Advertisement
| naplan tests: Year 9 NAPLAN*-style Literacy Tests Bianca Hewes, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Literacy Tests. NAPLAN Tests are sat by Year 9 students Australia-wide. These tests are held in May every year. |
| naplan tests: Year 3 Naplan*-style Tests James A. Athanasou, Athanasou & Deftereos, Angella Deftereos, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Numeracy Tests. NAPLAN Tests are sat by Year 7 students Australia-wide. These tests are held in May every year. |
| naplan tests: National Testing in Schools Bob Lingard, Greg Thompson, Sam Sellar, 2015-11-06 Over the last two decades, large-scale national, or provincial, standardised testing has become prominent in the schools of many countries around the globe. National Testing in Schools: An Australian Assessment draws on research to consider the nature of national testing and its multiple effects, including: media responses and constructions such as league tables of performance pressures within school systems and on schools effects on the work and identities of principals and teachers and impacts on the experience of schooling for many young people, including those least advantaged. Using Australia as the case site for global concerns regarding national testing, this book will be an invaluable companion for education researchers, teacher educators, teacher education students and teachers globally. |
| naplan tests: Handbook of Accessible Achievement Tests for All Students Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz, 2011-04-28 The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy. |
| naplan tests: Assessment Tools and Systems Barbara J. Smith, 2022-12-27 This book was written to acknowledge the key role quality assessment can play in engaging all school community members in critical and creative thinking. |
| naplan tests: Handbook of Accessible Instruction and Testing Practices Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz, 2018-03-08 The Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities. Topics featured in this text include: A summary of U.S. policies that support inclusive assessment for students with disabilities. An overview of international policies that support inclusive assessments. Designing, developing, and implementing an accessible computer-based national assessment system. Universal Design for Learning (UDL) principles and the future of assessment. Recent advancements in the accessibility of digitally delivered educational assessments. The Handbook of Accessible Instruction and Testing Practices, Second Edition is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology; assessment, testing and evaluation; social work; and education policy and politics. |
| naplan tests: Year 3 Bumper Book Don Robens, Alfred Fletcher, 2011 This book contains New NAPLAN-format practice tests including writing, reading, language conventions and numeracy. These tests have been produced by Coroneos Publications independently of Australian Governments and are not officially endorsed publications of the NAPLAN program. |
| naplan tests: The SAGE Handbook of Curriculum, Pedagogy and Assessment Dominic Wyse, Louise Hayward, Jessica Pandya, 2015-12-03 The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world. |
| naplan tests: Educational Leadership, Management, and Administration through Actor-Network Theory Paolo Landri, 2020-11-05 Educational Leadership, Management, and Administration through Actor-Network Theory presents how actor-network theory (ANT) and the related vocabularies have much to offer to a critical re-imagination of the dynamics of management in education and educational leadership. It extends the growing contemporary perspective of ANT into the study of educational administration and management. This book draws on case studies focusing on new configurations of educational management and leadership. It presents new developments of ANT (After ANT and Near ANT) and clarifies how these sensibilities can contribute to thinking critically and intervening in the current dynamics of education. The book proposes that ANT can offer an ecological understanding of educational leadership which is helpful in abandoning the narrow humanistic world of managerialism, considering a post-anthropocentric scenario where it is necessary to compose together new liveable assemblages of humans and nonhumans. This book will be of great interest to academics, scholars and post-graduate students in the fields of educational management, leadership and administration, as well as education policy. It will also be highly relevant to policy makers and experts of education policy at the national, European and international levels. |
| naplan tests: Contemporary Issues in Australian Literacy Teaching Jenny Johnston, 2013 The second edition books covers a range of topics, including: how literacy and English are linked to early childhood and to middle school education, special needs education, teaching literacy to Indigenous students, bilingualism and languages education, critical literacies and multi-literacies, literacy assessment, how to engage parents in their child's literacy and how quality literature can be used to support and enhance student's literacy development. The intended audience for this text is pre-service teachers working and studying in their early childhood and primary undergraduate degrees, as well as beginning teachers who are keen to improve their literacy teaching skills |
| naplan tests: My School Lesley Scanlon, 2014-12-17 Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ‘education revolution’ in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ‘My School’ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ‘good teacher’, the involvement of parents in school and the ‘digital revolution’. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ‘education revolution’ on the Principal, parents, teachers and students. It comprehensively challenges the official ‘My School’ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally. |
| naplan tests: Year 7 NAPLAN*-style Tests James A. Athanasou, Angella Deftereos, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Tests. Parents may also use these books separately from the tests and just as a general way of revising or when tutoring their children. |
| naplan tests: Pedagogy in Basic and Higher Education Kirsi Tirri, Auli Toom, 2020-02-19 This book takes a holistic approach to pedagogy and argues that the purpose of education is to educate the student's whole personality including cognitive, social, and moral domains. The four sections and twelve chapters address the current pedagogical challenges in basic and higher education in international contexts. The authors describe the principles and practices through which meaningful education is promoted and enhanced in a variety of ways. The challenges educators face in their profession as well as ways to overcome them are elaborated on both theoretically and empirically. The book allows both researchers, teachers, and educational policy makers to reflect on current developments, challenges, and areas of development in educational institutions when aiming to support student growth and learning. |
| naplan tests: Valuing Students with Impairment Joy Cumming, 2012-01-05 In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment—while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability—categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created—a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries. |
| naplan tests: School Reform in an Era of Standardization Ian Hardy, 2020-12-29 School Reform in an Era of Standardization explores how teachers and school-based administrators navigate the processes of accountability and standardization in schooling systems and settings. It provides clear insights into how the work and learning of teachers and students in schools have been dramatically reconstituted by increased pressures of external, political scrutiny and accountability. The book reveals in detail the nature and effects of standardization processes upon schools and schooling systems. Specifically, it shows how curriculum development, teaching and assessment practices have all been recalibrated under conditions of increased external scrutiny of teacher and student work and learning, and how such processes are manifest in curriculum dominated by attention to literacy and numeracy, more 'scripted' pedagogies and standardized testing. However, the research not only elaborates the detrimental effects of such processes, but also how those responsible for educating in schools – teachers, heads of curriculum, deputy-principals and principals – have responded proactively by interpreting, interrogating and challenging these conditions. In this way, it provides resources for hope – evidence of what are described as more ‘authentic accountabilities’ – and at the same time it provides a clear portrait of the difficulty of fostering substantive curriculum, teaching and assessment reform during an era of increasingly reductive accountability processes. It will be an invaluable resource for understanding and enhancing practices in schools and school systems in the decades to come, and for giving hope to educators in the ongoing work of rebuilding trust in public education. |
| naplan tests: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms Martin, Christie, Polly, Drew, Lambert, Richard, 2019-12-06 Educators require constructive information that details their students’ comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment in the Pre-K through elementary grade levels. Covering an array of topics such as literacy, professional development, and educational technologies, this book is relevant for instructors, administrators, education professionals, educational policymakers, pre-service teachers, academicians, researchers, and students. |
| naplan tests: The Art and Heart of Good Teaching Terence Lovat, 2019-07-22 This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based. Further, it provides a theoretical and practical basis for understanding the disenchantment with low-level accountability approaches to learning (e.g. NAPLAN in Australia). In turn, the book demonstrates the effectiveness of Values Education as a holistic pedagogy with the potential to enhance students’ learning effects in terms of their personal, social, emotional and academic development. It offers well-tested alternative pedagogical approaches, based on research insights largely originating from actual classroom-based practice. |
| naplan tests: Educational Psychology for Learning and Teaching Dr Sue Duchesne, Dr Anne McMaugh, 2018-10-01 Educational Psychology for Learning and Teaching introduces key theories of development and learning to help you understand how learners learn, and how educators can be more effective in their teaching practice. Featuring current research on the various dimensions of learning and teaching alongside traditional theories, it provides a clear framework of theory and evidence that supports modern education practices. Taking a comprehensive approach, this text investigates how to apply psychology principles to education contexts to enhance learning and teaching quality, particularly for accommodating individual student needs. This wholly Australian and New Zealand text caters for those who are planning to work with any age range from early childhood to adolescence and beyond. With a greater focus on resilience in education settings, the discussion of creativity alongside intelligence and a broader discussion on diversity, this new edition is up-to-date for the pre-service teacher. New, print versions of this book come with bonus online study tools on the CourseMate Express and Search Me! platforms Premium online teaching and learning tools are available to purchase on the MindTap platform Learn more about the online tools cengage.com.au/learning-solutions |
| naplan tests: Handbook on Performance Management in the Public Sector Deborah Blackman, 2021-05-28 This timely Handbook examines performance management research specific to the public sector and its contexts, and provides suggestions for future developments in the field. It demonstrates the need for performance management to be reconceptualized as a core component of business both within and across organizations, and how it must be embedded in both strategic decision-making and as a day-to-day leadership and management practice in order to be effective. |
| naplan tests: Data Culture and the Organisation of Teachers’ Work Nerida Spina, 2020-05-31 Data Culture and the Organisation of Teachers’ Work provides an in-depth look at how the political and media scrutiny of teachers, pupils and schools now organises teaching and learning. Spina also examines how educational data is used in schools, and where it fails to take account of the everyday experiences of school leaders, teachers and students. Drawing on primary research, and discussing practice in relation to the National Assessment Programme: Literacy and Numeracy (NAPLAN), this book discusses the strengths and weaknesses of a data-driven approach, the restrictions this can impose and how to navigate them as a teacher. Ideal for scholars and postgraduate students of education, this book provides a comprehensive institutional, ethnographic look into the daily lived experiences of teachers, and the effects of standardised testing. |
| naplan tests: Governing by Numbers Stephen Ball, 2018-10-11 Social science researchers have become increasing attentive to the role of numbers in contemporary life. Issues around big data, national test results, and output and performance statistics are now routinely reported and debated in the media. Numbers are a powerful resource for governments as a means to manage and ‘improve’ their populations, and we are increasingly represented, organized and driven by an economy of numbers, which inserts itself into more and more aspects of our lives. This book critically addresses some of the ways in which numbers are deployed in educational governance and practice, and some of the consequences of this deployment for what it means to be educated, to teach, and to learn. Recognising that numbers do not simply represent, but that they change things and have real effects, allows us to move beyond a system where difficult and important issues about what we want from education and from teachers are side-stepped in the push to ‘improve our numbers’. This collection offers a set of starting points from which we might speak back to numbers, drawing on research to explore how numbers change the way we think about ourselves and what we do. This book was originally published as a special issue of the Journal of Education Policy. |
| naplan tests: Adapting to Online and Blended Learning in Higher Education David Kember, Robert A. Ellis, Si Fan, Allison Trimble, 2023-05-19 Higher education has undergone a massive transformation in teaching and learning in a very short period of time since the onset of Covid-19. Students, teachers and universities have had to adopt online and blended learning, often with little or no experience or models of good practice to draw upon. It is clear that blended and online learning are here to stay. This book draws on research from universities that have adopted online and blended learning to facilitate the expansion and diversification of their intake; which resulted in considerable experience and expertise in online and blended teaching. The book describes a model, tested with qualitative and quantitative data, which shows how teachers can support the retention and success of online and blended learners with four high-quality pedagogical elements: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums which are set up and moderated so as to result in lively student-student and student-teacher interaction; and, online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. This model is explained and profusely illustrated with examples from the teaching of award-winning teachers. This book introduces the concept of a spectrum from traditional to contemporary models of admission and course delivery in higher education. It explains how universities which have adopted a contemporary model, with high levels of blended and online learning, have been able to expand their intake and markedly diversify the student body. It discusses how to support the retention and success of online and blended learners. Student support services are examined from the perspectives of service providers and online and blended learners and the case is made for support services being aligned with student needs. The book has a discussion of university management systems which utilise feedback at all levels to improve alignment between support service provision and student needs. |
| naplan tests: The Proceedings of the 12th International Congress on Mathematical Education Sung Je Cho, 2015-02-10 This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups. |
| naplan tests: Primary Mathematics Penelope Baker, Rosemary Callingham, Tracey Muir, 2023-09-07 Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools. Closely aligned with the Australian Curriculum, it provides a thorough understanding of measurement, geometry, patterns and algebra, data and statistics, and chance and probability. The fourth edition provides support for educators in key aspects of teaching: planning, assessment, digital technologies, diversity in the classroom and integrating mathematics content with other learning areas. It also features a new chapter on the role of education support in the mathematics classroom. Each chapter has been thoroughly revised and is complemented by classroom snapshots demonstrating practical application of theories, activities to further understanding and reflection questions to guide learning. New in this edition are 'Concepts to consider', which provide a guided explanation and further discussion of key concepts to support pre- and in-service teachers' learning and teaching of the fundamentals of mathematics. |
| naplan tests: Working in a Survival School Lee Del Col, Garth Stahl, 2023-05-31 Working in a Survival School documents how global educational policies trickle down and influence school cultures and the lives of educators and educational leaders. The research traces the everyday work and experience of educators within an all-boys Catholic college suffering an unprecedented decline in enrolment numbers. In short, it was a school in ‘survival mode.’ Drawing on Dorothy Smith’s scholarship on Institutional Ethnography, the authors document how the school operated and how its efforts to survive influenced the daily work of educators.Institutional ethnography reveals the school as a bounded space subject to a variety of competing local and translocal forces that are historical, political and economic in nature. Exploring the discursive and material effects of policy on both the work and identities of educators, the authors illustrate how the everyday experience of being an educator is shaped by marketisation and how leaders engage in stratagems to promote the school as a vehicle of educational excellence and quality to lure clientele. Building on existing scholarship in educational policy studies and new public management, Working in a Survival School considers how the global marketisation of education systems is experienced in one school fighting to survive. This book is of interest to educators, school leaders and academics interested in policy enactment. |
| naplan tests: My School Maralyn Parker, 2011-05-02 Easy to read guide to NAPLAN, My School website, and getting the best educaitn for your child. A clear and accessible book that answers every likely question parents could have about My School/NAPLAN/choosing a school. What makes a good school? What should a parent know and what should they ask? This book also covers hot topics such as what to do about a bad teacher, bullying, multi-cultural policies, enrolment policies, coaching, selective schools, private vs public. Maralyn Parker is an award-winning education columnist for The Daily Telegraph. Maralyn taught in primary and high schools in NSW, South Africa and England. She was the NSW Department of Education's first Information Officer in 1983 and had several books on education published during the 1980s & 90s. After working as a freelance education journalist for several years Maralyn was employed as the Education Columnist for The Daily Telegraph in 1993. Maralyn's columns appear weekly in The Daily Telegraph and she also runs a popular blog on education. |
| naplan tests: Diversity in Mathematics Education Alan Bishop, Hazel Tan, Tasos N Barkatsas, 2014-09-20 This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore. |
| naplan tests: Improving Reading and Reading Engagement in the 21st Century Clarence Ng, Brendan Bartlett, 2017-05-31 This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre. |
| naplan tests: The Principal and School Improvement Amanda Heffernan, 2018-07-30 This book investigates the localised effects of reform by exploring the impact of a school improvement policy agenda on the work of three experienced principals. It presents three longitudinal case studies within a shared specific leadership context in Queensland, Australia. The case studies enable an exploration of the way the principalship in this context has evolved over time, providing deep insights into the practices and beliefs of three experienced school leaders working in a period of rapid and urgent systemic reform. The nature of global reform policy borrowing means that the research and the findings within this monograph are relevant for international audiences. The book describes a new way to understand and theorise the effects of reform policies and associated pressures on school leaders. Using post-structural theory, it provides a better understanding of the specific effects of reform policy ensembles, particularly when combined with an analysis of the ways policy and discourse work together at a wider level to create an environment that disciplines the principalship. Further, it sheds lights on the means of complying with or contesting policy influences and how the work of leaders has changed over time. |
| naplan tests: Research in Mathematics Education in Australasia 2012-2015 Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry, 2016-06-02 With the ninth edition of the four-yearly review of mathematics education research in Australasia, the Mathematics Education Research Group of Australasia (MERGA) discusses the Australasian research in mathematics education in the four years from 2012-2015. This review aims to critically promote quality research and focus on the building of research capacity in Australasia. |
| naplan tests: Education Policy and the Australian Education Union Andrew Vandenberg, 2018-03-09 This book focuses on the politics of teacher resistance to the formation and implementation of neoliberal education policies in Australia. It argues that policies such as publishing examination test results online amounts to auditing teachers’ work, and assumes incompetence from teachers, which ultimately results in diverting teachers from their true professional responsibilities. The book outlines the rise of transnational networks that promote market-oriented methods of achieving social objectives, such as good education for all students, and considers a range of explanations for why this education policy was strengthened in Australia in 2010. It also reviews a range of arguments about professional unionism, and reflects on the history of the Australian Education Union and its capacity to resist social neoliberalism. The book concludes by reporting on a case-study in which principals, teachers and parents at two ordinary schools in Australia have managed to keep market forces at bay. It will appeal to students and researchers in the fields of education and sociology, particularly those interested in education policy, political ideology, unionism, and schools. |
| naplan tests: The Autonomy Premium Brian J Caldwell, 2016-09-01 The Autonomy Premium is a concise response to the popular and often loosely defined debate about whether higher levels of student achievement may flow from autonomy in school management and professional practice. Drawing on over 40 years of research Brian J Caldwell examines a series of compelling questions that bring the reader through the key pillars of autonomy-related studies. These include: • Why are there mixed results in research into links between school autonomy and student achievement? • What do more autonomous schools actually do to make gains in student achievement? • Is professional autonomy the key driver for improvement? Through the lens of case studies in Australian public schools with support for autonomy across levels of government, the book focuses on research where the links to learning improvement have been mapped. In addition to a capacity for local decision-making for school improvement, the findings highlight local discretion in curriculum, personnel, pedagogy and resources. Professional autonomy trumps structural autonomy. The Autonomy Premium is essential reading for anyone with an interest in understanding the policy and practice of designing drivers that can shape successful school autonomy. |
| naplan tests: Becoming a Teacher of Language and Literacy Brenton Doecke, Glenn Auld, Muriel Wells, 2014-12-15 Becoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. It promotes a reflective and inquiry-based approach to literacy teaching and examines three central questions: 1. How do teachers approach the teaching of reading and writing, speaking and listening within a digital age? 2. How do teachers approach the standardisation of literacy, including high-stakes testing? 3. How do teachers work within the framework of the Australian curriculum: English? The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education and developing community partnerships. Each chapter features teacher narratives, current theoretical perspectives, examples of practice and reflective questions. The narratives are designed to prompt reflection about teachers' professional practice within local school settings. They convey the voices of teachers as they grapple with the challenges of their professional practice. |
| naplan tests: Curriculum Construction Laurie Brady, Kerry Kennedy, 2013-10-24 Curriculum Construction, 5e introduces and analyses all aspects of curriculum development, interpretation and implementation. The text develops students’ understanding of both the theoretical and practical components of curriculum construction. The theoretical dimension of the text includes coverage of the broad social and political influences on a curriculum; coverage of global contexts, national curriculum initiatives; and a discussion of values in education. The practical section of the text provides teachers, as well as members of the school community, with the knowledge and skills to engage fully in the task of curriculum construction. |
| naplan tests: Empowering Teachers through Environmental and Sustainability Education Melissa Barnes, Deborah Moore, Sylvia Christine Almeida, 2021-05-23 Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers’ attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu’s ‘thinking tools’ habitus and capital, theories of identity, and Foucault’s concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers’ agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms. |
| naplan tests: High-Stakes Testing in Education Theo Eggen, Gordon Stobart, 2015-10-14 High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing is now also used for the purposes of improving standards of teaching and learning and of holding schools accountable for their students’ results. These tests then become high-stakes for teachers and schools, especially when they have to meet externally imposed targets. More recent has been the emergence of international comparative testing, which has become high-stakes for governments and policy makers as their education systems are judged in relation to the performances of other countries. In this book we draw on research which examines each of these uses of high-stakes testing. The articles evaluate the impact of such assessments and explore the issues of value and fairness which they raise. To underline the international appeal of high-stakes testing the studies are drawn from Australia, Africa, the Caribbean, Europe, former Soviet republics and North America. Collectively they illustrate the power of high-stakes assessment in shaping, for better or for worse, policy making and schooling. This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice. |
| naplan tests: OECD Reviews of Evaluation and Assessment in Education: Australia 2011 Santiago Paulo, Donaldson Graham, Herman Joan, Shewbridge Claire, 2011-10-28 This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches. |
| naplan tests: Learning to Teach in the Secondary School Noelene L. Weatherby-Fell, 2015-09-17 Learning to Teach in the Secondary School presents secondary teaching theory and practice within a contemporary, holistic framework that empowers pre-service teachers to become effective and reflective practitioners. This practical and engaging book includes many valuable teaching resources such as: • practical examples and case studies based on personal teaching experiences in school systems, to encourage effective education intervention for the empowerment of secondary students • questions and research topics to emphasise the importance of collaboration and to highlight opportunities for discussion within each chapter • explicit instructional and behavioural strategies and guidance for pre-service teachers to implement in their classrooms. Drawing on the wide-ranging expertise of its contributors, Learning to Teach in the Secondary School provides teachers with the specialist skills necessary to make a difference to the lives and outcomes of young people at a time of significant physical, social, emotional and cognitive development. |
| naplan tests: Learning to Teach in the Secondary School Noelene Weatherby-Fell, 2015-07-03 Drawing on the wide-ranging expertise of its contributors, this text empowers pre-service teachers to become effective and reflective practitioners. |
| naplan tests: Teaching Secondary Mathematics Gregory Hine, Robyn Reaburn, Judy Anderson, Linda Galligan, Colin Carmichael, Michael Cavanagh, Bing Ngu, Bruce White, 2016-08-15 Technology plays a crucial role in contemporary mathematics education. Teaching Secondary Mathematics covers major contemporary issues in mathematics education, as well as how to teach key mathematics concepts from the Australian Curriculum: Mathematics. It integrates digital resources via Cambridge HOTmaths (www.hotmaths.com.au), a popular, award-winning online tool with engaging multimedia that helps students and teachers learn and teach mathematical concepts. This book comes with a free twelve-month subscription to Cambridge HOTmaths. Each chapter is written by an expert in the field, and features learning outcomes, definitions of key terms and classroom activities - including HOTmaths activities and reflective questions. Teaching Secondary Mathematics is a valuable resource for pre-service teachers who wish to integrate contemporary technology into teaching key mathematical concepts and engage students in the learning of mathematics. |
NAP - NAPLAN - National Assessment Program
NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against national …
NAP - NAPLAN - general - National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9, and is the only nationwide assessment that all …
NAP - Home
NAPLAN for parents and carers. NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. It is …
NAP - About - National Assessment Program
NAPLAN is the only national assessment that all Australian children undertake and provides comparable data about student performance in literacy and numeracy, nationally. It ensures …
NAP - For parents and carers - National Assessment Program
NAPLAN assesses the literacy and numeracy skills that students are learning through the school curriculum and allows parents/carers to see how their child is progressing against national …
NAP - Public demonstration site
The public demonstration tests show the types of questions students will answer and the functionalities that are available in NAPLAN tests. Read more about the tools and navigation in …
NAP - For schools - National Assessment Program
Schools play a central role in ensuring the smooth running of NAPLAN tests. Each year, ACARA and test administration authorities (TAAs) in each state and territory provide information and support …
NAP - Key dates - National Assessment Program
NAPLAN practice tests: 2025: Schools can complete practice tests in the assessment platform from Term 4, 2024. For more information, contact your school or your Test administration authority. …
Results and reports - National Assessment Program
NAP results and reports information has moved . Choose from the following pages: NAPLAN results and reports . NAP sample assessments results and reports.
NAPLAN – results, reports, performance - National Assessment …
NAPLAN is a valuable tool that can give useful insights into a student’s performance, but individual reports should be interpreted with care as they reflect the student’s performance on the day of …
NAP - NAPLAN - National Assessment Program
NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against …
NAP - NAPLAN - general - National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9, and is the only nationwide assessment that …
NAP - Home
NAPLAN for parents and carers. NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. …
NAP - About - National Assessment Program
NAPLAN is the only national assessment that all Australian children undertake and provides comparable data about student performance in literacy and numeracy, nationally. It ensures …
NAP - For parents and carers - National Assessment Program
NAPLAN assesses the literacy and numeracy skills that students are learning through the school curriculum and allows parents/carers to see how their child is progressing against national …
NAP - Public demonstration site
The public demonstration tests show the types of questions students will answer and the functionalities that are available in NAPLAN tests. Read more about the tools and navigation in …
NAP - For schools - National Assessment Program
Schools play a central role in ensuring the smooth running of NAPLAN tests. Each year, ACARA and test administration authorities (TAAs) in each state and territory provide information and …
NAP - Key dates - National Assessment Program
NAPLAN practice tests: 2025: Schools can complete practice tests in the assessment platform from Term 4, 2024. For more information, contact your school or your Test administration …
Results and reports - National Assessment Program
NAP results and reports information has moved . Choose from the following pages: NAPLAN results and reports . NAP sample assessments results and reports.
NAPLAN – results, reports, performance - National Assessment …
NAPLAN is a valuable tool that can give useful insights into a student’s performance, but individual reports should be interpreted with care as they reflect the student’s performance on …
