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Characteristics of a secondary school with improved NAPLAN results

Herbert, S, Muir, T ORCID: 0000-0001-6305-0679 and Livy, S 2019 , 'Characteristics of a secondary school with improved NAPLAN results' , Mathematics Education Research Journal , pp. 1-24 , doi: 10.1007/s13394-019-00304-y.

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Abstract

According to international studies of achievement in mathematics amongst Australiansecondary school students, results have declined over time when compared with othercountries. The National Assessment Program – Literacy and Numeracy (NAPLAN) isan Australian government initiative to measure whether students have the knowledge,understanding, skills and values required for a productive and rewarding life. This paperpresents a case study of a school with improved NAPLAN numeracy results to provideinsights into factors that influenced student performance. The findings are structuredaccording to themes evident in the data. The discussion explores these themes in relationto Hattie’s areas of influence on success in students’ learning: the school, the student, thehome, the curriculum, the teacher, and the approaches to teaching. Through the analysisof data collected from a variety of stakeholders in the school, this case study highlightsthe importance of school-wide policies towards learning mathematics and adoptingeffective approaches to teaching it. These insights have implications for teachers, schoolleaders and systems who are working towards improving numeracy results.

Item Type: Article
Authors/Creators:Herbert, S and Muir, T and Livy, S
Keywords: numeracy, NAPLAN, effective practices, case study
Journal or Publication Title: Mathematics Education Research Journal
Publisher: Springer
ISSN: 1033-2170
DOI / ID Number: 10.1007/s13394-019-00304-y
Copyright Information:

Copyright 2019 Mathematics Education Research Group of Australasia, Inc.

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