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

Citation

Muir, T and Livy, S and Herbert, S and Callingham, R, School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes, Australian Educational Researcher, 45, (3) pp. 297-313. ISSN 0311-6999 (2018) [Refereed Article]

Copyright Statement

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

DOI: doi:10.1007/s13384-017-0252-9

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 leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools.

Item Details

Item Type:Refereed Article
Keywords:mathematics education, best practice, NAPLAN
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Muir, T (Associate Professor Tracey Muir)
Author:Callingham, R (Associate Professor Rosemary Callingham)
ID Code:123510
Year Published:2018
Deposited By:Education
Deposited On:2018-01-10
Last Modified:2018-11-07
Downloads:0

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