Indigenous Student Literacy Outcomes in Australia: A Systematic Review of Literacy Programmes

Autor/inn/en	Gutierrez, Amanda; Lowe, Kevin; Guenther, John
Titel	Indigenous Student Literacy Outcomes in Australia: A Systematic Review of Literacy Programmes
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 1, S.37-60 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez, Amanda) ORCID (Lowe, Kevin) ORCID (Guenther, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1700214
Schlagwörter	Indigenous Populations; Benchmarking; Literacy Education; English (Second Language); Language Tests; Standardized Tests; Barriers; Student Improvement; Teaching Methods; Multiple Literacies; Critical Literacy; Creativity; Foreign Countries; Decision Making; Research Reports; Program Evaluation; Direct Instruction; Elementary Secondary Education; Principals; Acceleration (Education); Bilingual Education; Art Education; Parent Participation; School Community Relationship; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Kreativität; Ausland; Decision-making; Entscheidungsfindung; Research report; Forschungsbericht; Programme evaluation; Programmevaluation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Principal; Schulleiter; Acceleration; Beschleunigung; Bilingual teaching; Bilingualer Unterricht; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elternmitwirkung; Australien
Abstract	Improving Indigenous students' literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses peer-reviewed and evidence-based publications that report on significant literacy programmes to investigate which aspects of literacy are their focus, which are identified as successful, conditions needed for success, barriers to success and measures of success. While most programs reported significant literacy improvements, all identified barriers to success and/or sustainability as outlined in this paper. This review also utilises the four resources literacy model and multiliteracies theories to map literacy gaps. When considering decades of literacy research, there were significant gaps in the represented literacy skills, with the dominant focus on codebreaking, and very few programs addressing critical literacies, multiliteracies or creativity skills. The review of the papers highlighted the need for consideration of ways to design balanced and place-based literacy programs; school-community literacy partnerships; access to training and resources for schools and communities around literacy and school/community research projects and agency for teacher and school leaders to be professional context-based decision-makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01