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School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes
journal contribution
posted on 2023-05-19, 14:49 authored by Tracey MuirTracey Muir, Livy, S, Herbert, S, Rosemary CallinghamRosemary CallinghamSince 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.
Funding
Department of Industry, Science, Energy and Resources
History
Publication title
Australian Educational ResearcherVolume
45Pagination
297-313ISSN
0311-6999Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
NetherlandsRights statement
Copyright 2018 The Australian Association for Research in Education, Inc.Repository Status
- Restricted