Submissions 81-100
<< Back - Submissions 61-80 |
Next - Submissions 101-120 >>
Submission Number |
Author |
81 |
Mr P Cole, WA
This submission says that the best way to promote better literacy
programs in schools is to adopt an instructional design based on the
development of effective teaching strategies. The first component of such an
approach requires a new design for a comprehensive strategies program in
reading instruction, and the second component relates to the use of the
World Wide Web. The submission describes these components in detail. Dr Cole
is Professor of Psychological Foundations of Education, Edith Cowan
University and Associate Professor, Education, The University of Western
Australia.
|
82 |
Confidential
|
83 |
Mr Richard Stoker, WA
This submission claims that The Basic Study Manual course, taught in
Perth by Applied Scholastics, can teach students in a way that will make
schooling fun and lead to literacy and not delinquency. The writer urges the
Inquiry to look into the workability of this course.
|
84 |
Ms Win Hillberg, VIC
The writer has been involved in remedial reading programs in primary and
high schools for more than 20 years. This submission expresses concern at
the lack of education among younger teachers as demonstrated in the
inability to define and explain formal grammatical concepts such as the
colon, semi-colon, adverb, adverbial adjunct and sentence. The submission
claims that clear enunciation of vowels is not taught anymore and that
pupils have been pushed through the system when repeating a year would have
been most beneficial. The submission also recommends that the literature
offered to pupils need to be examined, due to the politically correct nature
of many modern books.
|
85 |
Ms Martine Chapman, WA
This submission urges the Inquiry to investigate the teaching methods of
Study Technology, in The Basic Study Manual, which helped the writer to
improve her ability to read and communicate in English, and which the writer
believes is the solution to our failing literacy and subsequent social
problems.
|
86 |
Mr Leslie Mann, SA
This submission expresses regret at the apparent decline in values and
behaviour of the young, the lack of incentive to think, to question, to
debate and/or disagree due to the influence of television, computers and the
phone. The submission claims that these problems are due to the change in
teaching in the home and school and the haste to accept new technology. The
submission urges the Inquiry to speak and listen to the older generation who
are still articulate and can provide some answers.
|
87 |
Mr Bob Holderness-Roddam, TAS
This submission refers the Inquiry to the work of Dr Alan Thomas, a
researcher in the field of home education of children for over 10 years. The
submission concludes that there is no method which will miraculously
engender the ability to read in any individual or a one size fits all method
to the teaching and learning of literacy. The method/s used by teachers must
be appropriate to the individual child. The submission strongly urges that
teachers must be provided with a flexible range of skills and methodologies,
and taught how to assess their suitability for use with each individual
child. The writer has worked as an adult educator for 30 years, and has been
actively involved in home schooling his fifth child.
|
88 |
Mr Dagmer Zavichak, NSW
This submission seeks to inform the inquiry of the value of the methods
utilised by Applied Scholastics-ANZO. The submission says that the Study
Technology enables the student to become well acquainted with the very
precise tools to solve whatever barriers he/she may experience to his
attaining 100 per cent comprehension.
|
89 |
Name Not Made Public
This submission praises the study technology obtained through Applied
Scholastics, which she used to assist her daughter who hated maths. The
technology cleaned up basic words in the subject so that maths became her
daughter’s favourite subject.
|
90 |
Mr B Nickel, QLD
This submission claims that a return to the tried and true teaching
methods is required if the current literacy and numeracy standards are to be
effectively addressed. The author says that whole language theories do not
work. The submission claims that rote learning is vital to both literacy and
numeracy, and that spelling practice and regular tables and equations
exercises underpin proper standards of literacy and maths.
|
91 |
Ms Christine Childs, WA
This submission praises the outcomes from L Ron Hubbard’s Study
Technology, saying that the use of this technology in our schools from the
earliest years right through to tertiary levels would act as a very firm
basis for the attainment of far higher standards of literacy. The writer
urges that this technology be made available to every student in every
school, public or private, in this country, and she expressed her support of
the submission made to the Inquiry by Applied Scholastics Australia.
|
92 |
Hon Mark Nevill, WA
This submission is a response to perceived changes in literacy standards
over a 30 year period, and discusses the following issues: poor spelling
teaching; the range of abilities in classes; research and the language of
the education research establishment and education administration. Others
issues raised in this submission include: inadequate training of teachers;
some teachers’ lack of professionalism; the use of computers; the low
priority of literacy in the prison system; and lastly, discipline. The
submission offers solutions aimed to improve the system. The author has
written and self-published a spelling, grammar and punctuation program, and
put together a supporting website resource for teachers and parents to
address literacy problems.
|
93 |
Name Not Made Public
This submission argues that: only children with high levels of literacy
should be required to study a second language; remediation is the key to
helping those who are struggling; help should be provided to families who
can’t afford tutoring for their students who need it; there should be more
men in primary classrooms; and, lastly, teachers should be more skilled
about how to engage their students.
|
94 |
Mr Briar Greenfield, WA
The submission refers to study courses by L Ron Hubbard, and says that
by using these courses the writer has been able to help new staff members
make the bridge from theory to practical applications. The submission cites
an example of a young boy whose achievements at school have dramatically
increased through the use of Study Technology. The submission urges the
Inquiry to further investigate this particular program.
|
95 |
Mr Jay Lawrence, NSW
The submission claims that the Study Technology available from Applied
Scholastics and originally by L. Ron Hubbard is wonderful, as it invariably
improves the learning ability of children and adults alike regardless of
their culture, language, upbringing, IQ or previous learning history. The
writer also says that the Study Technology program is not difficult to learn
or apply.
|
96 |
Dr Everarda Cunningham and Ms Nola Firth,
VIC
The Swinburne University Learning Difficulties Project aims to undertake
research in regard to learning difficulties, develop programs and resources
for teachers, parents and students, and facilitate dissemination of
knowledge about learning difficulties. The submission points to an important
factor about learning difficulties that has not been taken into account in
debates about literacy: those who have learning difficulties will continue
to do so throughout their lives, despite skilled literacy interventions.
This submission makes six recommendations to the Inquiry about learning
difficulties.
|
97 |
Ms Patricia Hipwell, QLD
This submission covers the teaching of reading and writing in government
schools in Queensland, the Early Years program, the Reading Recovery
program, the findings of Literacy Futures (Education Queensland, 2000) and
the development of whole school literacy programs. The writer is a trained
high school Geography teacher who has worked in many areas of literacy
education from kindergarten to adult and workplace programs.
|
98 |
Australian Association of Special Education
(AASE), SA
The Australian Association of Special Education is an advocate for the
provision of quality educational services for people with special education
needs. This submission discusses: the definition of literacy that fully
describes effective literacy for the full range of learners; principles that
AASA regards as fundamental to the development of literacy in all learners
and in particular learners with disabilities and learners with learning
difficulties; and the effective teaching of reading. The submission also
says that the Australian Government has provided significant funding over
the past four years for research into the teaching of literacy and numeracy
and pre-service teacher training, and that the research findings would
provide valuable information to the Inquiry. It also makes the point that
not all of our learners will be able to achieve the Benchmarks at the
required time and within allowed modes of assessment.
|
99 |
Mr Michael Toohey, QLD
This submission focuses on parent/teacher partnerships, encouraging
parents to teach their children the necessary pre-reading skills. The
importance of readiness to learn and to read is highlighted, and behavioural
indicators of children’s readiness are provided. The submission also
encourages teachers to assist parents in taking the steps that will help the
parent develop pre-reading skills in their children, to make more effective
use of our greatest resource – the parents and the development of effective
parent/teacher relationships
|
100 |
Name Not Made Public
This submission claims that a course in Learning How to Learn, based on
the study methods of L. Ron Hubbard, allowed the writer’s stepdaughter to
improve her ability to study and gave her the confidence and skills to
further her education. The submission concludes that we could greatly
improve literacy levels in our schools by using these same methods.
|
<< Back - Submissions 61-80 |
Next - Submissions 101-120 >>
Return to Top
|
(1.3 MB, 8 Pages)
(11.6 KB,
1 Page)