In this chapter I discuss the design of a systemic, evidence-based strategy aimed at improving student literacy and numeracy achievement, particularly for students in remote and very remote locations. The strategy was based on national and international research, and fundamentally designed from the students out through sound instructional leadership, effective teaching, and assessment for learning. The challenges of implementing such a strategy in a diverse and dispersed educational system are also discussed. The chapter aims to describe the complexities faced by governments in improving literacy and numeracy outcomes for all children.
|Title of host publication||Pedagogies to Enhance Learning for Indigenous Students: Evidence-based Practice|
|Editors||Robyn Jorgensen, Peter Sullivan, Peter Grootenboer|
|Place of Publication||Singapore|
|Number of pages||24|
|Publication status||Published - 1 Oct 2013|