Page 2979 - Week 08 - Wednesday, 6 August 2008
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Dr Muennig. He notes that further analysis will refine models and produce more-precise estimates, but “these findings do point to the importance of looking more broadly at the options available for improving heath outcomes—including those outside the boundaries of clinical medicine.
As one continues to read through them—and I will not go through them—there is a whole raft of information on that particular topic. I found that quite interesting. I will be pursuing that one further. But as we continue to read through the various research papers, both old and new, what is becoming clear is that some central things are emerging and that smaller class sizes benefit economically disadvantaged and minority students.
Studies in America also show that cutting class sizes has proved beneficial among pupils of all ethnic and economic backgrounds, according to comparisons in test results for English and mathematics. I think we need to look and continue to look more broadly at this specifically in the ACT because we are such a multicultural community. I think that is a very valid point in itself as well. Smaller class sizes obviously benefit those types of students who then perform better academically in small class sizes at all grade levels. This was pointed out by Bennett and Robinson in a 1986 NEA published review of major class size research reports and central themes which emerged from that study.
It is also critical that greater support is given to teachers to accompany reduced class sizes—and I think this is what Mr Gentleman was alluding to in the STAR project—so that appropriate teaching can be developed and reinforced as recognised by project STAR. Obviously, what we do see here in our policy is exactly that. We are on track to do exactly that. We are on track, in fact, to give those people in our community, those teachers who do such an excellent job, more support. And this is what we are saying. We will provide teachers with resources and professional support. The Liberal opposition do realise that, by reducing class sizes, there will be other things that we will need to do towards that end.
Teachers reported, in a lot of studies and findings that you read, that they prefer small class sizes in order to identify students’ needs and to provide more individual attention as well as to cover more materials. Project STAR recognised at the outset that small class size does not make a difference if teachers do not change the way that they teach.
The motion that we have before us today backs up a very sound policy. It backs up a very sound position. It is a starting point. There are other aspects, of course, to the motion today which I think members have spoken fairly kindly of, all in all, except for the government who simply cannot bring themselves to talk about it. All they can do is pooh-pooh it. It is a very sound policy indeed.
The policy seeks to extend the maximum of 21 students per class through all years of primary school, extending the support given from K-3 right up to year 6 students. It says that the policy will be supported by a range of associated policy initiatives that address teacher numbers, extra classrooms and the provision of tailored teacher support.
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