A systemic evidence-based strategy to improve indigenous students' numeracy and literacy

Thelma Perso

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.

Original languageEnglish
Title of host publicationPedagogies to Enhance Learning for Indigenous Students: Evidence-based Practice
EditorsRobyn Jorgensen, Peter Sullivan, Peter Grootenboer
Place of PublicationSingapore
PublisherSpringer Singapore
Chapter2
Pages21-44
Number of pages24
ISBN (Electronic)9789814021845
ISBN (Print)9789814021838
DOIs
Publication statusPublished - 1 Oct 2013

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    Perso, T. (2013). A systemic evidence-based strategy to improve indigenous students' numeracy and literacy. In R. Jorgensen, P. Sullivan, & P. Grootenboer (Eds.), Pedagogies to Enhance Learning for Indigenous Students: Evidence-based Practice (pp. 21-44). Springer Singapore. https://doi.org/10.1007/978-981-4021-84-5_2