TY - JOUR
T1 - School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes
AU - Muir, Tracey
AU - Livy, Sharyn
AU - Herbert, Sandra
AU - Callingham, Rosemary
PY - 2018/7/1
Y1 - 2018/7/1
N2 - 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.
AB - 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.
KW - Data
KW - Effective practices
KW - NAPLAN
KW - School improvement
UR - http://www.scopus.com/inward/record.url?scp=85048638949&partnerID=8YFLogxK
U2 - 10.1007/s13384-017-0252-9
DO - 10.1007/s13384-017-0252-9
M3 - Article
AN - SCOPUS:85048638949
SN - 0311-6999
VL - 45
SP - 297
EP - 313
JO - The Australian Educational Researcher
JF - The Australian Educational Researcher
IS - 3
ER -