Below average literacy levels in secondary school are a major problem that must be solved in any learning environment. The Prestgate School report contains quantitative NAPLAN data that identifies poor literacy levels as a serious problem within the secondary school (year 7 in particular). As stated by Butterworth (2013), it is important that schools recognise issues revolving literacy levels early, as this can lead to greater problems later on. Such problems can include financial welfare, health, safety, education, income and everyday living.
Therefore the area for improvement that I have selected from the Prestgate School report is improving literacy. The data within the report suggests that this is the most substantial issue within the school …show more content…
The context of the recommendations is to target and improve poor literacy within primary and secondary schools, and is useful to any teaching based role. By creating the five recommendations, the authors are aiming to provide evidence and support that these standards are efficient ways to improve teaching skills and therefore improve student literacy. The authors use evidence sourced from educational policies, quantitative data and qualitative anecdotal data to sufficiently synthesize and summarise their key findings into five simple and understandable points. The author states that if teachers apply practical alterations to their regular instructive practices and follow the suggestions of the five recommendations, great progress could be made with students who struggle the most within literacy. This research is relevant to the topic of improving literacy within secondary schools and offers useful guides and strategies about how to achieve this. The researchers believe that one limitation of their study is the amount of research undertaken within recommendation number three. They believe that the research could have been more sufficient if they had time for a longitudinal study. This research underscores my topic of poor literacy and provides recommendations for improving teaching practice in order to close this gap, therefore making …show more content…
The context of the study focusses on teachers in general but more specifically maths teachers and their ability to interpret data that is used in annual school reports. In this study, 24 items from the Attitudes and Statistical Literacy Instrument are used with 704 teachers to provide a hierarchical scale of teacher ability to interpret assessment data. Using an item response theory model for partial credit scoring, three levels of ability are identified, related to reading values, comparing values, and analysing a data set as a single entity (Chick, H., & Pierce, R. 2013). This data can then be used to understand and interpret changes that need to be made within the school such as lowered literacy levels in NAPLAN testing. The overall goal is to provide a framework that allows teachers to better understand the context and usefulness of data in the school setting as well as the skills needed for statistical interpretation. In order to achieve this goal, a wide range of research and existing data was examined in order to come to appropriate conclusions and ultimately formulate the conclusive teaching framework of necessary skills. This journal is relevant when in regards to the policy I have chosen because it assists teachers in understanding the standard of critical thinking required to assess their annual school report and
Therefore the area for improvement that I have selected from the Prestgate School report is improving literacy. The data within the report suggests that this is the most substantial issue within the school …show more content…
The context of the recommendations is to target and improve poor literacy within primary and secondary schools, and is useful to any teaching based role. By creating the five recommendations, the authors are aiming to provide evidence and support that these standards are efficient ways to improve teaching skills and therefore improve student literacy. The authors use evidence sourced from educational policies, quantitative data and qualitative anecdotal data to sufficiently synthesize and summarise their key findings into five simple and understandable points. The author states that if teachers apply practical alterations to their regular instructive practices and follow the suggestions of the five recommendations, great progress could be made with students who struggle the most within literacy. This research is relevant to the topic of improving literacy within secondary schools and offers useful guides and strategies about how to achieve this. The researchers believe that one limitation of their study is the amount of research undertaken within recommendation number three. They believe that the research could have been more sufficient if they had time for a longitudinal study. This research underscores my topic of poor literacy and provides recommendations for improving teaching practice in order to close this gap, therefore making …show more content…
The context of the study focusses on teachers in general but more specifically maths teachers and their ability to interpret data that is used in annual school reports. In this study, 24 items from the Attitudes and Statistical Literacy Instrument are used with 704 teachers to provide a hierarchical scale of teacher ability to interpret assessment data. Using an item response theory model for partial credit scoring, three levels of ability are identified, related to reading values, comparing values, and analysing a data set as a single entity (Chick, H., & Pierce, R. 2013). This data can then be used to understand and interpret changes that need to be made within the school such as lowered literacy levels in NAPLAN testing. The overall goal is to provide a framework that allows teachers to better understand the context and usefulness of data in the school setting as well as the skills needed for statistical interpretation. In order to achieve this goal, a wide range of research and existing data was examined in order to come to appropriate conclusions and ultimately formulate the conclusive teaching framework of necessary skills. This journal is relevant when in regards to the policy I have chosen because it assists teachers in understanding the standard of critical thinking required to assess their annual school report and