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ERIC Number: EJ926806
Record Type: Journal
Publication Date: 2011-Apr
Pages: 29
Abstractor: As Provided
Reference Count: 130
ISSN: ISSN-0313-5373
Direct Instruction in Mathematics: Issues for Schools with High Indigenous Enrolments--A Literature Review
Ewing, Bronwyn
Australian Journal of Teacher Education, v36 n5 p64-91 Apr 2011
Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade of influencing curriculum, instruction and research, direct instruction is also into its third decade of controversy because of its focus on explicit and highly directed instruction for learning. Characteristics of direct instruction are critiqued and discussed to identify implications for teaching and learning for Indigenous students.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (England); United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001