Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9927
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dc.contributor.authorGraham, Lorraineen
dc.contributor.authorPegg, John Een
dc.date.accessioned2012-04-02T15:46:00Z-
dc.date.issued2011-
dc.identifier.citationPresented at the British Educational Research Association Annual Conferenceen
dc.identifier.urihttps://hdl.handle.net/1959.11/9927-
dc.description.abstractIndigenous students in the middle-school years experiencing difficulties in basic mathematics are a particularly vulnerable group. During these years gaps in performance between educationally disadvantaged students and their peers widen, potentially leading to ongoing economic and social disadvantage. This chapter reports on a pedagogical approach, referred to as 'Quick-Smart', that has been employed in Australia since 2001 to support middle-school students. The pedagogical approach that underpins the 'QuickSmart' numeracy program can be considered at three levels. The first is as an intervention program that withdraws pairs of students from their classroom instruction for three 30-minute periods each week for a 30-week period. The second level constitutes the pedagogical themes that are important within 'QuickSmart' lessons. For example, the instruction offered in 'QuickSmart' lessons builds on the pre-existing knowledge and understandings of students to encourage their self-belief through successful learning experiences and through focusing on what are seen as foundational skills in mathematics. This approach is very suited to enhancing the learning of many Indigenous students. The third level of pedagogical emphasis relates to the benefits that flow from recruiting Indigenous teacher assistants as Instructors and examining their involvement in the 'QuickSmart' professional learning program. This chapter concludes with evidence drawn from examples of the learning progress of Indigenous middle-school students who completed the 'QuickSmart' Numeracy program. These data show, based on effect-size statistics, cognitive growth for students in 'QuickSmart' of up to two years in the 30-week program as compared to the growth of average-achieving students in the same class who have not accessed the program.en
dc.languageenen
dc.publisherUniversity of Leedsen
dc.relation.ispartofPresented at the British Educational Research Association Annual Conferenceen
dc.relation.ispartofseriesBritish Education Indexen
dc.titleImproving the Numeracy Performance of Middle-School Students through Enhancing Basic Academic Skills: Evidence From the use of QuickSmart with Indigenous Studentsen
dc.typeConference Publicationen
dc.relation.conferenceBERA 2011: British Educational Research Association Annual Conferenceen
dc.subject.keywordsHumanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)en
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnameLorraineen
local.contributor.firstnameJohn Een
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.for2008130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)en
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930201 Pedagogyen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emaillgraham@une.edu.auen
local.profile.emailjpegg@une.edu.auen
local.output.categoryE2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120402-140924en
local.date.conference6th - 8th September, 2011en
local.conference.placeLondon, United Kingdomen
local.publisher.placeLeeds, United Kingdomen
local.series.issn0007-0637en
local.series.number206817en
local.title.subtitleEvidence From the use of QuickSmart with Indigenous Studentsen
local.contributor.lastnameGrahamen
local.contributor.lastnamePeggen
dc.identifier.staffune-id:lgrahamen
dc.identifier.staffune-id:jpeggen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:10118en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleImproving the Numeracy Performance of Middle-School Students through Enhancing Basic Academic Skillsen
local.output.categorydescriptionE2 Non-Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.leeds.ac.uk/educol/documents/206817.pdfen
local.conference.detailsBERA 2011: British Educational Research Association Annual Conference, London, United Kingdom, 6th - 8th September, 2011en
local.search.authorGraham, Lorraineen
local.search.authorPegg, John Een
local.uneassociationUnknownen
local.year.published2011en
local.date.start2011-09-06-
local.date.end2011-09-08-
Appears in Collections:Conference Publication
School of Education
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
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