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Literacy and Students’ Transition into Secondary School
Abstract
Educators and educational researchers are committed to better understanding the needs of young adolescents and developing the most effective and efficient ways to support students through school. One area which has received ongoing attention in the research field is adolescent students' achievement in literacy. The aim of this chapter is to identify effective methods for supporting adolescent students' literacy development as they transition from primary to secondary school. The chapter begins with a review of the Australian national English curriculum, along with a review of the current transition issues as they impact on students' achievement in English. A focus is then placed on identifying effective practices for supporting students as they transition from primary to secondary school. The chapter concludes with a discussion of future possibilities for improving the transition experience for students and teachers.
... How students respond to schooling is influenced by the schools' setting, with students in primary school generally more positive about their schooling experience than students in secondary school (Kong, 2008;Hopwood, Hay, & Dyment, 2014). The evidence is that students' career and educational aspirations start to become formed in the primary school years (NSW Department of Education, 2014) and hence difference in primary and secondary school students' perceptions was of interest to the researchers. ...
... The eight factors can be synthesised as: psycho-social factors (Teacher Support and Friends), future orientation factors (Aspiration and Career Goal), academic competency factors (English and Maths Ability), and other engagement factors (Other Activities and the School Organisation). The findings in this study link with other research studies that have identified the importance of the following factors in students' schooling and education: teacher support (Cavanagh & Waugh, 2004;Reddy, Rhodes, & Mulhall, 2003), English ability (Alloway, 2000;Hopwood et al., 2014), mathematics ability (Goetz, Bieg, Lüdtke, Pekrun, & Hall, 2013), friends (Simmons & Hay, 2010), and students' self-beliefs and self-efficacy (Hay, Callingham, & Carmichael, 2015). ...
Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socioeconomic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) to identify which factors had the greatest influence on the students' aspirations to continue their schooling. A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socioeconomic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.
... The expectations on children also fundamentally shift in terms of their independence, workload, and responsibility for their own academic progress. The challenges that they face can be many and varied, ranging from increased anxiety to low mood to stress and a lack of motivation (Hopwood, Hay, & Dyment, 2014;Rice, 2001;West et al., 2010). ...
The transition from primary to secondary school has long been recognised as one of the most challenging in a child’s education. Whilst most children ultimately make this transition successfully, it can nevertheless be an anxious time for the majority of children. For a minority, this may lead to high levels of anxiety that can have long-term negative impacts on mental health and wellbeing. Despite a plethora of research on transitions, current interventions are varied and largely ineffective with a lack of focus on the experience through the child’s eyes. This paper describes two core themes emerging from an interpretative phenomenological analysis (IPA) study that aimed to uncover the real-life experiences of nine pupils who had recently undergone this transition. Individual semi-structured interviews were conducted at the end of the first year at secondary school. Pupils were asked a series of open-ended questions about their experiences before, during, and after making this transition. Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7. We present only two themes in this paper, (1) the role of Friendships and (2) Family Support, however, additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset. Possible implications for schools and policy makers are detailed and areas for future research discussed.
Adolescent literacy achievement has been, and continues to be, a hot topic in the educational community, with concerns about students’ literacy capabilities consistently dominating the educational landscape, particularly in the area of reading. What is known from years of educational research, high stakes testing and teacher testimonials is that reading is an area of difficulty for many adolescent students. The focus of this research was to investigate adolescents’ reading attainment at one of the most important times in a students’ educational career; the transition from primary school (Year 6) to secondary school (Year 7). Seven co-educational government schools from the state of Tasmania, Australia, participated in the research, whereby a combination of primary and secondary schools from both rural and urban areas were included. Conducted over a two phase process, the research utilised the Progressive Achievement Test in Reading (PAT-R) to determine changes in students’ reading ability. Methods of quantitative analysis were utilised; these employed a series of statistical tests. Results revealed that, for the overall cohort, students’ PAT-R scores significantly declined from Year 6 to Year 7, indicating that the transition to secondary school can have serious negative effects on students’ reading attainment as they transition into secondary education. The research findings raise attention to the impact that transition can have upon adolescent students’ educational success and concludes with suggestions for how schools and educators can enhance the transition process and support students into effective secondary school literacy learning.
The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students’ education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students’ academic achievement across transition, suggesting that student achievement stalls or even declines in the first year of secondary school. The focus of this research was to identify teachers’ perceptions of the best practices to prepare students for a successful transition to secondary school. The findings were based on 12 one-on-one interviews with primary (Year 6) and secondary (Year 7) teachers. Teachers’ responses were analysed qualitatively through a process of thematic analysis. Findings from the research identified three key methods which primary and secondary school teachers believed were essential for facilitating successful transition experiences for students: curriculum continuity and awareness, communication between primary and secondary schools, and adequate teacher support.
Many displaced young people enter secondary schools with limited mother tongue literacy and low proficiency in the language of instruction, but little is known about how teachers respond to this challenge. This paper presents an investigation of the approaches to teaching low-literacy refugee-background students reported by 61 teachers in Victorian secondary schools in receipt of targeted funding. Teachers were surveyed using a questionnaire designed to measure adoption of current popular approaches advocated in influential language and literacy pedagogy frameworks (Cummins, 2000; Freebody & Luke, 1990; Gibbons, 2009; Luke & Freebody, 1999; Martin, 1999). Over half of the practices we asked about were used routinely by a majority of teachers. Our findings suggest that most teachers make routine use of at least some strategies for developing language and literacy but may not always work towards building learner autonomy. Lack of attention to autonomous learning is explained in part by a lack of resources and time.
The importance of school transitions for pupil adjustment, particularly their impact on later well‐being and attainment, remains contested. This paper draws on data from a longitudinal, school‐based study of over 2000 Scottish pupils, first surveyed in 135 primary schools (age 11) in 1994, and followed up in 43 secondary schools (age 13 and 15) and again after leaving school (age 18/19) in 2002/3. The length of follow‐up makes this study unique in transition research. After a year in secondary school (age 13), the majority recalled having had difficulties of adjustment to both school and peer social systems at the beginning of secondary education. While the primary (but not secondary) school played a small part in accounting for different transition experiences, controlling for a wide range of sociodemographic and other factors, personal characteristics were much more important. Respondents of lower ability and lower self‐esteem experienced poorer school transitions; those who were anxious, less prepared for secondary school and had experienced victimisation, poorer peer transitions. Further analysis of the impact of school and peer transitions on well‐being and attainment revealed that each had specific independent effects both within and beyond secondary education. At age 15, a poorer school transition predicted higher levels of depression and lower attainment; a poorer peer transition, lower self‐esteem, more depression and lower levels of anti‐social behaviour. Although reduced in size, similar results extended to outcomes at age 18/19. These effects bear comparison with those associated with gender and school disengagement, clearly demonstrating the importance of successful transition for later well‐being and attainment.
‘Underachievement’ is now a widely used term in education policy and practice. It is used routinely to refer to nations, home nations and regions, to types and sectors of schooling, to physiological, ethnic and social groups, and to individuals. It has been used to mean simply low achievement, also lower achievement relative to another of these groups, and lower achievement than would be expected by an observer. The paper presents examples of each. These multiple uses lead to considerable confusion which, coupled with common errors in assessing the proportionate difference between groups, mean that significant public money has been spent attempting to overcome problems that may not, indeed, exist. Where underachievement is understood to mean a lower level of achievement by an individual (or group) than would be expected using a model based on the best available predictors, then there is nothing we can know about underachieving individuals (or groups) that they have in common. They cannot be disproportionately working‐class males, for example, because class and sex would then be part of the ‘best available predictors’. Even if, instead, we reserve some predictors from our best model, there is no evidence that underachievers have much in common (and examples from such models are presented in the paper). In raw‐score terms, we might say that a particular social group exhibits lower achievement (in the sense of publicly available figures relating to pencil‐and‐paper tests) than another, as in the case of some ethnic groups. Or we might say that there is differential attainment between groups, as in the case of males and females. This is very far from saying that the lower attaining group could and should do better on that assessment, or that the surface dissimilarity (such as ethnicity or sex) is in any way the cause of the difference in attainment. Making explicit what we mean by underachievement is an important step towards considering that, collectively, we may not really mean anything useful by it at all.
The transition from primary to secondary school can be a period of anxiety for many children. Although most schools have developed
systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures.
In contrast, children and parents are typically more concerned with personal and social issues. It may be that such concerns
have received insufficient attention in the past. This paper employs theoretical perspectives from the literature on resilience
and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It is argued
that for some children at least, transition can be legitimately considered ‘a challenge of living’ because of the social and
personal messages which are received from a range of experiences within a concentrated period of time. The nature and source
of these messages are discussed, and some implications for practitioners suggested. It is argued that in order to help vulnerable
individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal
experiences are interpreted at this time.
This report contains a review of recent research literature concerning students' transition from primary to secondary schooling, with a focus on the New Zealand context. The report identifies both New Zealand and international literature and in particular discusses findings relating to the impact of transition upon student achievement and adjustment to secondary school.
The main threats to adolescents' health are the risk behaviors they choose. How their social context shapes their behaviors is poorly understood.
To identify risk and protective factors at the family, school, and individual levels as they relate to 4 domains of adolescent health and morbidity: emotional health, violence, substance use, and sexuality.
Cross-sectional analysis of interview data from the National Longitudinal Study of Adolescent Health.
A total of 12118 adolescents in grades 7 through 12 drawn from an initial national school survey of 90118 adolescents from 80 high schools plus their feeder middle schools.
The interview was completed in the subject's home.
Eight areas were assessed: emotional distress; suicidal thoughts and behaviors; violence; use of 3 substances (cigarettes, alcohol, marijuana); and 2 types of sexual behaviors (age of sexual debut and pregnancy history). Independent variables included measures of family context, school context, and individual characteristics.
Parent-family connectedness and perceived school connectedness were protective against every health risk behavior measure except history of pregnancy. Conversely, ease of access to guns at home was associated with suicidality (grades 9-12: P<.001) and violence (grades 7-8: P<.001; grades 9-12: P<.001). Access to substances in the home was associated with use of cigarettes (P<.001), alcohol (P<.001), and marijuana (P<.001) among all students. Working 20 or more hours a week was associated with emotional distress of high school students (P<.01), cigarette use (P<.001), alcohol use (P<.001), and marijuana use (P<.001). Appearing "older than most" in class was associated with emotional distress and suicidal thoughts and behaviors among high school students (P<.001); it was also associated with substance use and an earlier age of sexual debut among both junior and senior high students. Repeating a grade in school was associated with emotional distress among students in junior high (P<.001) and high school (P<.01) and with tobacco use among junior high students (P<.001). On the other hand, parental expectations regarding school achievement were associated with lower levels of health risk behaviors; parental disapproval of early sexual debut was associated with a later age of onset of intercourse (P<.001).
Family and school contexts as well as individual characteristics are associated with health and risky behaviors in adolescents. The results should assist health and social service providers, educators, and others in taking the first steps to diminish risk factors and enhance protective factors for our young people.
The current 6-year study investigates the impact of the elementary (K-8)-to-high school (9-12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.
The current 6‐year study investigates the impact of the elementary (K–8)‐to‐high school (9–12) transition on the school completion outcomes of 107 adolescents from urban, minority, low‐income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.
For successful reading comprehension to occur the reader should have the following attributes: background knowledge of the text; fluent word recognition and decoding skills of the words in the text; knowledge of the vocabulary and the meaning of the words in the text; an understanding of how the text is constructed; as well as task persistence. Successful comprehension of text is also linked to the readers' abilities to effectively plan what they are to read, and to review what they have read. Because students' develop their reading comprehension skills over - time, they need to develop the self - confidence and proficiency in knowing how, where, and when to apply a range of comprehension strategies that can be used with different text forms. While these issues will be reviewed in this chapter, the problem is that at the classroom level there is often an over reliance on testing comprehension, rather than teaching students the skills to be better at comprehending texts. The reality is that good reading comprehension is often difficult to teach, particularly if the readers are from disadvantaged backgrounds and they have limited vocabulary, word recognition, memory, or language skills. What is certain is that readers across the grades need effective instruction, feedback, and support to enhance the students' reading comprehension development.
Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.
Research demonstrates that reading intervention programs using trained tutors can have positive effects on students' reading performance. Successful reading tutoring programs have utilised significant levels of tutor scaffolding and explicit modelling of reading skills to students, and these techniques require ongoing tutor training and supervision. When tutors provide appropriate feedback on students' reading strategy performance, they can assist less able readers to know how and when to apply the strategies and develop their self-regulatory and self-efficacy reading behaviours. Consequently, tutors should be able to enhance students' engagement with text, use of strategies and motivation, by fostering the students' reading competency, autonomy and reading self-concept. Thus, the learning environment for students with reading problems should have social supports that provide positive language and vocabulary experiences within a framework of problem solving and choice. © 2007 Australian Literacy Educators' Association.
We report on a qualitative study that explored the influence of transitional factors on the reading practices of early adolescents in their progress from primary to secondary school. It is hypothesised that the measure in which they adapt to changed psychosocial conditions after primary school not only influences their academic and social development but can also blunt the fostering of salient reading habits. As more rigorous literacy practices are required for optimal development of advan-ced reading skills, it is important that teachers understand the impact of transitional stressors. Secondary school is the beginning of the final instructional phase during which learners can be guided to effectively read to learn through advanced reading instruction. We explored Grade 8 learners' experiences through semi-structured interviews and found that transitioning from primary school was accompanied by qualitative changes. The findings show that the emotional, social, and physical upheavals many early adolescents experience, across the transition to secondary school, may have a negative impact on their advanced reading development. We propose key components that educators and policy makers can consider when guiding adolescents' reading practices through this critical developmental phase. When the adolescent makes the transition to thinking in concepts, his remembering what he perceived and logically comprehended must disclose completely different laws than those that characterized remembering during primary school age (Vygotsky, 1998, 97).
This article reviews theoretical and research evidence to support the explicit and systematic teaching of five comprehension strategies that will help all students tackle expository texts with success. The article explains the “High 5!” strategies and how to teach them. An example of a lesson is included to show how the five strategies connect with students' background knowledge to enhance comprehension.
This research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, & Boivin, 1994), (2) Self-Description Questionnaire II–Short Form (Marsh, 1990), (3) Coping Strategy Indicator–Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, & McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.
AER 55 explores the goals of Australian education and of how schools should prepare young people for work and life.
Section 1 provides an overview, discussing the nature of broad social and economic changes over the last 20 years, and their implications for the goals of Australian education systems today and for the future, and for what young people need to learn and why. Section 2 critically explores the assumptions which dominate current educational policies about the alignment of schooling with economic goals and work. Section 3 provides an analysis of the policy for social inclusion: the framing of educational goals that are oriented towards civic education, life skills and well-being. Developing curricula that equip young Australians for life involves confronting difficult questions about what kind of society Australia is now and should be in the future. Section 4 considers the nature of school knowledge and questions the learning outcomes traditionally measured. It argues that chronic inequalities experienced by some groups are the result of educational debts, accrued over time, through practices of social exclusion. National and international research indicates that addressing these inequalities will require different resourcing models and new teaching and learning approaches. Section 5 concludes that to prepare young Australians for the future, their education should be holistic and flexible, and encompass a commitment to learning for both work and life. In their ‘education for the future’ young people should be provided with opportunities to engage in learning that has meaning to them and in which they can exercise active participation and decision making.
Transition from primary to secondary school is an important but neglected topic. For this review, 88 studies were selected from 325 possible studies, as including substantive data related to transition. The teacher’s perspective and the child’s perspective were very different, the former principally concerned with attainment and the latter principally concerned with socio-emotional issues. Children were concerned with peer relations and bullying, self-esteem and external support networks. Teachers were concerned with the attainment dip on entry to secondary school, curriculum problems, school strategies to ameliorate these, special groups and children with disability. The secondary school was a problem for all children at first, but after a term many children adjusted, though 40 percent still struggled after a year. The difficulty was greater for children from homes in poverty or ethnic minorities, particularly where parental encouragement was lacking. The quality of the evidence was critiqued and evidence-based implications for practice and policy and future research were outlined.
The transition from primary to secondary school is regarded as one of the most difficult in pupils' educational careers. This article describes the results of a survey undertaken in the UK, in which the views of primary pupils, secondary pupils, parents and teachers were ascertained in regard to the transition process. Specifically, we sought to determine the concerns and expectations of respondents and also to establish the extent to which the views of the four groups were in accordance with one another. A total of 472 respondents completed the survey. Results showed that bullying was a major concern for all groups, followed by fears of getting lost, increased workload and peer relationships, among others. The concerns of British pupils were broadly similar to those reported in the literature for pupils in other countries. The views of primary pupils and their parents were highly similar, and if the experience of transition is to be improved, it may be necessary to focus efforts on both of these groups. Teachers rarely identified children's individual abilities as making a difference to the transition process, focusing instead on institutional initiatives, an emphasis that carries the risk of creating a degree of helplessness for individual pupils.
aking a transition to a new school causes anxiety in students and can challenge the coping skills of many adolescents, especially those at risk. Typically the move to a new school includes changes in school cli- mate and size, peer relationships, academic expecta- tions, and degree of departmentalization among peers. When adolescents move into middle school or high school, the anxiety is complicated further by other nor- mative changes such as puberty, social and emotional development, the growing importance of peer relation- ships, and the development of higher order cognitive skills. Students who experience the stresses of numer- ous changes often have lower grades and decreased aca- demic motivation, and they eventually drop out of school. Schools can prepare students for the transitions by becoming aware of students' needs and by taking a
AER 52 aims to expand our understanding of the nature of literacy at a time when public and private lives have become increasingly literacy-dependent, and literacy demands more complex and sophisticated. This review of the research literature is guided by the view that what passes for effective literacy education will differ depending on language, culture, history and the technologies of communication and knowledge production. Section 1 describes the large body of research relating to the teaching and learning of literacy that emerges from a wide range of discipline bases. It details the complexities associated with defining literacy, and it outlines the scope of this review. Section 2 explores the differing versions of literacy education that have been constructed for study by researchers from different disciplines, in the context of a brief historical exploration of the role of literacy as a force for social and cultural coherence. Section 3 presents a summary of current research into how educators have taught young people to crack the codes of literacy in school settings. Section 4 suggests principles and topics for further research in literacy education, based on both the research reviewed in earlier sections, and a discussion of the kinds of research needed to advance literacy teaching and learning in coherent and actionable ways, and in real educational sites.
A longitudinal study was conducted to follow children, in a city in Scotland, to understand their experiences of primary—secondary transition. The children were purposively selected as known to be having/potentially having problems with transition. Initial interviews were conducted with children, their parents and professionals when five were in the first year of secondary school, two in the second year of secondary school and two in the last year of primary school. Follow-up interviews were undertaken with six children again after six months when four were in the second year and two in the first year of the secondary school. Three out of the nine children were finding it difficult to deal with transition even at the follow-up. The issue of transition was complex, with considerable impact of a child's internal attributes, family, peers, school systems, professionals and community on his/her primary—secondary transition being successful or not.
Summarizes research relating to young adolescent's transitions into high school. Notes studies suggesting it is time for educators to reemphasize articulation as a function of middle level education to assist these transitions. (JPB)
Background to this research In 2007, an American publication, To Read or Not to Read, set out a US perspective on the wider benefits of literacy. The document highlighted many areas familiar to English literacy research. To allow individuals to better understand the wider benefits of literacy, the National Literacy Trust has compiled this equivalent document for England. It draws on a number of sources that make use of longitudinal studies that have tracked their subjects from birth, such as the National Child Development Study (NCDS), which started in 1958, and the British Cohort Study, which began in 1970 (BCS70). This research presents overwhelming evidence that literacy has a significant relationship with a person's happiness and success. It gives a clear indication of the dangers of poor literacy and also the benefits of improving literacy for the individual, the community, the workforce and the nation.
In this commentary, the author argues for building disciplinary literacy instructional programs, rather than merely encouraging subject matter teachers to employ literacy teaching practices and strategies. Readers might wisely question a focus on disciplinary learning in a time when new media, literacies, and social networking practices are so powerful. The author's argument is that knowledge and skill in the subject matter of the disciplines is essential to young people becoming active participants in a democratic society.
Although literacy educators acknowledge the value and power of the knowledge, practices, and texts young people bring to school, it is also critical that we acknowledge the need to expand youth knowledge, practices, and texts. Disciplinary literacy instruction can help youths gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge. Beginning with disciplinary practices in efforts to integrate literacy instruction more fully throughout secondary schools may better position secondary school educators to draw from a range of new texts and practices available in the disciplines and in adolescents' everyday lives to generate critical learning opportunities.
[ Notes. Elizabeth Moje expands on this commentary in a podcast available at www.reading.orgdownloadspodcastsII‐Moje.mp3 . See also Rafael Heller's “Friendly Critique” of the commentary at http:dx.doi.org10.1598JAAL.54.4.4 , Moje's response to Heller at http:dx.doi.org10.1598JAAL.54.4.5 , and continuing discussion on Heller's blog at http:literacyforamateurs.blogspot.com .]
في هذا التعليق المؤلفة تعطي حججاً لبناء برامج تعليمية منهاجية لمعرفة القراءة والكتابة بدلاً من مجرد تشجيع أساتذة مادة الموضوع على تفعيل ممارسات تعليم معرفة القراءة والكتابة واستراتيجياتها. وقد يشكّك القراء تشكيكاً ذكياً في التركيز على التعلم المنهاجي في الوقت الذي تتمتع فيه الوسائلة الجديدة ومعارف القراءة والكتابة وممارسات التشبيك الاجتماعي بكل هذا القدر من القوة. وتعتقد المؤلفة أن المعرفة والمهارة في مادة موضوع المناهج هما جوهر موضوع مشاركة الفتيان بشكل فعال في مجتمع ديموقراطي.
ومع أن معلّمي معرفة القراءة والكتابة يعترفون بقيمة معرفة الفتيان وممارساتها وقوتها التي يأتون بها إلى المدرسة فإنه أيضاً في أوج الخطر بأننا نعترف بالحاجة إلى توسيع معرفة الفتيان وممارساتهم ونصوصهم. إذ من الممكن أن يساعد تعليم معرفة القراءة والكتابة المنهاجية الفتيان في فتح أبواب معرفة المجالات العلمية المعترف بها وبذلك يتم السماح لهم بنقد تلك المعرفة وتحيولها. وابتداءاً من ممارسات منهاجية في الجهود المبذولة لإدماج تعليم معرفة القراءة والكتابة بشكل أوسع في المدارس الثانوية قد يحسّن موقف معلّمي المدرسة الثانوية لاختيار النصوص الجديدة الممتدة والممارسات المتوفرة في المجالات وفي حياة المراهقين اليومية لتوليد فرص التعلم الخطيرة.
[Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .]
在此评论中，作者主张建立学科读写能力教学课程，而不是单靠鼓励学科教师采用读写能力教学实践与策略。在这个新媒体、多元读写能力和新社会网络有强大影响力的时代中，读者会明智地质疑把焦点放在学科学习上的意义。作者的论点是，学科中的知识与技能都是年青人要成为民主社会的积极参与者所必须的。虽然文化教育工作者肯定了年青人所带进学校的知识，文化实践与读写篇章的价值与力量，但我们亦亟需肯定扩展年青人的知识、文化实践与读写篇章的重要性。学科读写能力教育可以帮助年青人有机会获得这些学科的普遍知识，从而帮助他们建立批判与革新这些知识的能力。若学科教育实践能开始于致力把读写能力教学更全面地融入中学教育中，则中学教育工作者会较有效地利用学科已有的广泛而新颖的篇章和文化实践，以及青少年日常生活的经验，给学生营造批判式学习的机会。
[Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .]
Dans cette analyse, l'auteur défend l'idée de construire des programmes pédagogiques de littératie par discipline, plutôt que d'inciter les professeurs des disciplines à utiliser des stratégies et des pratiques d'enseignement venues de la lecture‐écriture. Les lecteurs devraient avoir la sagesse de remettre en question la centration sur l'apprentissage de la discipline à un moment où les nouveaux médias, les littératies, et les pratiques sociales de travail en réseau sont si puissants. L'argument de l'auteur est que les savoirs et les savoir‐faire des contenus disciplinaires est essentiel pour que les jeunes deviennent des membres actifs d'une société démocratique. Quoique les maîtres reconnaissent la valeur et le pouvoir des connaissances, des pratiques et des textes que les jeunes apportent à l'école, il est également capital que nous reconnaissions la nécessité d'étendre les connaissances, les pratiques, et les textes des jeunes. Un enseignement de littératie par discipline peut aider les jeunes à accéder à une acceptation des disciplines, en les autorisant aussi de ce fait à critiquer et à changer la connaissance. Commencer par les pratiques de disciplines pour s'efforcer d'intégrer plus complètement l'enseignement de la littératie dans les écoles secondaires pourrait placer les enseignants du secondaire en meilleure position pour tirer parti de tout un ensemble de nouveaux textes et de nouvelles pratiques disponibles dans les disciplines et dans la vie quotidienne des adolescents et fournir des occasions d'apprentissage critique.
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Автор утверждает, что мало просто предлагать учителям‐предметникам развивать грамотность учащихся и даже предлагать им методы для развития грамотности. Следует создавать учебные программы по развитию предметной грамотности. Читатели вправе усомниться в целесообразности такого подхода в эпоху новых медийных носителей, новых видов грамотности и мощных социальных сетей. Доводы автора состоят в том, что для молодежи как активных членов демократического общества крайне важны дисциплинарные знания и навыки. Хотя учителя признают ценность тех знаний, методов, и текстов, которые молодые люди приносят в школу из реальной жизни, все‐таки необходимо расширять эти знания, вооружать молодых людей различными методами работы со словом и знакомить их со все новыми и новыми текстами. Развитие предметной грамотности даст учащимся доступ к общеизвестным знаниям в той или иной предметной области, что в свою очередь позволит им критически анализировать и видоизменять эти знания. Если в школах произойдет интеграция обучения грамотности с преподаванием различных дисциплин, под рукой у педагогов окажется целый арсенал новых текстов и практик – как предметных, так и относящихся к каждодневной жизни подростков. Это создаст наиболее оптимальные предпосылки для обучения.
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En este comentario, el autor propone la creación de programas de instrucción de competencias disciplinarias , en vez de meramente incentivar a los maestros de materias a utilizar estrategias y prácticas de la enseñanza de competencias. Los lectores podrían cuestionar con razón un enfoque en la enseñanza de disciplinas en este tiempo en que nuevos medios, las competencias, y el establecimiento de contactos sociales son tan poderosos. El argumento del autor es que tener conocimiento y habilidad en la materia de las disciplinas es esencial para que los jóvenes puedan participar activamente en una sociedad democrática. Aunque los educadores de las competencias reconocen el valor y el poder del conocimiento al igual que las prácticas y los textos que los jóvenes traen al salón de clase, es también de importancia crítica que reconozcamos la necesidad de expandir el conocimiento, las prácticas, y los textos de los jóvenes. Instrucción sobre las competencias de las disciplinas puede ayudar a los jóvenes a tener acceso al conocimiento aceptado de las disciplinas, de esa forma permitiéndoles criticar y cambiar ese conocimiento. Empezar con las prácticas de las disciplinas—en un esfuerzo para mejor integrar la instrucción de competencias en las escuelas secundarias—podría poner a los maestros de las escuelas secundarias en una mejor posición para hacer uso de una gama de prácticas y textos nuevos disponibles en las disciplinas y las vidas diarias de los adolescentes para crear oportunidades de aprendizaje crítico.
[Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .]
This chapter is focused on understanding the national agenda in schooling of the Rudd/Gillard governments in Australia and
its impact on teachers’ work. The focus is specifically on the National Assessment Program—Literacy and Numeracy (NAPLAN)
and the My School website. The latter records a school’s performance on NAPLAN, literacy and numeracy tests taken by all students
in all Australian schools in Years 3, 5, 7 and 9 each year, against national averages and against the performance of 60 ‘Like
Schools’ across Australia. The paper draws on insights derived from 12 one-day workshops conducted with teachers and principals
around Australia on the national agenda. The central argument of the chapter is that Susan Groundwater-Smith’s commitment
to collaborative work between academics and teachers, as a way of nourishing teachers as intellectual workers and activist
professionals, as a step towards enhancing the quality of teacher practices and hence student learning, will be more difficult
to achieve in schools, given the character of the national agenda—its top–down character, audit focus and underpinning by
a neo-liberal social imaginary. Teachers expressed a similar stance in their views that form the basis of the argument.
The boys’ debate internationally is being fuelled by a range of texts on boys and masculinity. Many of the most popular texts are situated firmly within a backlash politics. These politics suggest that boys are the new ‘victims’ of schooling and that the girls’ agenda in schooling is a completed one. This paper will challenge the arguments contained within a number of the most recent of these ‘backlash blockbusters’. The paper will argue that, rather than boys being placed on the educational agenda in the status of victims, the ways in which dominant forms of masculinities and the harms they cause many girls and some boys need to be addressed.
Situated within a pro-feminist perspective, this paper analyses the backlash against specific policies for girls in Australian schooling. It contextualizes this backlash by considering the effects of globalization, masculinity politics of various types and media representations of a 'gender war'. Feminist responses to this situation are also considered, as well as what 'success' in schooling is taken to mean. These responses to the current policy moment stretch from those who underplay to those who overplay the success of girls in schooling. The latter stance, however, differs substantially from that of recuperative masculinists in that this feminist response recognizes the career disadvantages and the burden of the double shift of paid and domestic work still experienced by many women. The paper then analyses two political interventions in the debate: a research report to the federal government and a House of Representatives' Inquiry into the Education of Boys. Finally, the paper suggests some possible ays ahead for new gender equity policies in education with specific reference to considerations of socialcl ass, difference and the achievement of a more gender equal society. These considerations are set against the current restructuring of educationalsystems, schools and policy approaches: the move from a policy active state to arguably a need for policy active schools working towards a re-articulated conception of gender equity.
Transition is a process of moving from the known to the unknown (Green, 1997) and transition from primary school to high school can be described in this way. In Australia, there is a two tiered system of primary and secondary schooling operating where school students typically undergo at least two transitions. Firstly, when they leave home to attend pre-school/primary school; and secondly, when they leave primary school to enter secondary school. Potentially some students may experience up to four transitions: from home to kindergarten to pre-school to primary school to secondary school while for a smaller number of students who attend P-12 schools, there may be only one transition: from home to preschool.
The Australian Curriculum: English. Rationale
- Australian Curriculum
- Reporting Assessment
- Authority
Students’ achievement as they transition from primary to secondary schooling
- S Cox
- S Kennedy
Boys and writing: Implications for creating school writing curriculum and instruction that is boy friendly
- A Goiran-Bevelhimer
Literacy in the new millennium. Canberra, ACT: Australian Government
- M Lonsdale
- D Mccurry
The middle school plunge
- M West
- G Schwardt
Secondary school and beyond
- K B Moni
- I Hay
- KB Moni
Advancing adolescent literacy in urban schools
- J Snipes
- A Horwitz
Transition to secondary school: A literature review
- C Mcgee
- R Ward
- J Gibbons
- A Harlow
The Australian Curriculum: English
- Australian Curriculum