Education Commons^™

New Zealand And Queensland Teachers' Conceptions Of Curriculum : Potential Jurisdictional Effects Of Curriculum Policy And Implementation, Gavin Brown, Robert Lake, Gabrielle Matters

Dr Gabrielle Matters

The conceptions teachers have about curriculum are part of teachers' implicit beliefs about education. The study investigated the structure of teachers’ conceptions and the impact of curriculum policy on those conceptions. Two survey studies in New Zealand and Queensland used items from the Curriculum Orientation Inventory (COI). Confirmatory factor analysis provided robust modelling of teachers’ conceptions of curriculum. Multigroup analysis showed the model was statistically invariant between Queensland primary and secondary teachers. The teachers in both jurisdictions and in both sectors gave most agreement to the Academic-Humanistic conception and least agreement to the Social Reconstruction conception. The technological orientation elicited …

Queensland Teachers’ Conceptions Of Assessment: The Impact Of Policy Priorities On Teacher Attitudes, Gavin Brown, Robert Lake, Gabrielle Matters

Dr Gabrielle Matters

The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling.

Linking School-Based Assessment With Public Examinations: The Role Of Moderation, Gabrielle Matters

Dr Gabrielle Matters