Standards in Literacy and Numeracy: Contributing Factors

Autor/inn/en	Meeks, Linda; Kemp, Coral; Stephenson, Jennifer
Titel	Standards in Literacy and Numeracy: Contributing Factors
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 7, Artikel 7 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Literacy; Numeracy; Academic Standards; Academic Achievement; Student Evaluation; International Studies; Benchmarking; Reading Achievement; Mathematics Achievement; Scores; Reading Fluency; Performance Factors; Investment; Teacher Salaries; National Curriculum; Testing Programs; Teacher Qualifications; Time Factors (Learning); Class Size; Teacher Characteristics; Career Choice; Teacher Education; Professional Continuing Education; Student Characteristics; Achievement Rating; Foreign Countries; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Schulleistung; Schulnote; Studentische Bewertung; Internationaler Studiengang; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Investments; Geldanlage; Investiton; Lehrerbesoldung; Lehrervergütung; Lehrqualifikation; Klassengröße; Lehrerausbildung; Lehrerbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland
Abstract	The establishment of international testing regimes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) has provided one way for individual countries to monitor the effectiveness of their educational systems. Not only do such programs allow for overall student achievement to be compared across member, and partner, countries of the Organisation for Economic Co-operation and Development (OECD), and to those countries choosing to participate in PIRLS and TIMSS, but comparisons can also be made in relation to the percentage of students achieving at or below the minimum standards for literacy and numeracy. Studying the educational organisation of those countries and economies in which high-ranking results in international testing have been produced, and in which a lower percentage of students achieving minimum standards in literacy and numeracy is evident, provides valuable information for use in countries where there is a desire for improved student performance, especially for lower achieving students. In combination with the research literature, the main findings from an investigation of the roles played by teachers, students and systems suggest that it is teachers who make the difference, and that it is the responsibility of governments and teacher training institutions to select and prepare teachers accordingly. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10