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Characteristics of a secondary school with improved NAPLAN results

Citation

Herbert, S and Muir, T and Livy, S, Characteristics of a secondary school with improved NAPLAN results, Mathematics Education Research Journal pp. 1-24. ISSN 1033-2170 (2020) [Refereed Article]


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DOI: doi:10.1007/s13394-019-00304-y

Abstract

According to international studies of achievement in mathematics amongst Australian secondary school students, results have declined over time when compared with other countries. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an Australian government initiative to measure whether students have the knowledge, understanding, skills and values required for a productive and rewarding life. This paper presents a case study of a school with improved NAPLAN numeracy results to provide insights into factors that influenced student performance. The findings are structured according to themes evident in the data. The discussion explores these themes in relation to Hattie’s areas of influence on success in students’ learning: the school, the student, the home, the curriculum, the teacher, and the approaches to teaching. Through the analysis of data collected from a variety of stakeholders in the school, this case study highlights the importance of school-wide policies towards learning mathematics and adopting effective approaches to teaching it. These insights have implications for teachers, school leaders and systems who are working towards improving numeracy results.

Item Details

Item Type:Refereed Article
Keywords:numeracy, NAPLAN, effective practices, case study
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:136873
Year Published:2020 (online first 2019)
Deposited By:Education
Deposited On:2020-01-21
Last Modified:2020-01-21
Downloads:0

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