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Longitudinal English Literacy and Numeracy Survey for Indigenous Students - Australia
Source: Australian Council for Educational Research (ACER)
This study was designed to build on research conducted by ACER in 1997 and reported in the monograph Enhancing English Literacy Skills in Aboriginal and Torres Strait Islander Students: A Review of the Literature and Case Studies in Primary Schools. Following that project, the committee suggested that ACER target Indigenous students in their first years of schooling and monitor growth in literacy and numeracy achievement. Accordingly, this study aims to:
Thirteen schools from around Australia, with at least one in each State and Territory, have been involved in the project since the beginning of 2000. Each year, the schools administer two sets of English literacy and numeracy assessment materials with their Aboriginal and Torres Strait Islander students. A team of Indigenous researchers visit each school each year and conduct interviews with the principal, teachers and Indigenous educators and community members, and collect documentation, and perhaps observe classes and staff meetings. The research team includes: Isabelle Adams, Pat Cummins, Prof Paul Hughes, Natascha McNamara, Lee Simpson, Maria Stephens, Dr Margaret Valadian, and Davina Woods.
Both quantitative and qualitative data will be analysed and reported on. The data will be compared to that collected for ACER’s Longitudinal Literacy and Numeracy Study 1999 - 2005. (LLANS project) While the diverse sample of schools in this study means that each school is likely to be unique, we expect to find that they share many common experiences and events. Through these, we hope to identify the characteristics of schools and teaching practices that best support the learning of Indigenous students across time.
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