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Articles 61 - 71 of 71
Full-Text Articles in Education
Using Data For School Improvement: A Practitioner's Approach, Wayne Craig
Using Data For School Improvement: A Practitioner's Approach, Wayne Craig
2005 - Using data to support learning
Over the past decade,Victorian government schools have become accustomed to the use of data as a means of evaluating school performance and identifying potential areas for improvement. In many instances however, the data has been relatively unsophisticated and the data has not been readily available to or useable by teachers, and students rarely had access to this information. The Victorian Education Department’s Accountability and Improvement framework, underpinned by a three year school charter, required schools to monitor, evaluate and report on performance data across a range of areas.
Turning Data Into Information That Improves Teaching And Learning: The Wa Experience, David Axworthy
Turning Data Into Information That Improves Teaching And Learning: The Wa Experience, David Axworthy
2005 - Using data to support learning
This paper looks at some examples of the way in which the Western Australian Department of Education and Training is presenting student performance data and transforming it into information to assist teachers to modify their teaching practices and improve the learning of their students.
Moving On From Count Me In Too: Evidence-Based Teaching And Learning In Numeracy In The Early And Middle Years Of Schooling, Lynn Tozer, Marilyn Holmes
Moving On From Count Me In Too: Evidence-Based Teaching And Learning In Numeracy In The Early And Middle Years Of Schooling, Lynn Tozer, Marilyn Holmes
2005 - Using data to support learning
New Zealand developed the Early Numeracy Project for Years 1–3 in 2000–2001, based on the New South Wales’ Count Me In Too, and much has happened in mathematics education since. Change is inevitable and numeracy has moved on.Today the New Zealand Number Framework, the Diagnostic Interview and Teaching Model now underpin numeracy teaching practice in over 14,000 classrooms from Year 1–9. Important developments to date have included a flexible national database and web site, well-developed supporting materials and data-rich annual evaluation reports which inform future direction and expectation of achievement. Because the Numeracy Project is evolving, further development and consolidation …
Using Hsc Data To Give Principals Leverage, John Decourcy
Using Hsc Data To Give Principals Leverage, John Decourcy
2005 - Using data to support learning
What makes the difference in student achievement? What elements among ‘what makes the difference’ can a school principal influence? How does the principal influence these for the better? How do teachers best take account of the pedagogical information available in data? How can we use the data available to address these questions?
Evaluation Of The Getting It Right Literacy And Numeracy Strategy In Western Australian Schools, Marion Meiers
Evaluation Of The Getting It Right Literacy And Numeracy Strategy In Western Australian Schools, Marion Meiers
2005 - Using data to support learning
This paper and the paper by Dr. Lawrence Ingvarson are companion pieces to Rosemary Cahill’s account of the intentions of the Getting it Right Literacy and Numeracy Strategy, and the model of professional development on which the strategy is based. In these papers, we present some findings from the ACER evaluation of Getting it Right. We provide detailed results from the surveys of principals undertaken in 2003 and 2004, including findings of the use of data to improve planning.These results provide evidence of the impact of the initiative, and evidence of an increase of the impact of the strategy over …
Learning About Teaching And Teaching About Learning: Using Video Data For Research And Professional Development, Hilary Hollingsworth
Learning About Teaching And Teaching About Learning: Using Video Data For Research And Professional Development, Hilary Hollingsworth
2005 - Using data to support learning
Although video technology has been available for several decades, the collection and use of classroom video data for supporting and improving teaching and learning can still be considered to be in its infancy.A variety of research and professional development projects have made use of video data, revealing promising initial outcomes and identifying many possibilities for its use. However, relatively little systematic research has been conducted on the feasibility and effectiveness of various types and uses of video in education (Brophy, 2004). This paper outlines the nature and virtues of video data, and describes several Australian examples of research and professional …
Acer 1980-2004 Annual Report Index, Margaret Findlay
Acer 1980-2004 Annual Report Index, Margaret Findlay
ACER Annual Reports
No abstract provided.
An Evidence-Based Approach To School Improvement: A Case Study Of The Victorian Catholic Education Office, Melbourne, Teresa Angelico
An Evidence-Based Approach To School Improvement: A Case Study Of The Victorian Catholic Education Office, Melbourne, Teresa Angelico
2005 - Using data to support learning
The evidence based approach is integral to efforts by the Victorian Catholic sector to continually improve its effectiveness.There has been a concerted effort in the Victorian Catholic sector to broaden the professional experience and judgement of system personnel, school leaders and teachers by locating it within the available evidence and generating research studies to continually explore and test it. Evidence generation and transfer have been instrumental in shaping the design of literacy and numeracy programs.There is an increasing emphasis on using evidence as a tool for professional learning and to inform decision making related to improving the overall performance of …
Using Online Assessment To Inform Teaching And Learning In Primary And Secondary Classrooms, Jim Tognolini
Using Online Assessment To Inform Teaching And Learning In Primary And Secondary Classrooms, Jim Tognolini
2005 - Using data to support learning
In the 1980’s there was a conscious effort around Australia and in many other countries around the world to shift the focus in assessment from notions of passing and failing to those of monitoring growth; from comparing students against each other to building up an image of what it is that students know and can do at particular stages in their development; and, from collecting marks to summarise performance to providing students and teachers with information from assessment activities that can be used to help diagnose potential weaknesses and strengths and lead to improved learning. The Australian Council for Educational …
Evaluation Of The Getting It Right Literacy And Numeracy Strategy In Western Australian Schools : Using Data To Support Student Learning, Marion Meiers
Evaluation of Educational Policy and Reform Programs
This paper and the paper by Dr. Lawrence Ingvarson are companion pieces to Rosemary Cahill’s account of the intentions of the Getting it Right Literacy and Numeracy Strategy, and the model of professional development on which the strategy is based. In these papers, we present some findings from the ACER evaluation of Getting it Right. We provide detailed results from the surveys of principals undertaken in 2003 and 2004, including findings of the use of data to improve planning.These results provide evidence of the impact of the initiative, and evidence of an increase of the impact of the strategy over …
Against The Grade: In Search Of Continuity In Schooling And Learning, Geoff N. Masters
Against The Grade: In Search Of Continuity In Schooling And Learning, Geoff N. Masters
Monitoring Learning
Learning is enhanced when learning opportunities are matched to individuals' current levels of knowledge, skill and understanding, so classroom activities are likely to be most effective in raising achievement levels if they are differentiated, in other words, if teachers recognise the wide variation in children's levels of progress; if they identify individuals' interests and current levels or attainment; and if they expect different kinds of learning from different students. Uniformly high expectations and a common curriculum for all may be less effective, and ultimately more inequitable, than providing differentiated learning and differentiate expectations of individual progress towards the same high …