Shine Magazine, Issue 1, February 2010 - Department of Education ...

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ResearchDisadvantaged by Year190are given equal access, they do not use the resources in the sameway as middle-class children. They found that low SES childrenchoose “books with less print and computer applications withmore entertainment and less information”, leading to what Janvan Dijk labels a “usage gap” between children from differentsocioeconomic backgrounds.Further, Neuman and Celano reveal that “for every one line ofprint read by low-income children, middle-class children readthree.” Through a discerning utilisation of resources, the middleclasschildren will make more and more progress in terms of theirreading abilities.To tackle this, Alexander et al. highlight a need to supplement“regular schooling through a long-term, coordinated programof intervention.” They suggest that the emphasis should be on“minimising the achievement gap at the point of school entry.”Research indicates that good preschools can improve success laterin life for disadvantaged children, by reducing the risk of retentionor risk of high school drop out for example. The importance ofa “multidisciplinary approach to children’s learning” throughan integrated and cohesive service system in the early years ishighlighted in the DEECD Victorian Early Years Learning andDevelopment Framework.Alexander et al. also stress that attendance at a good preschoolshould be paired with rich, ongoing supplementation of learningresources throughout school, to enable disadvantaged children togain and maintain an academic edge. They also suggest that homeschoolpartnerships that continue when school is closed would alsoprovide an avenue to address the learning losses experienced bylow SES children outside of school.For educators, it is difficult to know what happens when a studentleaves school. What is clear from the above research is that schoolsare vital in mitigating the inequalities of an individual’s socialposition. There is an interest in further research to investigatethe implications of seasonal learning in Australia, to explore whatcan be done to prevent out-of-school learning losses and examinealternative approaches to closing the achievement gap. SCAT point gains (cumulative)CAT point gains (cumulative)1409040-101 2 3 4Year of schoolBetter-Off by Year1901409040-101 2 3 4Year of schoolThe graphs show cumulative gains onthe California Achievement Test (CAT) inreading over primary school years andsummers. Sample consists of Baltimorepublic school students who enteredGrade 1 in 1982.(From Alexander, K., Entwisle, D. andOlson, L. 2007, ‘Summer learning and itsimplications: Insights from the BeginningSchool Study’, New Directions for YouthDevelopment, 114, pp11–32)20 Shine Feb 2010
For Teaching EnglishAs AFirst Or Other LanguageRWindows PC: XP or VistaIf this CD does not autorun,double-click on your CDROMicon or naviagate to thecontents of this CD anddouble-click on theCHART.exe icon.PC - MacCompatible CDROMFor Teaching English As A First Or OtherLanguageRMac: OSX 10.4.0+Navigate to the contentson this CDROM anddouble-click on theCHART.app icon.ResearchReferencesAlexander, K., Entwisle, D. and Olson, L. 2001, ‘Schools, Achievement, andInequality: A Seasonal Perspective’, Educational Evaluation and Policy Analysis,v23 n2 pp171-191.Allington, R. and McGill-Franzen, A. 2009, ‘Why Summers Matter in the Rich/PoorAchievement Gap’, Teachers College Record, August 2009.Celano, D. and Neuman, B. 2008, ‘When Schools Close, the Knowledge GapsGrows’, Phi Delta Kappa, v90 n4 pp256- 262.Department of Education and Early Childhood Development 2009, Victorian EarlyYears Learning and Development Framework, Melbourne. http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/learning/veyldframework.pdfGladwell. M. 2008, Outliers. New York: Little, Brown and Company.Ramey, C., Campbell, F. and Blair, C. 1998, ‘Enhancing the life course for high-riskchildren: Results from the Abecedarian Project’. In J. Crane (Ed.) Social programsthat work. New York: Sage Foundation.Schweinhart, L. and Weikart, D. 1998, High Scope Perry Preschool Programeffects at age twenty-seven. In J. Crane (Ed.) Social programs that work. NewYork: Sage Foundation.Van Dijk, J. 2005, The Deepening Divide: Inequality in the Information Society.California: Sage.THRASS ® Accredited Certificate CoursesTHRASS provides Australia’s best phonics PD.THRASS explicitly teaches linguistically correct phonics.THRASS uses a phonographic method to teach the 44 speechsounds of English and their various spelling choices.THRASS is a code-breaker, often described as ‘the key thatunlocks the door to our language’ or ‘the missing link’.THRASS is the perfect partner for whole-language strategies.DECODER 1.0Features The 120 THRASSWORDSPC - Mac Compatible CDROMWindows PC: XP or VistaMac: OSX 10.4.0+If this CD does not autorun,Navigate to the contentsdouble-click on your CDROMon this CDROM, doubleclickon the Decoder.appicon or naviagate to thecontents of this CD,or Video.app iconsdouble-click on theand follow theTHRASS.exe andinstall prompts.follow the installprompts.Decoder Serial: T6H5R4A3S2S1PC Install Serial: dpe172Video Serial: V8I2D7E5O4PC Install Serial: dpe162© Denyse Ritchie 2009Published by THRASS Australia Pty Ltd 2009ISBN 1 876424 78 8www.thrass.com.auNew Software Available NowTraining coursesQuote: ‘I came looking forsomething to help one childin my class. I have foundsomething for all 27 of them.’– Evaluation from a participant at aTHRASS course, Melbourne, 2003.Read other evaluations atwww.thrass.com.auFeatures The THRASS PicturechartCDROM must be in your CDROM drive for the program to run.Serial: QW27PZ63T95C© Denyse Ritchie 200909Published by THRASS Australia Pty Ltd 2009ISBN 1 876424 79 6www.thrass.com.auTHRASS Australia Pty Ltd. Tel 08 9244 2119 Fax 08 9244 4044www.thrass.com.au enquiries@thrass.com.auABN 15 081 990 490Serial: ZA7PC814MB2HVersion 1.0REGISTER NOW!FEBRUARYMelbourne 08-09Frankston 18-19Bendigo 22-23Bendigo-F/U* 24Melbourne 24-25Shepparton 25-26MARCHAlb/W’dga 01-02Ballarat 04-05Geelong 09-10Melbourne-F/U* 10Melbourne 11-12Traralgon 15-16Mildura 18-19Melbourne 22-23*Other dates to be advisedTwo-Day Course:$418 (Inc. GST, Catering & Comp. Resources)* Follow-Up Workshop:$220 (Inc. GST & Catering)**Advanced Course:$1,210 (Inc. GST, Catering &Comp. Resources)Download rego forms fromwww.thrass.com.au andfax to 08 9244 4044 orTel. 08 9244 2119 for us to fax you a form.Shine Feb 2010 21
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