Repertoires for Diversity: Effective Literacy and Numeracy Practice in Inclusive Schools in Tasmania

The aim of the project was to analyse school and classroom factors that contribute to value adding for students in Tasmanian schools, particularly those students with very high literacy and numeracy learning needs in inclusive school environments in the primary and middle years of schooling.  The research focussed on the similarities and differences between value adding schools; school and classroom factors within value adding schools that contributed to literacy and numeracy outcomes of students; and, pedagogical stances which supported value adding.

The report concludes that while a full range of approaches is evident in the teaching practice of Tasmanian primary teachers in order to address the needs of all students there remains much to be done in terms of broadening the repertoire of teaching practices, particularly higher-order pedagogies, of the vast majority of individual teachers and their assistants.  The report challenges school leaders and teachers to give greater emphasis to numeracy in the curriculum and calls for professional learning to address deficits in teachers’ understanding of the mathematics that underpin numeracy.

Electronic version only available from the Department.  Print copies may be available for loan from your local library.

• Full Report - Repertoires for Diversity: Effective Literacy and Numeracy Practice in Inclusive Schools in Tasmania
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