Australian governments have introduced mandated assessment and reporting mechanisms to make schools accountable for literacy standards. These approaches aim to standardise curriculum and assessment provision but little is know about the consequences in classrooms. How teachers adapt their practices to different contexts and learning cohorts in the face of standardising policy remains to be understood. From the standpoint of teachers, this project explores how standardised testing and reporting reorganises work in contrastive school settings. It also shows the ways teachers deploy key literacy teaching practices to account for the varied student and community populations they serve.
|Effective start/end date||2/01/09 → 31/12/11|
- Australian Research Council (ARC): AUD54,476.00