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School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes.
- Source :
-
Australian Educational Researcher (Springer Science & Business Media B.V.) . Jul2018, Vol. 45 Issue 3, p297-313. 17p. - Publication Year :
- 2018
-
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. [ABSTRACT FROM AUTHOR]
- Subjects :
- *EDUCATIONAL leadership
*EDUCATIONAL planning
*HIGHER education
Subjects
Details
- Language :
- English
- ISSN :
- 03116999
- Volume :
- 45
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Australian Educational Researcher (Springer Science & Business Media B.V.)
- Publication Type :
- Academic Journal
- Accession number :
- 130167804
- Full Text :
- https://doi.org/10.1007/s13384-017-0252-9