当前位置: X-MOL 学术Australian Journal of Learning Difficulties › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Re-mapping the territory: an overview of learning and literacy intervention provision in primary education in five Australian states
Australian Journal of Learning Difficulties Pub Date : 2020-06-12 , DOI: 10.1080/19404158.2020.1776741
Joanne Quick 1
Affiliation  

ABSTRACT This paper provides data on patterns of schools’ learning intervention provision in 2017, and discusses the utility of online sources to gather this information. Demographic, achievement, and intervention data were collected for a sample of 366 schools offering primary education across Australia’s five more populous states. Intervention offerings were analysed in relation to schools’ demographic and achievement characteristics. General academic and literacy interventions were commonly offered, with statistically significant differences identified between the reported intervention offerings of schools in different states and sectors. Report of offering intervention/s was not associated with either schools’ size or levels of NAPLAN achievement. The results are compared with the 1998 “Survey of Schools” on primary students with learning difficulties in Australia, and discussed in relation to research literature and educational policy. Future directions for: a) research into intervention provision in Australian schools; and b) utilizing online sources to explore educational research questions are identified.

中文翻译:

重新规划领土:澳大利亚五个州初等教育中学习和识字干预措施概述

摘要 本文提供了 2017 年学校学习干预提供模式的数据,并讨论了在线资源收集这些信息的效用。我们收集了澳大利亚五个人口较多的州的 366 所提供小学教育的学校样本的人口统计、成就和干预数据。根据学校的人口统计和成就特征分析了干预措施。普遍提供一般学术和识字干预措施,不同州和部门的学校报告的干预措施之间存在统计学显着差异。提供干预的报告与学校的规模或 NAPLAN 成绩水平无关。将结果与 1998 年澳大利亚学习困难小学生的“学校调查”进行了比较,并就研究文献和教育政策进行了讨论。未来方向:a) 研究澳大利亚学校的干预措施;b) 确定利用在线资源探索教育研究问题。
更新日期:2020-06-12
down
wechat
bug