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ERIC Number: EJ1057519
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: EISSN-1183-1189
Student Perceptions of Literacy after the Ontario Secondary Literacy Course: A Qualitative Inquiry
Van De Wal, Lianne; Ryan, Thomas G.
Brock Education: A Journal of Educational Research and Practice, v23 n2 p3-23 Spr 2014
Adolescent literacy has emerged via the high-stakes standardized test known as the Ontario Secondary School Literacy Test (OSSLT) as a critical area of debate and study. Research has indicated a direct connection between literacy and identity, and that student literacy practices differ from traditional measures of literacy located in school curriculum and evaluated via standardized tests such as the OSSLT. Outcomes such as limited achievement, difficulties with literacy and the development of literacy skills, and subsequent below standard scores can diminish student self-concept, lower self-esteem, and impede self-efficacy. This ethnographic case study illuminated the impact of OSSLT and subsequent mandatory enrolment in the Ontario Secondary School Literacy Course using semi-structured interviews involving high-school students from a northern Ontario secondary school. Previous related research outcomes, which demonstrated a connection between standardized test scores and self-concept, were realized via participants' understanding and perception of literacy, and through mitigating factors impacting literacy engagement and achievement.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada