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Popular Articles

Based on downloads in August 2019

Literacy Education In School : Research Perspectives From The Past, For The Future, Peter Freebody Australian Council for Educational Research (ACER)

Literacy Education In School : Research Perspectives From The Past, For The Future, Peter Freebody

Australian Education Review

AER 52 aims to expand our understanding of the nature of literacy at a time when public and private lives have become increasingly literacy-dependent, and literacy demands more complex and sophisticated. This review of the research literature is guided by the view that what passes for effective literacy education will differ depending on language, culture, history and the technologies of communication and knowledge production. Section 1 describes the large body of research relating to the teaching and learning of literacy that emerges from a wide range of discipline bases. It details the complexities associated with defining literacy, and it outlines ...

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Pisa 2015: Reporting Australia's Results, Sue Thomson, Lisa De Bortoli, Catherine Underwood Australian Council for Educational Research (ACER)

Pisa 2015: Reporting Australia's Results, Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA Australia)

The Programme for International Student Assessment (PISA) is an international comparative study of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. PISA 2015 is the sixth cycle of PISA since it was first conducted in 2000. Seventy-two OECD countries or partner economies participated in PISA 2015. In Australia, PISA is managed by the Australian Council for Educational Research (ACER) and ...

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Effective Reading Strategies For Increasing The Reading Comprehension Level Of Third-Grade Students With Learning Disabilities, Nouf Rashdan Almutairi Western Michigan University

Effective Reading Strategies For Increasing The Reading Comprehension Level Of Third-Grade Students With Learning Disabilities, Nouf Rashdan Almutairi

Dissertations

This qualitative study identified the common reading problems that negatively impact reading comprehension of third graders with learning disabilities. It also investigated the effective reading strategies that special education teachers have utilized to improve reading comprehension levels of the students in resource room settings. For the purpose of this study, “effective reading comprehension strategies” are defined as any strategies that have been found by the special education teachers as beneficial for improving reading comprehension levels of third graders with learning disabilities in the resource room setting. Importantly, a particular reading comprehension strategy could be beneficial based on these teachers’ experiences ...

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A Shared Challenge: Improving Literacy, Numeracy And Science Learning In Queensland Primary Schools, Geoff N. Masters Australian Council for Educational Research (ACER)

A Shared Challenge: Improving Literacy, Numeracy And Science Learning In Queensland Primary Schools, Geoff N. Masters

Assessment and Reporting

Following the release of Queensland results in the 2008 National Assessment Program - Literacy and Numeracy (NAPLAN) and the 2007 Trends in International Mathematics and Science Study (TIMSS) late in 2008, the Premier, Anna Bligh, requested an independent review of literacy, numeracy and science standards in Queensland primary schools. The review was asked to examine available data on the performances of Queensland students and, drawing on international research evidence, to provide advice in the areas of curriculum, assessment and teacher quality. In particular, the review was asked to identify existing effective practices, to propose ways in which these could be scaled ...

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What Is Critical Literacy?, Ira Shor CUNY College of Staten Island

What Is Critical Literacy?, Ira Shor

Journal of Pedagogy, Pluralism, and Practice

We are what we say and do. The way we speak and are spoken to help shape us into the people we become. Through words and other actions, we build ourselves in a world that is building us. That world addresses us to produce the different identities we carry forward in life: men are addressed differently than are women, people of color differently than whites, elite students differently than those from working families. Yet, though language is fateful in teaching us what kind of people to become and what kind of society to make, discourse is not destiny. We can ...

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Teaching Reading: Literature Review: A Review Of The Evidence-Based Research Literature On Approaches To The Teaching Of Literacy, Particularly Those That Are Effective In Assisting Students With Reading Difficulties, Ken Rowe, National Inquiry into the Teaching of Literacy (Australia) Australian Council for Educational Research (ACER)

Teaching Reading: Literature Review: A Review Of The Evidence-Based Research Literature On Approaches To The Teaching Of Literacy, Particularly Those That Are Effective In Assisting Students With Reading Difficulties, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia)

Teaching and Learning and Leadership

Underlying a key purpose of the present review is the conviction that claims about what constitute effective literacy teaching, and of reading in particular, should be grounded in findings from rigorous evidence-based research. To this end, the present review of the research literature on teaching practices for students, with and without reading difficulties, relies largely, though not exclusively, on well-designed meta analytic syntheses that: (a) partial out methodological artefacts from the effect sizes; and (b) base their analyses on the actual procedures and components of instruction used in the studies reviewed. Following a brief outline of the background and purposes ...

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Kiswahili Or English: A Policy Analysis Of Language Instruction In Tanzania, Mari C. Yogi SIT Graduate Institute

Kiswahili Or English: A Policy Analysis Of Language Instruction In Tanzania, Mari C. Yogi

Capstone Collection

In many multilingual countries, the language instruction in classrooms is a continuous debate. Kiswahili is widely used in East Africa, however English is the language of instruction in secondary and tertiary education. In the United Republic of Tanzania, primary school is instructed in Kiswahili and then it abruptly switches to English in secondary school. Many students find the transition from primary to secondary school difficult for many reasons, including the language transition to English. As a result, nearly 1.5 million students are not enrolled in lower secondary school. Tanzania’s current president, John Magufuli, has made education a priority ...

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Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing AM University of Sydney

Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am

2009 - 2019 ACER Research Conferences

There is unequivocal evidence that arts-rich pedagogies enhance student social and emotional wellbeing and, consequently, academic learning outcomes across the curriculum. Yet many primary teachers report they lack the expertise and/or confidence to embed quality arts processes and experiences in what is increasingly described as an overcrowded curriculum. This presentation reviews the research findings about the impact and sustainability of School Drama, an initiative developed through a partnership between the Sydney Theatre Company and The University of Sydney. An innovative co-mentoring teacher professional learning program and drama-based intervention, the program aims to develop primary teachers’ professional knowledge of and ...

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The Impact Of Metacognitive Learning Of Reading On Students’ Cross Curricular Success, Katherine Bretsch The College at Brockport: State University of New York

The Impact Of Metacognitive Learning Of Reading On Students’ Cross Curricular Success, Katherine Bretsch

Education and Human Development Master's Theses

This paper explores the impact of metacognitive learning on students’ abilities to apply literacy skills across the curriculum. The research questions led to findings more complex than the idea of metacognition affecting student learning. Moreover, the literature review explores the ‘how’ while the findings explore the ‘why’. Through triangulation and constant comparison of three data sources, I deduced three findings, including; the development of metacognition, the most observable transfer of skills to non-literacy based subjects, and metacognition as it related to classroom management. This qualitative research study digests how routine metacognition supports students in transferring skills specifically related to reading.

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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 Australian Council for Educational Research (ACER)

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 English ...

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White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas 2019 Baylor University

White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas

Journal of Multicultural Affairs

Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual ...

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Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe 2019 Rocky Mountain College of Art and Design

Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe

The Liminal: Interdisciplinary Journal of Technology in Education

In examining how higher education ought to respond to ‘fake news’ and the landscape of the ‘post-truth’ world, it is imperative to distinguish between accidental, ignorant, or intentional factual inaccuracies. The motives of accidental, ignorant, or disinformation are not uniform and, as such, the responses by institutions of higher education must not be uniform either. With increased literacy, as well as increased ease of publication and dissemination, the dangers of misinformation have been magnified. Stakeholders in higher education ought to develop multiple strategies responding to ‘fake news’ that are unique to the divergent forms of misinformation in the ‘post-truth’ world.

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Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez 2019 California State University, San Bernardino

Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez

Electronic Theses, Projects, and Dissertations

This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage ...

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Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin 2019 University of Dayton

Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A collection of essays by the University of Dayton faculty who participated in the 2018 and 2019 Global Education Seminars focusing on West Africa.

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Cover, Front Matter, University of Dayton 2019 University of Dayton

Cover, Front Matter, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

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Acknowledgments, Julius A. Amin 2019 University of Dayton

Acknowledgments, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

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Introduction, Julius A. Amin 2019 University of Dayton

Introduction, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

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Chapter 1: The Power Of Moments, Martha Henderson Hurley 2019 University of Dayton

Chapter 1: The Power Of Moments, Martha Henderson Hurley

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi 2019 University of Dayton

Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland 2019 University of Dayton

Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene 2019 University of Dayton

Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Assessing Online Viewing Practices Among College Students, Elizabeth J. Threadgill, Larry R. Price 2019 Utica College

Assessing Online Viewing Practices Among College Students, Elizabeth J. Threadgill, Larry R. Price

Journal of Media Literacy Education

This article focuses on media literacy education for college students. First, we conducted psychometric analyses to verify the properties of the Critical Evaluation and Analysis of Media (CEAM) scale. CEAM measures college students’ self-reported practices for critically evaluating and analyzing the credibility, audience, and technical design elements of online media, such as news, advertisement, and entertainment media. Using CEAM, our second goal was to identify trends in critical viewing practices among first-year students enrolled in college. Results of confirmatory factor analysis (CFA) and item response theory (IRT) supported a three-factor structure for the CEAM scale. Composite score reliability for all ...

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Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I. 2019 University of Dayton

Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I.

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day 2019 University of Dayton

Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 7: Perspectives On West Africa: Reminiscences, Sharon Davis Gratto 2019 University of Dayton

Chapter 7: Perspectives On West Africa: Reminiscences, Sharon Davis Gratto

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 8: Africa’S Gifts To The World, Julius A. Amin 2019 University of Dayton

Chapter 8: Africa’S Gifts To The World, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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Chapter 9: Looking Ahead, Julius A. Amin 2019 University of Dayton

Chapter 9: Looking Ahead, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

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The Rise Of Infographics: Why Teachers And Teacher Educators Should Take Heed, Katie Alford 2019 McKendree University

The Rise Of Infographics: Why Teachers And Teacher Educators Should Take Heed, Katie Alford

Teaching/Writing: The Journal of Writing Teacher Education

How can teacher educators utilize infographics to prepare preservice ELA teachers for the complex task of creating both critical consumers and conscious creators of this 21st-century genre? As what counts as “text” expands because of our digital world, teachers are struggling to keep up with the demands of knowing and being able to support students in both their reading and writing of many new genres. Infographics have proliferated on the internet and have now hit print media, so they are a growing reality in our world today. This article lays out what we know about infographics in education today and ...

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The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak 2019 Mount St. Mary's University

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write ...

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Additional Photographs, University of Dayton 2019 University of Dayton

Additional Photographs, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

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Popular Institutions

Based on downloads in August 2019

University of South Florida

Western Connecticut State University

University of Rhode Island

Hamline University

South Dakota State University

Minnesota State University, Mankato

Utah State University

Florida International University

Edith Cowan University

Popular Authors

Based on downloads in August 2019

Sue Thomson ACER

Peter Freebody Australian Council for Educational Research (ACER)

Lisa De Bortoli ACER

Catherine Underwood ACER

Kayla Swan The College at Brockport: State University of New York

Tammy Slater Iowa State University

Sima Rodrigues Australian Council for Educational Research (ACER)

Jessica Fullarton Australian Council for Educational Research (ACER)

Marina Schmid Australian Council for Educational Research (ACER)

International Colloquium Loyola Marymount University

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