Submissions 201-220
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Submission Number |
Author |
201 |
Mr Gordon Cowser, NSW
This submission supports the Applied Scholastics ANZO submission to the
Inquiry, which calls for the incorporation of their training and education
systems into the public education system. This submission says that the
application of their teachings has enabled the writer to become a much more
effective trainer, and has empowered his students to become better learners.
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202 |
Ms Rebecca Sferco, WA
This submission supports the use of Study Technology by L Ron Hubbard
and says that the writer is now able to learn anything she wants in life
and be then able to apply what she has learnt. The writer also says that
the Study Technology has assisted her younger sister to become more
successful and confident at school. This submission urges the Inquiry to
find out about the training and education programs offered by Applied
Scholastics and to incorporate the materials into the public education
system as a matter of urgency.
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203 |
Ms Angela Geiser, NSW
This submission supports the use of Study Technology by L Ron Hubbard,
provided by Applied Scholastics ANZO. The writer says she has used the
technology with her own children and other children from the local primary
school where she helps with reading. The authors says that she has
observed how a child struggling with reading improves in literacy,
brightens up and starts to enjoy reading and actually understands what he
or she is reading.
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|
204 |
Ms Jennifer Bradley, ACT
This submission refers to the research of Diane McGuinness, and her book,
Why Children Can't Read And What We Can Do About It (Penguin,
1997). This book assesses current literacy teaching methods in detail and
is highly recommended by the writer of this submission. This submission
says that it is important for schools to have the resources to meet the
differing levels of development of children in their early years at
primary school. The writer describes her son’s struggle with literacy
during his early school years, which he experienced despite his immersion
in books and literature before he started school.
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|
205 |
Catholic Education South Australia (CESA)
This submission explains that CESA has had a local literacy strategy for
seven years incorporating, among other initiatives, on-going teacher
professional development; early years literacy assessment and data
collection; and Reading Recovery. The submission says that CESA regards
phonics, spelling and vocabulary as extremely important, but this will
most often be taught within the context of purposeful and meaningful
engagement with real texts. The submission discusses in some detail CESA’s
literacy strategy, and makes four recommendations.
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|
206 |
Ms Colleen Newman, QLD
This submission discusses the way students’ literacy skills can be
fostered, including the choice of texts and benchmarking; learning styles
and teaching delivery; expectations; and teacher education. Other factors
that impact on national literacy levels, including home background, and
diet and exercise, and are also mentioned. The submission provides several
suggestions to improve national literacy levels. The writer has been a
primary school teacher since 1972.
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207 |
St Brendan’s School, Lake Munmorah, NSW
This submission indicates that literacy has been a strategic focus area
for the school as part of the Broken Bay Catholic Schools System. The
Literacy Plan for Diocesan Schools K-12(1999) was designed to support
schools in planning, implementing and evaluating effective strategies to
enhance literacy learning and pedagogy. The submission describes these
strategies and the results that have been achieved.
|
|
208 |
MacKillop Catholic College, Warnervale, NSW
This submission indicates that literacy has been a strategic focus area
for the school as part of the Broken Bay Catholic Schools System. The
Literacy Plan for Diocesan Schools K-12(1999) was designed to support
schools in planning, implementing and evaluating effective strategies to
enhance literacy learning and pedagogy. The submission describes these
strategies and the results that have been achieved.
|
|
209 |
Holy Cross Catholic Primary School, Kincumber, NSW
This submission indicates that literacy has been a strategic focus area
for the school as part of the Broken Bay Catholic Schools System. The
Literacy Plan for Diocesan Schools K-12(1999) was designed to support
schools in planning, implementing and evaluating effective strategies to
enhance literacy learning and pedagogy. The submission describes these
strategies and the results that have been achieved.
|
|
210 |
School of Health and Rehabilitation Sciences, University of
Queensland, QLD
This submission addresses the need for early identification of children
who are at-risk of encountering literacy difficulty and advocates the
implementation of preventative intervention for those who might otherwise
develop literacy difficulties. In summary, there are four premises
discussed in this submission: one, neither whole language or phonics
approaches adequately tap into what is known about the development of
literacy proficiency; two, that early identification of at-risk children
and appropriately timed and targeted intervention is efficacious in
facilitating literacy acquisition; three, that early intervention should
be based within a theoretical framework recognising the important facets
of emergent literacy; and, last, that educational systems need to consider
the benefit of emergent literacy evaluations in preschool children.
|
|
211 |
Mr Anton Stanimirovic, WA
This submission supports the Study Technology by L. Ron Hubbard, provided
by Applied Scholastics ANZO. The submission describes the writer’s
feelings of empowerment at being able to read and learn any subject he
desired to study, and anger that he was not shown this method when he was
going through school.
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|
212 |
Mrs Lyn Henshall and Mrs Glenda Lingard, VIC
This submission outlines the literacy program which has been operating at
the Tintern Schools since 1987. The submission discusses assessment; early
identification and intervention of students at risk; benchmarks; and the
professional development of teachers. It also includes a reference list of
books and articles that have informed the literacy program at the school.
|
|
213 |
Mrs Betty Butler, NSW
In this submission, the writer describes her education and how she became
proficient in the use of the study technology of L. Ron Hubbard. The
writer says she made sure that her daughter learnt this method and that
because of this assistance her daughter became highly literate without
effort. The submission refers to a series of books / workbooks for
students and other training courses in education based on this study
technology, noting that they are locally available from Applied
Scholastics ANZO. The submission says that this is a highly effective
resource and urges the Inquiry to investigate the incorporation of these
materials into the public education system with all urgency.
|
|
214 |
Ms Fiona McClintock, ACT
This submission says that when the writer’s children moved to the Athena
School in Sydney their motivation and progress were greatly improved
through teachers at the school using the Study Technology by L. Ron
Hubbard. The submission encourages the Inquiry to look at the programs
that are in place at the Athena School with a view to implementing them
into the general school curriculum.
|
|
215 |
School Library Association of South Australia Inc (SLASA), SA
The submission outlines the relevance of the specialised skills of teacher
librarians to literacy learning. The submission also outlines research
about the role of teacher librarians and the implications of this
research. The submission makes three recommendations. This submission has
been prepared by the School Library Association of South Australia in
consultation with its members who include teacher librarians from all
three education sectors – Department of Education and Children’s Services,
Catholic Education Office and Association of Independent Schools, South
Australia – from Reception to Year 12.
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|
216 |
Ms Bebette Francis, Endeavour Forum Inc, VIC
This submission presents a range of issues for the Inquiry’s
consideration, including the role of phonics; the emphasis that should be
given to grammar and rote learning; political bias and classroom teaching;
the selection of reading materials; the ideology of feminism; and the role
of values.
|
|
217 |
Sacred Heart Catholic School, Pymble, NSW
This submission indicates that literacy has been a strategic focus area
for the school as part of the Broken Bay Catholic Schools System. The
Literacy Plan for Diocesan Schools K-12(1999) was designed to support
schools in planning, implementing and evaluating effective strategies to
enhance literacy learning and pedagogy. The submission describes these
strategies and the results that have been achieved.
|
|
218 |
Mr Christopher Power, ACT
This submission supports the Study Technology provided by Applied
Scholastics ANZO. The submission says that this technology has helped the
writer to develop more confidence and skill as a writer and recommends
examination of the methods and materials that are available from Applied
Scholastics ANZO.
|
|
219 |
Mr Don and Mrs Merle Fairs, WA
This submission promotes Study Technology which the writers discovered
through a course called Basic Study Manual. The submission says that the
writers’ three children’s study success was due, to some degree, to the
use of Study Technology. The writers point out that they have not come
across anything more effective than the methods used in The Basic Study
Manual.
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|
220 |
Mr Ian White, WA
This submission describes how the writer struggled with learning at high
school, and claims that the Study Technology by L. Ron Hubbard
rehabilitated his interest in study, showed him what to do to enjoy
learning, and changed his life forever. The writer also says that Study
Technology also assisted his 15 year old daughter to improve her maths
learning.
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