Teachers Investigate Unequal Literacy Outcomes: Cross Generational Perspectives

教师调查不平等的识字成果：跨代视角

• 批准号: DP0208391
• 负责人: Prof Barbara Comber
• 金额: $ 9.11万
• 依托单位: University of South Australia
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2002
• 资助国家: 澳大利亚
• 起止时间: 2002-04-15 至 2004-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0208391
• 关键词: Teachers; Investigate; Unequal; Literacy; Outcomes

Unequal outcomes in literacy remains the most intractable problem facing our educational community. This research will investigate both historical and contemporary literacy practice in terms of its differential effects on primary school children. It recognises the teacher as the most significant factor in improving student outcomes and builds teacher researcher communities to document teaching that makes a difference for 'at risk' children. Its unique cross generational methodology will make overt links between one generation of teachers and the next and produce new knowledge about literacy and disadvantage. Practical applications for teacher education and professional mentoring across generations will be developed.

扫盲结果不平等仍然是我们教育界面临的最棘手的问题。这项研究将调查历史和当代的识字实践对小学生的不同影响。它认识到教师是提高学生成绩的最重要因素，并建立教师研究人员社区来记录对“高危”儿童产生影响的教学。其独特的跨代方法将在一代教师与下一代教师之间建立明显的联系，并产生关于读写能力和弱势的新知识。将开发跨代教师教育和专业指导的实际应用。