Highlights from PIRLS 2016: Australia\u27s perspective

The Progress in International Reading Literacy Study (PIRLS) is an international study of reading literacy directed by the IEA (International Association for the Evaluation of Educational Achievement). In Australia, PIRLS is implemented by the Australian Council for Educational Research (ACER), which is Australia’s representative to the IEA. In Australia, PIRLS is part of the National Assessment Program. PIRLS has been conducted internationally at Year 4 on a five-year cycle since 2001, however, Australia participated for the first time in 2011. The main goal of PIRLS is to assist countries to monitor and evaluate their teaching of reading across time. Year 4 students are the focus of the PIRLS assessment because they are usually at a key transition point in their schooling, during which they move from learning how to read, to reading in order to learn. PIRLS aims to inform policies and practice while there still is an opportunity to improve students’ performance in reading. Reading literacy is one of the most important abilities students acquire as they progress through their early school years. PIRLS defines reading literacy as ‘the ability to understand and use those written language forms required by society and/or valued by the individual’. PIRLS focuses on three aspects of students’ reading literacy: purposes for reading, processes of comprehension, and reading behaviours and attitudes. This highlights report presents selected findings from the full report \u27Reporting Australia\u27s results PIRLS 2016\u27

The AIFS evaluation of the 2006 family law reforms : a summary

In 2006, the Australian Government, through the Attorney- General\u27s Department (AGD) and the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), commissioned the Australian Institute of Family Studies (AIFS) to undertake an evaluation of the impact of the 2006 changes to the family law system: Evaluation of the 2006 Family Law Reforms (Kaspiew et al., 2009) (the Evaluation). This article provides a summary of the key findings of the Evaluation.<br /

Family violence : key findings from the evaluation of the 2006 family law reforms

The different types, prevalence and consequences of family violence, as demonstrated by the Australian Institute of Family Studies\u27 Evaluation of the 2006 Family Law Reforms, are discussed. Family violence is shown to be an extremely complex phenomenon, which affects the mental and social well-being of the children. Hence, different measures that can be adopted to deal with pre- and post-separation periods and child care problems are also analyzed.<br /

「異文化背景を持つ子ども」－変貌し続ける子どもの実態－

Community Navigator Feasibility Trial – Participant Consent Form. (DOCX 68 kb

PIRLS 2016: Reporting Australia\u27s results

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS 2016 represents the fourth such study since PIRLS was first conducted in 2001. Australia has participated in the two most recent cycles – PIRLS 2011 and 2016. In Australia, PIRLS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of PIRLS is to provide the best policy-relevant information about how to improve teaching and learning and to help young students become accomplished and self-sufficient readers, by assisting countries monitor and evaluate their teaching of reading across time. Students in the fourth year of schooling typically have gained most of their reading skills in a multitude of environments – at school and at home; in different classrooms with different teachers. In order to reflect this situation, PIRLS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. This report analyses and interprets the Australian data collected as part of PIRLS 2016. Where appropriate, this report makes comparisons with the results of other countries and with the international average to better understand Australian achievement in reading literacy and its context

Highlights from PIRLS 2016: Australia\u27s perspective

The Progress in International Reading Literacy Study (PIRLS) is an international study of reading literacy directed by the IEA (International Association for the Evaluation of Educational Achievement). In Australia, PIRLS is implemented by the Australian Council for Educational Research (ACER), which is Australia’s representative to the IEA. In Australia, PIRLS is part of the National Assessment Program. PIRLS has been conducted internationally at Year 4 on a five-year cycle since 2001, however, Australia participated for the first time in 2011. The main goal of PIRLS is to assist countries to monitor and evaluate their teaching of reading across time. Year 4 students are the focus of the PIRLS assessment because they are usually at a key transition point in their schooling, during which they move from learning how to read, to reading in order to learn. PIRLS aims to inform policies and practice while there still is an opportunity to improve students’ performance in reading. Reading literacy is one of the most important abilities students acquire as they progress through their early school years. PIRLS defines reading literacy as ‘the ability to understand and use those written language forms required by society and/or valued by the individual’. PIRLS focuses on three aspects of students’ reading literacy: purposes for reading, processes of comprehension, and reading behaviours and attitudes. This highlights report presents selected findings from the full report \u27Reporting Australia\u27s results PIRLS 2016\u27

PIRLS 2016 Australian Year 4 data [SPSS]

This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia\u27s results. Refer to the readme.txt file for details