A Case of Being the Same? Australia and New Zealand's Reading in Focus

Autor/inn/en	Chamberlain, Megan C.; Medina, Emma J.
Titel	A Case of Being the Same? Australia and New Zealand's Reading in Focus
Quelle	In: Australian Journal of Education, 64 (2020) 3, S.243-263 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Medina, Emma J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120953235
Schlagwörter	Reading Achievement; Literacy; Economically Disadvantaged; Achievement Gap; Equal Education; Indigenous Populations; Gender Differences; Discipline; Classroom Environment; Truancy; Reading Attitudes; Self Efficacy; Sense of Community; Bullying; Comparative Education; Foreign Countries; Secondary School Students; Achievement Tests; International Assessment; Reading Tests; Middle School Students; Australia; New Zealand; Program for International Student Assessment; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Sinti und Roma; Geschlechterkonflikt; Disziplin; Klassenklima; Unterrichtsklima; Schulabsentismus; Schulschwänzen; Schulverweigerung; Reading behavior; Rading behaviour; Leseverhalten; Self-efficacy; Selbstwirksamkeit; Mobbing; Vergleichende Erziehungswissenschaft; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Australien; Neuseeland
Abstract	Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development's Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries' students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students' average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries' 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01