Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020)
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 implem...
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2020-09-01
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| Series: | The Australian Journal of Indigenous Education |
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| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/271 |
| Summary: | 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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| ISSN: | 2049-7784 |