articles in Education

Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards Oct 2018

Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards

Journal of Prison Education and Reentry

Prison Pedagogies, Learning and Teaching with Imprisoned Writers

Edited by Joe Lockard and Sherry Rankins-Roberson

Syracuse University Press, New York, 2018

ISBN 9780815654285

Reviewed by JUNE EDWARDS

Mountjoy Prison, Dublin, Ireland


Class 3 Proficiency In Afghanistan 2015-16 : Outcomes Of A Learning Assessment Of Mathematical And Reading Literacy, Danielle Anzai, Pam Munro-Smith, Sally Robertson, Maurice Walker, Alexander Daraganov Jul 2018

Class 3 Proficiency In Afghanistan 2015-16 : Outcomes Of A Learning Assessment Of Mathematical And Reading Literacy, Danielle Anzai, Pam Munro-Smith, Sally Robertson, Maurice Walker, Alexander Daraganov

Monitoring Trends in Educational Growth (MTEG)

This report presents the results of an assessment of mathematical and reading literacy of Class 3 students in 15 provinces in Afghanistan. The data were collected between late 2015 and mid-2016. The report also describes the growth in mathematical and reading literacy between Class 3 and Class 6. The Class 6 data were collected from the 2013 assessment in 13 provinces in Afghanistan.


Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton May 2018

Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton

Progress in International Reading Literacy Study (PIRLS)

This dataset (SAS zipped) is a data source for the report PIRLS 2016: Reporting Australia's results. Refer to the readme.txt file for details.


Pirls 2016 Australian Year 4 Data [Spss], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton May 2018

Pirls 2016 Australian Year 4 Data [Spss], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton

Progress in International Reading Literacy Study (PIRLS)

This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia's results. Refer to the readme.txt file for details.


Pirls 2016 Reporting Australia's Results Data Tables [Excel File], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton May 2018

Pirls 2016 Reporting Australia's Results Data Tables [Excel File], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton

Progress in International Reading Literacy Study (PIRLS)

This Excel file contains data pertaining to the report PIRLS 2016: Reporting Australia's results (2017). This report provides the Australian results from PIRLS 2016.


In Africa, Many Are In School But Not Learning, Ursula Schwantner Feb 2018

In Africa, Many Are In School But Not Learning, Ursula Schwantner

Dr Ursula Schwantner

ACER analysis for UNICEF examines the major impediments to children’s learning as a considerable proportion of students in Eastern and Southern African schools do not reach expected basic learning benchmarks in numeracy and literacy.


Pirls 2016: Reporting Australia's Results, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton Dec 2017

Pirls 2016: Reporting Australia's Results, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton

Progress in International Reading Literacy Study (PIRLS)

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS 2016 represents the fourth such study since PIRLS was first conducted in 2001. Australia has participated in the two most recent cycles – PIRLS 2011 and 2016. In Australia, PIRLS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of PIRLS is to provide the best policy-relevant information about how to improve teaching and learning ...


Highlights From Pirls 2016: Australia's Perspective, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton Nov 2017

Highlights From Pirls 2016: Australia's Perspective, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton

Progress in International Reading Literacy Study (PIRLS)

The Progress in International Reading Literacy Study (PIRLS) is an international study of reading literacy directed by the IEA (International Association for the Evaluation of Educational Achievement). In Australia, PIRLS is implemented by the Australian Council for Educational Research (ACER), which is Australia’s representative to the IEA. In Australia, PIRLS is part of the National Assessment Program. PIRLS has been conducted internationally at Year 4 on a five-year cycle since 2001, however, Australia participated for the first time in 2011. The main goal of PIRLS is to assist countries to monitor and evaluate their teaching of reading across time ...


In Africa, Many Are In School But Not Learning, Ursula Schwantner Oct 2017

In Africa, Many Are In School But Not Learning, Ursula Schwantner

International Developments

ACER analysis for UNICEF examines the major impediments to children’s learning as a considerable proportion of students in Eastern and Southern African schools do not reach expected basic learning benchmarks in numeracy and literacy.


Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz Jul 2016

Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz

Dr Petra Lietz

Effective communication and advocacy activities are essential components in initiating change in education practices and policies. ACER, through the Global Education Monitoring (GEM) Centre provided support to OMAES (Oeuvre Malienne d’Aide à l’Enfance du Sahel), a non-governmental organisation in Mali, for the development of an internal monitoring and evaluation system for the Beekunko assessment in Mali. Bεεkunko is a household-based assessment of children’s learning outcomes in literacy and numeracy for children in Mali whether currently attending school or not, and who are six to 14 years of age. OMAES’ primary aim through Bεεkunko is to motivate stakeholders ...


Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero Jul 2016

Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero

FIU Electronic Theses and Dissertations

This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.

After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results ...


Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz Jul 2016

Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz

Assessment GEMS

Effective communication and advocacy activities are essential components in initiating change in education practices and policies. ACER, through the Global Education Monitoring (GEM) Centre provided support to OMAES (Oeuvre Malienne d’Aide à l’Enfance du Sahel), a non-governmental organisation in Mali, for the development of an internal monitoring and evaluation system for the Beekunko assessment in Mali. Bεεkunko is a household-based assessment of children’s learning outcomes in literacy and numeracy for children in Mali whether currently attending school or not, and who are six to 14 years of age. OMAES’ primary aim through Bεεkunko is to motivate stakeholders ...


Next Steps: Measuring Reading Progress, Ross Turner Jan 2016

Next Steps: Measuring Reading Progress, Ross Turner

Ross Turner

Monitoring progress in literacy requires the international cooperation of the education community, as Ross Turner explains.


Monitoring Trends In Educational Growth: Assessment Framework For Afghanistan, Acer Centre For Global Education Monitoring (Acer-Gem) Jan 2016

Monitoring Trends In Educational Growth: Assessment Framework For Afghanistan, Acer Centre For Global Education Monitoring (Acer-Gem)

Monitoring Trends in Educational Growth (MTEG)

The Monitoring Trends in Educational Growth (MTEG) program aims to achieve the breadth and rigour of large-scale international surveys while also addressing the unique needs and context of Afghanistan. The MTEG program will provide an ongoing measure of students’ educational progress at key stages of learning: middle primary school (Class 3), towards the end of primary school (Class 6), and towards the end of compulsory secondary schooling (Class 9). This MTEG assessment framework provides a statement and discussion about what the assessment intends to measure and lays out the principles upon which it has been built. It outlines an approach ...


The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub Jan 2016

The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub

Faculty Publications: Department of Teaching, Learning and Teacher Education

The lack of research about the Karen—one of 135 ethnic groups from Myanmar—limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of crosscultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation ...


The New Curricula: Propelling The Growth Of Media Literacy Education, Tessa Jolls Sep 2015

The New Curricula: Propelling The Growth Of Media Literacy Education, Tessa Jolls

Journal of Media Literacy Education

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to teaching and learning, since media literacy process skills enable students ...


Pisa 2009 Plus Results : Performance Of 15-Year-Olds In Reading, Mathematics And Science For 10 Additional Participants, Maurice Walker Jul 2015

Pisa 2009 Plus Results : Performance Of 15-Year-Olds In Reading, Mathematics And Science For 10 Additional Participants, Maurice Walker

Maurice Walker

The OECD Programme for International Student Assessment (PISA) is an international comparative survey of 15-year-olds’ knowledge and skills in reading, mathematical and scientific literacy. PISA seeks to measure how well young adults have acquired the knowledge and skills that are required to function as successful members of society. As part of the PISA 2009 survey, students completed an assessment on reading literacy, mathematical literacy and scientific literacy, as well as an extensive background questionnaire. School principals also completed a survey describing the context of education at their school, including the level of resources in the school and qualifications of staff ...


The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker Jul 2015

The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker

Maurice Walker

Maurice Walker reports on an innovative approach to assessment using tablets to monitor educational development in the early years of schooling.


The Southern And Eastern Africa Consortium For Monitoring Educational Quality, Acer Jan 2015

The Southern And Eastern Africa Consortium For Monitoring Educational Quality, Acer

Assessment GEMS

The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) carries out large-scale cross-national research studies in member countries in the Southern and Eastern Africa region. It aims to assess the conditions of schooling and performance levels of learners and teachers in the areas of literacy and numeracy. SACMEQ has completed three cross-national educational research projects so far at five- to six-year intervals (SACMEQ I, 1995-1999, SACMEQ II, 1998-2004 and SACMEQ III, 2005-2010). It is currently implementing the fourth project.


Transforming Our World:Literacy For Sustainable Development, Leona Mary English Jan 2015

Transforming Our World:Literacy For Sustainable Development, Leona Mary English

IACE Hall of Fame Repository

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’


Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Leona Mary English Jan 2015

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Leona Mary English

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the ...


Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Leona Mary English Jan 2015

Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Leona Mary English

IACE Hall of Fame Repository

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the ...


Communities In Action: Lifelong Learning For Sustainable Development, Leona Mary English Jan 2015

Communities In Action: Lifelong Learning For Sustainable Development, Leona Mary English

IACE Hall of Fame Repository

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.


Mteg Afghanistan 2013 : Preliminary Database For Grade 6, Australian Council For Educational Research (Acer) Jan 2015

Mteg Afghanistan 2013 : Preliminary Database For Grade 6, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This is the the preliminary database for the Grade 6 Afghanistan Monitoring Trends in Educational Growth (MTEG) results. Published also at: https://www.acer.edu.au/files/AFG_MTEG_G6_DATABASE.zip


Mobiles For Literacy In Developing Countries: An Effectiveness Framework, Daniel A. Wagner, Nathan M. Castillo, Katie M. Murphy, Molly Crofton, Fatima T. Zahra Mar 2014

Mobiles For Literacy In Developing Countries: An Effectiveness Framework, Daniel A. Wagner, Nathan M. Castillo, Katie M. Murphy, Molly Crofton, Fatima T. Zahra

Journal Articles (Literacy.org)

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with ...


Through A Critical Sociocultural Lens: Parents’ Perspectives Of An Early Childhood Program In Guatemala, Yaëlle Stempfelet Jan 2014

Through A Critical Sociocultural Lens: Parents’ Perspectives Of An Early Childhood Program In Guatemala, Yaëlle Stempfelet

Master's Capstone Projects

The present case study is on an Early Childhood program in Guatemala based on participant parents’ feedback. The Early Childhood program is non-formal, focuses on emergent literacy and nutrition, and takes place in a community-run library in a poor, semi-rural town in the mountainous regions of Quiche, Guatemala. The library was set up by a Non-Governmental Organization (NGO) that works in Guatemala as well as another neighboring country.

Using a critical sociocultural lens, this study assumes that the parents’ perceptions reflect the state of the program and that involving their feedback through this research will ultimately help to bolster the ...


Literacy And The Most Marginalised Children, Megan Robinson May 2013

Literacy And The Most Marginalised Children, Megan Robinson

International Developments

Researchers, practitioners and policy makers interested in the field of inclusive education gathered at a roundtable meeting to discuss synergies across the Australian and international development education policy arenas regarding literacy interventions for the most marginalised children.


International Developments (No.3) 2013 May 2013

International Developments (No.3) 2013

International Developments

Table of contents for this issue: (a) Making a difference in developing countries; (b) UNICEF and UNESCO; (c) Regional focus : Africa; (d) Literacy and the most marginalised children.


Adult Literacy Strategies For Women On Cocoyam Production, Use & Benefits In Igboland, Dr Williams Emeka Obiozor Jan 2013

Adult Literacy Strategies For Women On Cocoyam Production, Use & Benefits In Igboland, Dr Williams Emeka Obiozor

Dr Williams Emeka Obiozor

EMPOWERING WOMEN TO STRENGTHEN & DEVELOP GROWTH OF RAW MATERIALS TO ERADICATE POVERTY is a priority for every government if we have to attain the vision and goals of MDGs/EFA in 2015. Adult educators are contributing to this vision with extension service programmes to rural women via workshops like these.


2nd Global Report On Adult Learning And Education:Rethinking Literacy, Leona Mary English Jan 2013

2nd Global Report On Adult Learning And Education:Rethinking Literacy, Leona Mary English

IACE Hall of Fame Repository

Drawing on data gathered from 141 countries, the second Global Report on Adult

Learning and Education reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth

International Conference on Adult Education (CONFINTEA VI) in Belém in December

2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education

sectors.

This second Global Report has as its special theme ‘Rethinking Literacy’. UNESCO

hopes that this will help to position literacy as the foundation for lifelong learning. The report shows ...