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Increased literacy scores for Indigenous children in schools using the cross-curriculum priority

Survey
LSIC
Author(s)
Date Issued
2016-01
Publisher
Department of Social Services
Pages
2
Keywords
Indigenous
literacy
curriculum
Abstract
Results from Footprints in Time: the Longitudinal Study of Indigenous Children (LSIC) indicate that children attending schools using the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority have higher average literacy scores than children in schools that do not.
URI (Link)
https://hdl.handle.net/10620/18101
http://hdl.handle.net/10620/4212
External resource (Link)
https://www.dss.gov.au/national-centre-for-longitudinal-data/centre-research-and-publications/increased-literacy-scores-for-indigenous-children-in-schools-using-the-cross-curriculum-priority
Subjects
Subject Keywords
DSS Main category
DSS Sub-category
Type
Reports and technical papers