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
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
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Merga, M. K., Mat Roni, S., & Malpique, A. (2021). Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?. English in Education, 55(4), 351-367. https://doi.org/10.1080/04250494.2020.1838897