Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020)

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Australian Journal of Indigenous Education Pub Date : 2020-09-14 DOI:10.1017/jie.2020.18

J. Buckingham

引用次数: 0

Abstract

Abstract In an article published in this journal, Guenther and Osborne (2020) use data from the reading test of the National Assessment Program for Literacy and Numeracy (NAPLAN) to evaluate the effectiveness of the Flexible Literacy for Remote Primary Schools program in its first 3 years of implementation. However, their analysis has some serious flaws, including that the ‘post-intervention’ data were actually collected from the start of the implementation period. This calls their conclusions that the program was ineffective into question.

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偏远学校的直接教学:对冈瑟和奥斯本的反驳(2020)

摘要在本杂志上发表的一篇文章中，Guenther和Osborne（2020）使用国家识字和算术评估计划（NAPLAN）阅读测试的数据来评估远程小学灵活识字计划在实施的前3年的有效性。然而，他们的分析存在一些严重缺陷，包括“干预后”数据实际上是从实施期开始收集的。这使得他们关于该计划无效的结论受到质疑。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.