Submissions 301-320
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Submission Number |
Author |
301 |
Confidential
|
302 |
Australasian Association for Progressive and Alternative
Education (AAPAE)
This submission makes the following main points: one, every learner is
an individual and responsible for his or her own learning; two, effective
learning takes place when both learners and teachers understand their
respective learning ecologies; three, learning happens when the learner
chooses and takes responsibility; four, what we teach our children needs to
prepare them for a transformative information age; five, scientific-based
research is as vulnerable to abuses and misinformation as any other forms of
research; six, effective teachers employ a range of teaching methods to
match the needs of their students and know their subjects and the underlying
pedagogic principles well; seven, the literacy of all Australians cannot be
improved by simply mandating a scientific-based reading programme or a
particular pedagogy; and last, qualitative, relational, individual forms of
assessment are far more effective in enabling learners to learn.
|
303 |
The Australian Literacy and Numeracy Foundation
(ALNF)
This submission proposes that the Inquiry recognise, as a best practice
model to support literacy and numeracy projects of national significance, a
tripartite financial model being used by the ALNF which combines
contributions by government, corporate and individual donors, and the ALNF.
The ALNF is an independent federally registered company limited by guarantee
and a registered tax-deductible charity dedicated to raising language,
literacy and numeracy standards in Australia.
|
304 |
Ms Deborah Rossow, QLD
This submission comments on matters the writer believes the Inquiry
should consider; provides a review of the literature on reading; discusses
research findings about reading issues; and discusses teacher beliefs and
actions as they relate to their teaching of reading.
|
305 |
Catholic Education Commission Victoria, VIC
This submission says that since 1998 the Catholic Education Commission
of Victoria has implemented a systemic reform strategy, known as Literacy
Advance, to improve literacy teaching, and student achievement of national
literacy goals. This submission outlines the major Literacy Advance
strategies with a particular focus on reading.
|
306 |
Faculty of Education, Deakin University, VIC
This submission responds, in particular, to the Inquiry’s second
objective. The submission is framed with reference to findings from literacy
research, and from previous national inquires into the teaching of English
literacy and into the pre-service preparation of teachers for teaching
English literacy. The submission puts forward principles to guide
pre-service teacher education for literacy teaching which are based on
contemporary understandings and research. The submission also shows how
Deakin’s Faculty of Education seeks to produce graduates with the skills and
abilities to teach literacy effectively within school settings.
|
307 |
Catholic Education, Archdiocese of Brisbane,
QLD
This submission comments on the definition of literacy; provides an
account of the literacy achievements of students in Brisbane Catholic
Education schools; and, describes the professional support provided for
in-service and pre-service teachers. This submission notes that the Brisbane
Catholic Education Learning Framework is committed to the development of
reflective and self-directed learners who can contribute meaningfully to
their changing world, which requires effective communicators who can
critique, construct and make meaning from an expanding range of contexts and
texts.
|
308 |
Royal Blind Society, Royal Victorian Institute for the
Blind and Vision Australia Foundation Ltd. (RBS, RVIB & VAF Ltd), VIC
This submission focuses on students who are blind or vision impaired,
and who are fully integrated into primary and secondary schools and who use
Braille as their primary learning medium. The submission says that the
issues for these students are not about teaching methods, but instead are
about resources. These resources include: access to the skills of visiting
teachers who are trained in the area of vision impairment and who are
proficient in the use of the Braille code; time for students, their families
and teaching staff to develop appropriate skills and access appropriate
support; and students’ access to equipment at each stage of their education.
The submission says that these resources are essential if blind or vision
impaired students are to achieve standards in literacy that are as high as
those achieved by their sighted peers. RBS.RVIB.VAF provides visiting
teacher services to students who are blind and vision impaired and fully
integrated into primary and secondary schools.
|
309 |
Centre for Community Child Health, Murdoch Children's
Research Institute and The Smith Family, NSW
This submission emphasises the importance of the prior to school years
for children’s literacy, and aims to dispel the myth that schools are solely
responsible for literacy. The submission says that universal prevention and
literacy promotion programs must be considered in a strategic national
approach that would increase the likelihood that children begin school with
the building blocks necessary for reading and literacy success. The
submission outlines a newly developed evidence-based early literacy program
called Let’s Read. Let’s Read is a product of a partnership between
The Smith Family and the Centre for Community Child Health which is based at
the Murdoch Children’s Research Institute.
|
310 |
Professor Kevin Wheldall, NSW
This submission focuses on Reading Recovery, outlining the weaknesses of
Reading Recovery and suggesting how it could be improved. The submission
says that although in the past Reading Recovery was ground breaking, it has
since failed to adapt and change in the light of new knowledge. The
submission provides a letter (titled ‘Evidence-Based Research on Reading
Recovery’) that was sent by a group of scientists from the US and New
Zealand to members of the US Congress. Professor Wheldall is Director of
Macquarie University Special Education Centre (MUSEC) and is also the
Director of MULTILIT.
|
311 |
Council of Education Associations of South Australia,
SA
This submission comments on the nature of the Inquiry, and offers the
Inquiry a number of propositions under the following headings: definitions
of literacy; propositions about learners; proposition about learners and
literacy. This submission makes 15 recommendations. The submission was
prepared on behalf of the members of 16 professional associations who are
members of the Council of Education Associations of South Australia (CEASA).
|
312 |
The English Teachers Association of Queensland Inc.
(ETAQ), QLD
This submission makes the following points: it will not be in the public
interest if the findings of the Inquiry can be reduced to another instalment
of the so-called phonics versus whole language debate; the Inquiry’s report
should make it clear that the teaching of reading is about more than basic
decoding and needs to continue through to the end of high school; the Four
Resources Model of Freebody and Luke provides a useful framework for making
clear that the teaching of reading extends beyond basic decoding of
sound-symbol relationships; there is little point in having testing programs
to identify students with reading deficiencies unless there are resources to
support them; and it would be useful if the pre-service preparation of high
school teachers were to include some grounding in current effective methods
of teaching basic reading.
|
313 |
Australian Education Union
This submission addresses the national / international context and the
classroom context before addressing the Inquiry’s objectives. The submission
says that: the AEU supports a broad definition of literacy; teaching is a
complex process which incorporates bodies of knowledge about learning
styles, brain research, gender, children at risk and how these factors
combine and interact in the classroom; in powerful learning environments
successful teachers make use of a range of teaching strategies according to
circumstances; the AEU supports teachers being provided with knowledge of a
range of teaching strategies and the skills to implement them; the AEU
supports the implementation of best practice in professional learning; and
the AEU rejects a mandated approach to teaching. The Australian Education
Union represents 160,000 teachers and ancillary staff in public pre-schools,
schools and TAFE institutions across Australia.
|
314 |
Department of Psychology, Royal Children's Hospital
(RCH),
Melbourne, VIC
This submission states that many of the psychology staff at RCH are
involved in research into areas such as cognitive development,
psycholinguistics and language development and thus have an important role
to play in the understanding and assessment of reading, and language
development, and learning difficulties. The submission expands on the
following comments: there is overwhelming evidence in the scientific
literature that reading instruction needs to be phonologically based, and
most of the children referred are lacking in basic phonological processing
skills and often in alphabetic knowledge; otherwise normally developing
children with learning problems should not be seen in a hospital setting;
the skill of decoding is not only necessary for the successful recognition
of words, it also acts a means of self teaching since children who know how
to decode words are able to use this skill to advance their own reading
ability while those who don’t suffer a double disadvantage; children and
adolescents with learning difficulties and poor reading ability, are at risk
for low self esteem, depression, and behaviour problems. Ultimately this
leads to a decline in interest in academic pursuits and subsequent drop-out
of school.
|
315 |
Dr David Rose, NSW
This submission outlines a set of strategies for explicitly teaching
reading and writing at all levels of education and across curricula. It
begins with an analysis of literacy issues at each stage of the educational
sequence, from early years to tertiary study. The development of literacy is
viewed as a continuous process of building skills that are required at each
stage of the educational sequence. However, current teaching practices
prepares only a minority of students with the skills needed in the following
stage. The submission considers that this is the primary mechanism for
producing inequality in educational outcomes in Australia. Dr Rose is from
the Faculty of Education and Social Work and the Koori Centre at the
University of Sydney.
|
316 |
Centre for Studies in Literacy, Policy and Learning
Cultures, University of South Australia, SA
The submission provides answers to the following six questions: How do
we understand literacy? What do we know about early literacy development?
What makes a difference to children’s literacy development? What does
research suggest about productive metaphors for rethinking literacy
teaching? What about students experiencing difficulties? and What about
adult literacy learners?
|
317 |
Australian Council of State School Organisations
(ACSSO)
This submission puts the case that the greatest priority for creating a
literate society is to promote the practice of parents and care-givers
reading with their children, especially from the earliest possible age.
School based teaching of literacy is of critical importance but a national
campaign to encourage home reading is considered to be the single most
effective contribution governments and educators could make to the literacy
levels of this nation. The submission makes a number of recommendations.
ACSSO represents the parents, students and school communities in 7000 of
Australia’s public schools.
|
318 and
Supplementary |
Australian Psychological Society, VIC
This submission discusses the following: literacy development in the
early years; reading comprehension; literacy problems; the impact of reading
problems; assessment and intervention; teacher education; ongoing research;
and, last, the contribution of psychologists. The Australian Psychological
Society represents many of the research, educational and other psychologists
whose work centres on literacy development and has made a substantial
contribution to the area of literacy development in Australia and overseas.
Supplementary Submission
This supplementary submission outlines in greater detail the impact of
literacy problems on the individual and the important roles of psychologists
in working with children with literacy problems. It also suggests strategies
for implementing change and makes six recommendations.
|
319 |
Henbury School, Darwin, NT
This submission is from a NT Department of Employment Education and
Training purpose built special school for students aged 12 – 18 years who
have moderate to severe intellectual disabilities or multiple and profound
disabilities. Each students at the school has an individualised education
plan which is negotiated between the student, his or her parents and
professionals, and the plans are reviewed annually. The nature and severity
of the students’ learning difficulties necessitates high staff / student
ratios to achieve quality educational outcomes and to assure duty of care.
The submission shows how the school is responding to two of the Inquiry’s
objectives, which relate to how research evidence can best inform classroom
practice and the effectiveness of assessment methods.
|
320 |
Special Education Learning Leadership Team (SELLT),
NT
This submission sets out proposals regarding two of the Inquiry’s
objectives, which ask the Inquiry about how research evidence can best
inform classroom practice and about the effectiveness of assessment methods.
The Northern Territory Department of Employment Education and Training’s
Special Education Learning Leadership Team is a professional learning
community of educators working with students with intellectual and other
disabilities.
|
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