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Queensland Numeracy Research and Development Project Final Report: Teachers enhancing numeracy. Report to the Department of Science and Training

Baturo, Annette R., Warren, Elizabeth, & Cooper, Thomas J. (2004) Queensland Numeracy Research and Development Project Final Report: Teachers enhancing numeracy. Report to the Department of Science and Training. Education Queensland, Queensland Catholic Education Commission (QCEC), and the Association of Independent Schools of Queensland, Inc (AISQ).

Abstract

Executive Summary: A major policy objective of the Australian Government is to ensure that all students attain sound foundations in literacy and numeracy. In 1997 all Education Ministers greed to a National Literacy and Numeracy Plan that provides a coherent framework for achieving improvement in student literacy and numeracy outcomes. The 1999 Adelaide Declaration on National Goals for Schooling in the Twenty-First Century contains the national literacy and numeracy goal that "students should have attained the skills of numeracy and English literacy, such that every student should be numerate, able to read, write, spell and communicate at an appropriate level." In support of the numeracy component of the National Plan, the Australian Government implemented the Numeracy Research and Development Initiative in 2001. This initiative consisted of two complementary strands – a national project strand and a strategic States and Territory projects strand. Teachers Enhancing Numeracy is one of ten strategic research projects undertaken by State and Territory education authorities across Australia. The purpose of these projects was to investigate a broad range of teaching and learning strategies that lead to improved numeracy outcomes. The research focus of the Queensland project was to determine the elements of learning environments that promote enhanced student numeracy outcomes. Learning environment was defined as the school context in which students learn, including school programmes and plans, teachers' classroom practices (their use of time, space, resources and a variety of teaching strategies), partnerships between teachers and students, and between schools and families. The project involved the three Queensland education sectors which together nominated eight primary schools (five Government, two Catholic, and one Independent) to be part of the project. The schools were chosen to reflect the diversity of communities in Queensland so that the research findings would be broadly applicable across all primary schools. The project focused on 37 mathematics classrooms across the eight schools, with up to six teachers participating in each school.

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ID Code: 14707
Item Type: Report
Additional Information: The contents of this report can be freely accessed online via the publisher's web page (see hypertext link). A cross-sectoral project funded under the Australian Government’s Numeracy Research and Development Initiative
Additional URLs:
Keywords: numeracy, National Literacy and Numeracy Plan, improving student literacy and numeracy outcomes, teaching and learning strategies, learning environments, promote learning, school context, mathematics learning, teachers’ classroom practices, teacher, student partnerships, school, family partnerships
ISBN: 0642774366
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Technical Further and Workplace Education (130108)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2004 Commonwealth of Australia
Copyright Statement: This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, requires the prior written permission from the Commonwealth available from the Department of Communications, Information Technology and the Arts. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, GPO Box 2154, Canberra ACT 2601 or email commnwealth.copyright@dcita.gov.au.
Deposited On: 03 Sep 2008
Last Modified: 02 Feb 2012 19:40

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