actually I should have specified I was talking about the australian context, so minorities here means e.g. Aboriginals, and also low SES background, which isn't technically a minority but yeah
http://www.aare.edu.au/07pap/amo07284.pdf
figure 3 bitch
teacher quality has a bigger influence than home, peers, school or principal
http://www.annedavies.com/pdf/19C_ex...ers_hattie.pdf
id never heard of these but you can always be suspicious when you hear this outrageous stuff about people can bridge gaps for things like low SES background when researchers have been working on it for years and years and years in basically every country that these gaps have been observed to basiaclly no success at all
then some magical teaching technique or something comes along and shows that you can get rid of it like a magic bullet
this gets reported on a lot i think ausrtalia is starting to go through the same hoops as the u.s.a has
no idea m8 but there's no reason not to be skeptical of stuff like this
i could research it further (and should) but its 5 am here brah
Figure 3 shows a significant improvement in authentic achievement for both ATSI and non-ATSI students when the tasks featured explicit details regarding the quality of work that was expected of students, when tasks made evident teachers’ high expectations of students’ achievement, and when tasks provided students some degree of choice in terms of the task requirements
lmao
this sounds like stereotype threat mate
the worst thing about aus research is that nobodyh can get down and gritty with the data (or at least few want to) because its so obscure from a country nobody cares about