Home' Policy Magazine : Policy Vol 29 - No 3 Contents 32 POLICY • Vol. 29 No. 3 • Spring 2013
THE TRIUMPH OF IDEOLOGY OVER EVIDENCE IN TEACHING READING
50 Susanne Gannon and Wayne Sawyer, ‘‘Whole language’
and moral panic in Australia,’ International Journal
of Progressive Education 3:2 (2007) 30–51; Brenton
Doecke and Ginette Delandshere, ‘Editorial: What
Counts as Research in English Literacy Education?' English
Teaching: Practice and Critique 6:3 (2007), 1–3.
51 Jane Cadzow, ‘War of Words,’ Good Weekend (4 October
52 Allan Luke and Susan Grieshaber, ‘New adventures in
the Politics of Literacy: An Introduction,’ Journal of Early
Childhood Literacy 4:1 (2004), 5–9; Susanne Gannon
and Wayne Sawyer, ‘‘Whole language’’ as above.
53 Ben Levin, ‘To Know Is Not Enough: Research Knowledge
and Its Use,’ Review of Education 1:1 (2013), 2–31.
54 Kerry Hempenstall, ‘What Does Evidence-Based Practice
in Education Mean?’ Australian Journal of Learning
Disabilities 11:2 (2006), 83–92.
55 Ben Levin, ‘To Know Is Not Enough,’ as above.
56 Daniel Willingham, When Can You Trust the Experts?
How to Tell Good Science from Bad in Education
(San Francisco: Jossey-Bass, 2012); Mark Carter and
Kevin Wheldall, ‘Why Can’t a Teacher Be More Like a
Scientist? Science, Pseudoscience and the Art of Teaching,’
Australasian Journal of Special Education 32:1 (2008), 5–21;
Kerry Hempenstall, ‘What Does Evidence-Based Practice
in Education Mean?’ as above.
57 AARE 2012 Conference Proceedings and Program,
website. Several quantitative studies used non-survey
data but these studies did not have comparison groups.
Most studies presenting quantitative data were from
questionnaires or surveys.
58 Meree Reynolds, Kevin Wheldall, and Alison Madelaine,
‘What recent reviews tell us about the efficacy of
reading interventions for struggling readers in the early
years of schooling,’ International Journal of Disability,
Development And Education 58:3 (2011), 257–286; Jim
Rose, Independent Review of the Teaching of Early Reading:
Final Report (2000); National Institute of Child Health
and Human Development, Report of the National Reading
Panel---Teaching children to read: An evidence-based
assessment of the scienti c research literature on reading and
its implications for reading instruction, NIH Publication
No. 00–4769 (Washington, DC: US Government Printing
59 Kevin Wheldall and Linda Siegel, ‘Editorial,’ Educational
Psychology: An International Journal of Experimental
Educational Psychology 24:6 (2005), 723–725; Lorraine
Dearden, Stephen Machin, and Anna Vignoles, ‘Economics
of Education Research: A Review and Future Prospects,’
Oxford Review of Education 35:5 (2009), 617–632.
60 Mark Carter and Kevin Wheldall, ‘Why Can’t a Teacher
Be More Like a Scientist? Science, Pseudoscience and the
Art of Teaching,’ Australasian Journal of Special Education
32:1 (2008), 5–21; Kerry Hempenstall, ‘What Does
Evidence-Based Practice in Education Mean?’ Australian
Journal of Learning Disabilities 11:2 (2006), 83–92.
61 English Teachers Association of NSW, ‘On reading and
62 Brian Cambourne, ‘My Response to the National Inquiry:
Disappointed, Conned and Cynical,’ as above.
63 Lyndsey Nickels, ‘Response from LDA to the draft
Australian Curriclum, with specifc reference to the sections
of the English Curriculum relating to the teaching of
beginning reading,’ Learning Di culties Australia Bulletin
42:2 (2010), 3–5.
64 Margaret Cameron, ‘First Impressions of ACE,’ Learning
Di culties Australia Bulletin 43:1 (2011), 15–17.
65 ABC News, ‘Gillard unveils $1.1bn reading blitz'
(24 February 2013); ABS (Australian Bureau of Statistics),
Schools Australia 2012, Cat. No. 4221.0 (134,000
66 ‘National Reading Blitz to Boost Literacy Standards,’
67 Jennifer Buckingham, ‘Mistakes writ large if reading
goes wrong,’ The Sydney Morning Herald (7 May
2012); Ministerial Advisory Group on Literacy and
Numeracy, Report on the Outcomes of Consultation: Literacy
and Numeracy Action Plan---Initial Framework.
68 ‘Efective Practice in Literacy and Numeracy,’ website
(Centre for Education Statistics and Evaluation (CESE)).
69 Adam Rorris, Paul Weldon, Adrian Beavis, Phillip
McKenzie, Meredith Bramich, and Alana Deery, Assessment
of Current Process for Targeting of Schools Funding to
Disadvantaged Students: A Report Prepared for the Review
of Funding for Schooling Panel (Melbourne: Australian
Council for Educational Research (ACER), 2011));
Productivity Commission, Schools Workforce Research
Report (Melbourne: Productivity Commission, 2012).
70 Jennifer Buckingham, Robyn Beaman, and Kevin
Wheldall, ‘Why Poor Children Are More Likely to Become
Poor Readers: The Early Years,’ Educational Review,
online frst (2013), doi:10.1080/00131911.2013.795129.
71 Julie Greenberg, Arthur McKee, and Kate Walsh, Teacher
Prep Review: A Review of the Nation's Teacher Preparation
Programs (Washington, DC: National Council on Teacher
72 ABS (Australian Bureau of Statistics), Research and
Experimental Development, All Sector Summary, Australia,
2008--09, Cat. No. 8112.0, Table 11.
Links Archive Policy Vol 29 - No 2 Policy Vol 29 - No 4 Navigation Previous Page Next Page