SHS Thesis ICT- “THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PR...JohnPhillipMedina
Qualitative Research
Part 1 of the Research Paper;
“THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PRESENTATION)ON THE TEACHING LEARNING PROCESS OF SENIOR HIGH SCHOOL STUDENTS OF COLLEGE FOR RESEARCH AND TECHNOLOGY OF CABANATUAN CITY, NUEVA ECIJA FOR THE ACADEMIC YEAR 2016-2017”
-Research Adviser Mark Francisco
- John Phillip M. Medina
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
SHS Thesis ICT- “THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PR...JohnPhillipMedina
Qualitative Research
Part 1 of the Research Paper;
“THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PRESENTATION)ON THE TEACHING LEARNING PROCESS OF SENIOR HIGH SCHOOL STUDENTS OF COLLEGE FOR RESEARCH AND TECHNOLOGY OF CABANATUAN CITY, NUEVA ECIJA FOR THE ACADEMIC YEAR 2016-2017”
-Research Adviser Mark Francisco
- John Phillip M. Medina
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
Age of Learning Research: ABCmouse Prevents Summer SlideAge of Learning
This summer 2016 study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS) showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group.
Age of Learning CEO Doug Dohring Shares Research Showing ABCmouse Prevents- S...Doug Dohring
During the summer of 2016, we conducted this study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS). The study showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group. Gains approximated the benefits of 1 month of instruction.
Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello DRPF Consults
Presentation explains components of literacy intervention, levels and courses, assessment and placement, and scheduling options. Designed for San Francisco Unified School District based on need to connect literacy intervention to program scheduling for middle and high school assistant principals. Contact if interested in having a literacy intervention presentation designed for your school or district.
Ideology triumphs over evidence.
The current entrenched rate of illiteracy among Australian children is unnecessary and avoidable, write Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall. WHY JAYDON CAN’T READ: THE TRIUMPH OF IDEOLOGY OVER EVIDENCE IN TEACHING READING
Age of Learning Research: ABCmouse Prevents Summer SlideAge of Learning
This summer 2016 study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS) showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group.
Age of Learning CEO Doug Dohring Shares Research Showing ABCmouse Prevents- S...Doug Dohring
During the summer of 2016, we conducted this study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS). The study showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group. Gains approximated the benefits of 1 month of instruction.
Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello DRPF Consults
Presentation explains components of literacy intervention, levels and courses, assessment and placement, and scheduling options. Designed for San Francisco Unified School District based on need to connect literacy intervention to program scheduling for middle and high school assistant principals. Contact if interested in having a literacy intervention presentation designed for your school or district.
Ideology triumphs over evidence.
The current entrenched rate of illiteracy among Australian children is unnecessary and avoidable, write Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall. WHY JAYDON CAN’T READ: THE TRIUMPH OF IDEOLOGY OVER EVIDENCE IN TEACHING READING
A unique funding opportunity for students of the MSc in Information Systems (with a major in Business Process Management or Data Science)
The Hilti Chair of Business Process Management offers highly motivated full-time degree and Erasmus students the opportunity to get involved in the department's research activities alongside their studies. In order to be accepted onto this unique research scheme students must have demonstrated outstanding academic performance during their previous studies. The selection process is highly competitive with only a few places available each academic year. Early applications are recommended.
For further information and application details, please visit: www.uni.li/student-research-fellowship
To get in touch with a Student Ambassador, please go to: www.uni.li/Wirtschaftsinformatik/Studium/Ambassadorprogramme
This is the Metis way. We:
- Take risks
- Do our best work when the stakes are highest
- Earn respect by thinking and acting outside the confines of convention
Are you in?
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Advocating School Intervention Program among Junior High Studentsijtsrd
The research was conducted at Matab ang National High School Toledo City Division -Region VII as a bases for an action plan for “Advocating School Intervention Program among Junior High students in Matab ang National High School, Matab ang Toledo City Cebu and the Scheme of Implementation of the Student’s Intervention Program of Matab ang National High School and evaluated on the level of students intervention program implementation in terms of Therapy Programs, Intervention Team Approaches, Supplemental Programs, Community Home School Partnership Programs and Whole School Reform Programs. Descriptive method was used. Questionnaires were given to 10 teachers and 240 students for evaluation. Gathered data were treated using total weighted points, weighted mean, and t test. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that the ““Advocating School Intervention Program among Junior High in Matab ang National High School, Matab ang Toledo City Cebu and the Scheme of Implementation of the Student’s Intervention Program of Matab ang National High School”. It was recommended that this study has identified the following key aspects of intervention for improving the literacy skills of students 1. promoting positive relationships between teacher and students by providing a designated teacher for intervention 2. providing at least three to five sessions of explicit intensive instruction per week 3. using experienced literacy teachers to facilitate the intervention 4. maintaining flexibility within the program to address changes in individual students’ interests and needs 5. working with other teachers to extend support into mainstream classes 6. monitoring and collecting evidence of students’ skills using a range of procedures 7. ensuring whole school support for the program and for literacy improvement and 8. allocating a warm, inviting room for withdrawal sessions. Maria Katrina S. Macapaz "Advocating School Intervention Program among Junior High Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49567.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49567/advocating-school-intervention-program-among-junior-high-students/maria-katrina-s-macapaz
The 2019 John R. Lutzker Lecture featured Dr. Judith Carta, the associate director of the Juniper Gardens Children’s Project, professor of Special Education at the University of Kansas, and a Senior Scientist in the Institute for Life Span Studies. Her science focuses on developing strategies to minimize the effects of poverty on children’s language and social outcomes and developing practices that teachers and parents can use to promote children’s early learning particularly in vulnerable populations.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. +
This research aims to understand why
there is a gap in literacy levels between
Indigenous and non-Indigenous students.
Through creating a questionnaire as a
means of data collection, this research
aims to shed light on the opinions of
industry professionals as to why this gap
exists.
Aim of this research
This research also aims to understand the
Government funding schemes that have
been put into place within schools and
also how teachers believe they can better
their pedagogical practices.
3. +
Introduction to the
issue
From my personal experience of working with Indigenous
students, I am well aware of the differences in literacy scores
when compared to non-Indigenous peers. Many teachers will
argue that there is not enough funding available to schools to
assist with the education of Indigenous students. To help
bridge the gap between Indigenous and non-Indigenous
students, the Commonwealth Government committed $56.4
million in 2008-2009 to support schools over four years under
the Closing the Gap – Expansion of Intensive Literacy and
Numeracy Programs for Underachieving Indigenous Students
and Individual Learning Plans (Department of Education and
Communities, 2013, p. 35). Under educational law, all
Indigenous students are required to have their teacher and
school complete an Individual Learning Plan (ILP). This was
one step towards attempting to help Indigenous students and
their teachers recognise the student’s educational needs.
One of the two funding components directly relates to primaryaged Indigenous students and states that ‘The Expansion and
Intensive Literacy and Numeracy Programs for Underachieving
Indigenous Students component will provide extra help for
schools, enabling them to expand intensive literacy and
numeracy approaches’ (Department of Education and
Communities, 2013, p. 35). The objectives of this funding
scheme include notions of ‘innovative literacy…projects which
will contribute to a national menu of best practice and trialing
and evaluation of structured approaches to teaching literacy…
to Aboriginal and Torres Strait Islander students’ (Department
of Education and Communities, 2013, p. 36). These funding
measures are all well and good if students are benefiting from
them, but it begs the question, if schools are receiving
allocated funding to help Indigenous students engage in
learning literacy concepts, then why are students still so far
behind the national averages for literacy? This is one of the
main questions that my project aims to clarify.
4. +
Rationale
From experience through practicums and also
through working as a Teacher's Aide, I have noticed a
large gap between Indigenous and non-Indigenous
students' literacy levels. I have always wondered why
this gap exists when it can be argued that Australia
has a strong education system. I strongly believe that
the literacy levels of Indigenous children is an issue
that needs to be addressed. This research aimed to
shed light on the perspectives of industry
professionals to gauge what their knowledge of the
problem is and suggest ways to help bridge this gap
in their classrooms.
When comparing the NAPLAN results over the last
five years, 2008 - 2013, the results in year 3 reading is
alarming. Over the five year period, the proportion of
Indigenous students who received a band one result
only decreased by 6.6%. Likewise, in the 2013 results
show that nationally, 15.8% of Indigenous students
only achieved a band one result, compared to 2% of
non-Indigenous students. These low NAPLAN results
are an indication of the need to bridge the gap in
literacy education to ensure that the reading levels of
our year 3 Indigenous students increases and is
closer in score to non-Indigenous students. These
results are a direct link to why this topic is extremely
important and show the urgency that is needed to
improve these results.
5. +
Research Questions
As mentioned, this research aimed to
understand industry professional's opinions
in regards to the gap in literacy education
between Indigenous and non-Indigenous
students, as well as understanding whether
they believe that their teacher training is
flexible enough to teach Indigenous
students in a manner that they feel
comfortable and willing to learn.
In the questionnaire there were seven
questions, ranging from questions that
required a large answer to those that were
needing answers based on a rating scale
(strongly disagree - strongly agree). The
questionnaire aimed to be short and concise
so as to gain the information needed without
having to analyse pages and pages of data.
Having a short questionnaire also helped
with allowing the respondents the chance to
quickly complete the questionnaire without
contemplating the questions for an
extended period of time.
6. +
Methodology
Site
The questionnaire was completed and
sent via email. This is due to the fact that
schools and many literacy organisations
were closed over the Christmas/New Year
holidays. By allowing the respondents to
complete the interactive PDF through
email, they
could
complete
the
questionnaire in their own time, as many
were busy preparing for a new school
year.
Participants
The
participants
included
school
teachers, ACARA workers, industry
professionals and teacher's aides. By
having a range of different careers, I was
able to gain a range of opinions into the
topic.
7. +
Data Collection
This research project proved to be a real
challenge to get the information required. Online
questionnaires were the easiest and quickest way
for me to gain the information needed. This data
collection was a major issue as many businesses
and all schools were closed over the duration of
the project so gaining respondents was difficult at
times.
The questionnaire was created to be flexible, with
the majority of questions requiring a long
response and some using a scale to determine the
answer (strongly disagree - strongly agree). This
allowed me to gain an understanding into the
opinions of the respondents in terms of the topic.
My project followed a naturalistic form of inquiry,
whereby 'theory is an outcome of the research'
and 'seeks to understand events and behaviours;
constructs detailed descriptions of events and
behaviours and; findings are setting and person
specific' (Fletcher, 2013, slides 4 & 8). I was able to
gain subjective views from the respondents which
allows me to gain first-hand understanding of their
knowledge about the subject. Because this project
was based around opinions and ways of best
practice, it made sense for me to utilise the
method of a questionnaire as a means of data
collection.
9. +
Questions 1 and 1a
Have you had any experience working with Indigenous students?
(Yes or no response). If yes, what is your experience?
83%
of respondents indicated that they had worked with
Indigenous students, all of which were classroom teachers
One
respondent commented that they had worked with
programs such as Reading Recovery and also implemented
programs such as activities during NAIDOC Week, the
Aboriginal Recognition Parade and Indigenous sports
carnivals
10. +
Question 2
What is your understanding of the NAPLAN assessment system?
All
respondents indicated that NAPLAN is a National
assessment program that indicates a students literacy and
numeracy level.
Some
respondents also commented that the NAPLAN
assessment system has no direct consequence for the student
as an individual
11. +
Questions 3 and 3a
Do you see the NAPLAN assessment system as a fair indicator of a
student’s academic level? (rating scale from strongly disagree to
strongly agree). Please explain your answer.
Those who answered either disagree or strongly disagree gave the following reasons for their
answers:
‘NAPLAN is simply 1 test on 1 day of the year. There are many variables that could effect the
students ability on that specific day e.g. no breakfast, late night, sick, family drama’
‘Students don’t respond well under pressure and may suffer from anxiety due to this test’
Those who answered neutral gave the following reasons for their answers:
‘…gives a good indication of literacy and numeracy skills, which is foundational to other
academic achievement and learning in schooling’
12. +
Question 4
What is your understanding of the Government-based funding
allocated to schools to help Indigenous students with literacy?
Most
respondents understood that there is funding given to
schools to assist with Indigenous literacy learning, however only
one respondent could name programs that are used in schools –
Norta Norta and Schools in Partnership
Other
respondents commented that programs such as Mini-Lit
and Multi-Lit aim to also help students with literacy but are not
specifically for Indigenous students
One
respondent commented that their understanding of the
funding is based on ‘the number of Indigenous students at that
school. It is then up to the school to decide what programs they
will use and spend the money on to help improve literacy skills
with these students’
13. +
Questions 5 and 5a
Have you experienced any literacy programs that have helped to
close the gap in literacy education? (yes or no response). If so,
what are these programs and how have they helped?
83%
of respondents have experienced literacy programs that
are helping to close the gap for Indigenous literacy levels. Of
this, 80% mentioned that the Multi-Lit and Mini-Lit programs
have been utilised in the schools they work in
Two
respondents commented that with consistent sessions
and monitoring, these programs have been very beneficial to
the students involved
One
respondent mentioned four other programs that they
have had experience in – Reading Recovery, Effective Reading
Program, Reading to Learn and L3.
14. +
Questions 6 and 6a
Teachers are given enough/adequate opportunities to further their own
knowledge and skills in order to help Indigenous students to succeed in learning
literacy concepts.
To what extent do you agree with the above statement (rating scale from strongly
disagree to strongly agree)? Please explain your answer.
Those who agreed with the statement, stated that they believed that teachers were given the
training needed
through staff development days and the opportunity to further their studies and one said it
‘depends if you want to look and use it’
Those who were neutral to the statement stated that ‘teachers are encouraged to further
develop our skills in all areas but are sometimes hampered by funding and time restraints’,
‘depends on level of professional learning provided and support of school leadership team,
likely to vary considerably by school’
Those who disagreed said that there was little training for this area
15. +
Question 7
Do you think the current pedagogies of our teachers needs to be changed in
order to accommodate Indigenous learning needs? Please explain your
answer.
Three
respondents stated that the current pedagogies do not need to be
changed, and one commented that they were not sure
One
respondent commented that all teachers are ‘meeting the needs of
all students within our means’ and that the main concern is funding and
resources. They went on to comment that ‘educators are only one link in
the chain – we can’t do it on our own. Parents, guardians, the community
and the Government must also actively participate and acknowledge the
importance of every student’s educations and provide the necessary
means to achieve rich learning experiences for every student’
Another
respondent commented that ‘ I believe that a true teacher who
has had experiences with Indigenous students in their class create a
mutual understanding with the student’s needs. This means you create a
relationship whereby you speak to your student in the manner he/she
understands’
16. +
Challenges
There were many challenges throughout this
research project. These were mainly the
holiday period for both businesses and
schools. This made it near impossible to find
participants for the research. If I were to
complete this research again, it definitely
would
not
take
place
over
the
Christmas/New Year/School holidays.
Strengths
Reflection
This project allowed me the opportunity to
gain an insight into the understanding of this
issue through the eyes of industry
professionals. This is a valuable experience
that has allowed me to shape and change
my own opinions about the topic.
Even though I found it difficult to find
participants to partake in the research, the
people I did find were incredibly
forthcoming with their answers and really
helped me to complete my assignment in a
short period of time.
17. +
This research could be used by principals
to evaluate their school's Indigenous
literacy projects, based on their own
staff's opinions.
What’s Next?
This study could also be expanded to
include the opinion of Indigenous
students' on their own literacy levels and
their views on their classroom teacher's
practices. By including students, the study
could be more beneficial to policy
makers as it would allow the insight from
a student's perspective, which is always
extremely important.
18. +
Because of the nature of the
data collection, there was not a
lot of feedback.
Feedback
The feedback I did receive
however, was mainly that the
questionnaire was easy to use.
19. +
From this research, I have gained a
tremendous amount of understanding
about the opinions of educational
professionals.
I have learnt that there is still a long way
to go with regards to teacher’s
understandings of certain aspects of
Indigenous education, especially the
funding of programs to help bridge the
gap between Indigenous and nonIndigenous students.
Conclusions
I have also learnt that of the respondents
from this questionnaire, most are not in
favour of the NAPLAN assessment system,
as they believe that it is not a fair and
accurate representation of a student’s
academic knowledge. It also cemented
my own opinions of the NAPLAN
assessment system and shed light on the
idea that students have different learning
styles and the NAPLAN assessment
system does not cater for these.
20. +
Australian Curriculum, Assessment and Reporting Authority
(a). (2008). 2008 National Assessment Program: Literacy and
Numeracy
Australian Curriculum, Assessment and Reporting Authority
(b). (2009). 2009 National Assessment Program: Literacy and
Numeracy
Australian Curriculum, Assessment and Reporting Authority
(c). (2010). 2010 Nationa Assessment Program: Literacy and
Numeracy
References
Australian Curriculum, Assessment and Reporting Authority
(d). (2011). 2011 National Assessment Program: Literacy and
Numeracy
Australian Curriculum, Assessment and Reporting Authority
(e). (2012). 2012 National Assessment Program: Literacy and
Numeracy
Australian Curriculum, Assessment and Reporting Authority
(f). (2013). 2013 National Assessment Program: Literacy and
Numeracy
Department of Education and Communities. (2013).
Indigenous Education (Targeted Assistance) Act 2000:
Program Guidelines 2009 to 2013. Retrieved from
http://docs.education.gov.au/system/files/doc/other/ietaprogram-guidelines-2009-2013.pdf
Fletcher, A. (2013). Planning the approach [powerpoint
slides]. Retrieved from the CSU EPT429 Interact site