The 'haves' and the 'have nots': Who is better off?

Ayr, Alison

dc.contributor.author	Ayr, Alison	en
dc.date.accessioned	2015-04-10T02:09:56Z	en
dc.date.available	2015-04-10T02:09:56Z	en
dc.date.issued	2006-6	en
dc.identifier.citation	ACE papers, Issue 17: Science, Mathematics and Technology Education, Paper 2.	en
dc.identifier.uri	http://hdl.handle.net/2292/25157	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	The Numeracy Development Project has been claimed as successful in raising student achievement. The extent of the success, however, varies with the decile rating of the school, and the degree to which the project itself is responsible for improved achievement can be questioned. This paper explores some of the theoretical background to aspects of the project and raises issues around the nature of the evidence being used to make such claims.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	The 'haves' and the 'have nots': Who is better off?	en
dc.type	Technical Report	en
pubs.issue	17	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en