Document Type

Journal Article

Publication Title

English in Education

ISSN

04250494

Publisher

Taylor and Francis

School

School of Education / School of Business and Law

RAS ID

32353

Funders

Collier Charitable Fund

Comments

Merga, M. K., Mat Roni, S., & Malpique, A. (2020). Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?. English in Education. Advance online publication. https://doi.org/10.1080/04250494.2020.1838897

Abstract

© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. As struggling Australian students may not typically receive additional support beyond the mainstream English classroom, more needs to be understood about the staffing and resourcing challenges that may impede secondary English teachers seeking to support these students. Data from the 2019 Supporting Struggling Secondary Literacy Learners project are explored, presenting views from N = 315 Australian secondary English teachers. Respondents disagreed that they have adequate time and resourcing to meet the needs of these students; public schools were perceived to be particularly poorly resourced. Our analysis found perceived deficiency to be compounded; those with insufficient support staff also appeared to have insufficient resources. While efforts to improve students’ literacy skills often target teacher education, it may be unrealistic to expect improvement in the performance of Australia’s struggling literacy learners without greatly increasing provision of support staff and material resourcing.

DOI

10.1080/04250494.2020.1838897

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

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