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School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes

Muir, T ORCID: 0000-0001-6305-0679, Livy, S, Herbert, S and Callingham, R ORCID: 0000-0001-5703-5261 2018 , 'School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes' , Australian Educational Researcher , pp. 1-17 , doi: 10.1007/s13384-017-0252-9.

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Abstract

Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaderswho may be seeking ways to improve mathematical practices in their own jurisdictionsand schools.

Item Type: Article
Authors/Creators:Muir, T and Livy, S and Herbert, S and Callingham, R
Keywords: mathematics education, best practice, NAPLAN
Journal or Publication Title: Australian Educational Researcher
Publisher: Springer Netherlands
ISSN: 0311-6999
DOI / ID Number: 10.1007/s13384-017-0252-9
Copyright Information:

Copyright 2018 The Australian Association for Research in Education, Inc.

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