2009 NALP development research

Each research project was conducted in collaboration with the NT Department of Education and Training.

 

NT PIPS BLA project

The National Accelerated Literacy Program’s oral reading assessment tools (the Individual Level and Working Level) and the Tests of Reading Comprehension (ToRCH) have not effectively gauged emergent literacy skills.

The Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA), an early childhood literacy assessment developed by Durham University in the UK, might provide a solution to this dilemma.

In conjunction with the University of Western Australia, which co-ordinates the use of  PIPS in Australian schools, Charles Darwin University will trial the use of a revised PIPS instrument (NT PIPS-BLA) to target non-readers in NT schools.

The research will develop and assess the revised instrument to:

  • increase PIPS’ diagnostic range to assess the emergent literacy skills of non-readers;

  • examine the effectiveness of computer-based assessment for Indigenous students;

  • assess PIPS’ appropriateness for use with older students classified as non- or struggling readers;

  • test its reliability and usefulness in remote schools.

Presenations about PIPS, and that relate to this research, are available here.

 

Digital delivery of professional learning

CDU and DET will create online, interactive professional development with the aim to support Accelerated Literacy teachers in remote settings. The e-learning professional development (e-PD) program will use the existing DET Interactive Distance Learning (IDL) software (REACT), along with social networking websites to facilitate a teacher professional learning community. Teachers will apply their new knowledge by working with a small group of students and/or individual students with specific learning needs.

Through a trial delivered fortnightly to approximately 20 NT remote teachers over one term, the research will inform the design and assess the effectiveness of e-PD.

 

Assistant teacher workforce development

Assistant Teachers (AT) are often described as the mainstays of Northern Territory education. Many ATs are long-standing members of their local community and school, providing continuity in an environment often characterised by high teacher turnover. As such, they are critical to the success of the students and any initiatives employed by the school, such as Accelerated Literacy.

This project will investigate the relationships between teachers and ATs in remote schools; and identify what types of relationships and school structures enhance and support AT practice in literacy lessons.