The Influence Of Evidence-Based Decisions By Collaborative Teacher Teams On Student Achievement

Grant number: LP0991123 | Funding period: 2010 - 2014

Completed

Abstract

National testing and concerns about literacy and numeracy skills as enabling competencies for learning have had a central focus for decades. Recent studies by Griffin and Care have established large gains in student reading comprehension in an uncontrolled study of years 3 to 6 in primary schools. This study seeks to determine if the process can be manipulated, scaled up and applied in a sustainable manner across a larger number of year levels, systems of education, and subject areas.