Open Access. Powered by Scholars. Published by Universities.®
Elementary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Educational leadership (3)
- School leaders (3)
- Government school sector (2)
- Leadership qualities (2)
- NSW Literacy and Numeracy Action Plan (2012–2016) (2)
-
- Professional development (2)
- Action research (1)
- Assessment practices (1)
- Bias (1)
- Career paths (1)
- Career satisfaction (1)
- Case studies (1)
- Data analysis (1)
- Disadvantaged schools (1)
- Early career teachers (1)
- Evaluative thinking (1)
- Evidence based practice (1)
- International surveys (1)
- Interpersonal competence (1)
- Leadership for learning (1)
- Leadership styles (1)
- Leadership training (1)
- Literacy education (1)
- Non-response bias (1)
- Numeracy (1)
- Organisational learning (1)
- Primary school teachers (1)
- Primary secondary education (1)
- Principals (1)
- Problem solving (1)
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Elementary Education and Teaching
The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady
The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady
OECD Teaching and Learning International Survey (TALIS)
This non-response bias analysis (NRBA) report was produced due to lower than expected response rates for Australian primary and secondary schools and teachers to the 2018 Teaching and Learning International Survey (TALIS) surveys. Analysis demonstrates that Australia’s International Standard Classification of Education (ISCED) 1 (primary) and 2 (secondary) respondents are representative of the broader school and teacher populations. At the school-level, there was no statistically significant bias across stratification variables between the ISCED 1 and 2 participating schools and original selected samples.
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
2009 - 2019 ACER Research Conferences
The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in …
Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke
Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke
2009 - 2019 ACER Research Conferences
This session contends that leadership and learning are mutually supporting and reinforcing. It is only recently that attempts have been made to describe in practice the complex connections existing between the two activities by drawing on empirical evidence. To this end, this session will depict ways in which leadership and learning are indispensable to each other in day-to-day teachers’ work, and the implications this symbiosis has for practice. Firstly, the session will consider the key foundations and principles of leadership for learning, especially as they relate to the Carpe Vitam international leadership for learning research project. Secondly, we will discuss …
Enhancing Instructional Leadership: Lessons From The Nsw Literacy And Numeracy Action Plan, Tim Wyatt
Enhancing Instructional Leadership: Lessons From The Nsw Literacy And Numeracy Action Plan, Tim Wyatt
2009 - 2019 ACER Research Conferences
Over the past decade, schools, school systems and governments at all levels have invested heavily in enhancing the quality of school leadership. The Australian Government-funded National Partnerships (2012–2014) identified principal leadership as one of its explicit goals. More recently, the emphasis of leadership development has been on enhancing instructional leadership. This paper describes an approach to enhancing instructional leadership adopted as part of the NSW Literacy and Numeracy Action Plan (2012–2016), which was the particular approach of the NSW government school sector. The three school sectors in NSW each adopted different models for their implementation of the Action Plan relevant …
Staff In Australia’S Schools 2013: Main Report On The Survey, Phillip Mckenzie, Paul R. Weldon, Glenn Rowley, Martin Murphy, Julie Mcmillan
Staff In Australia’S Schools 2013: Main Report On The Survey, Phillip Mckenzie, Paul R. Weldon, Glenn Rowley, Martin Murphy, Julie Mcmillan
School and system improvement
This report provides an overview of the results obtained from the Staff in Australia’s Schools (SiAS) 2013 survey commissioned by the Australian Government Department of Education and conducted by the Australian Council for Educational Research (ACER). The work was supported by an Advisory Committee of government and non-government school authorities and other stakeholder groups. The survey was intended to provide a detailed picture of the Australian teacher workforce, and to gather information to assist in future planning of the workforce. It was also designed to provide comparative and updated data following on from the previous SiAS surveys conducted in 2006-07 …
Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie
Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie
School and system improvement
The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards.
The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …