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Australian Gifted And Talented Education: An Analysis Of Government Policies, Jennifer L. Jolly, Jennifer H. Robins
Australian Gifted And Talented Education: An Analysis Of Government Policies, Jennifer L. Jolly, Jennifer H. Robins
Australian Journal of Teacher Education
Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education’s gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K–Grade 12 Gifted Education Programming Standards. Although not developed …
The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra
The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra
Australian Journal of Teacher Education
Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could …