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On the Uses and Use of NAPLAN: The Hidden Effects of Test-Based Data-Centric Accountabilities
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Rafaan Daliri-Ngametua; Stephanie Wescott; Amanda McKay – Journal of Education Policy, 2024
This paper engages, Sara Ahmed's theorising on 'the uses of use' to frame an analysis of the hidden, embedded effects of standardised testing policy that have become normative practice/s in Queensland, Australia. It (re)examines data from an ethno-case study into the datafication of assessment and learning over one school year, in primary and…
Descriptors: Accountability, National Competency Tests, Literacy, Numeracy
Ten Years of Print Media Coverage of NAPLAN: A Corpus-Assisted Assessment
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Mockler, Nicole – Australian Review of Applied Linguistics, 2020
The National Assessment Program -- Literacy and Numeracy (NAPLAN) has been a key tenet of Australian education policy since its launch over a decade ago. Print media coverage of NAPLAN and myschool.edu.au, which displays and compares NAPLAN results across Australia, has played a role in both reporting and shaping this aspect of education policy.…
Descriptors: Computational Linguistics, Foreign Countries, National Competency Tests, Literacy
An Open Systems Model of Successful School Leadership
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Gurr, David; Drysdale, Lawrie; Goode, Helen – Journal of Educational Administration, 2022
Purpose: Through description and consideration of 12 models developed as part of the International Successful School Principalship Project (ISSPP), a new model of successful school leadership is developed. Design/methodology/approach: The paper is necessarily descriptive in nature. For the first time, 12 ISSPP models are described together, and…
Descriptors: Leadership Effectiveness, School Effectiveness, Outcomes of Education, Feedback (Response)
Looking in the Mirror: Reflecting on 25 Years of Inclusive Education in Australia
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Anderson, Joanna; Boyle, Christopher – International Journal of Inclusive Education, 2019
Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. "Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead." "Support for Learning" 30 (1): 4-22.…
Descriptors: Reflection, Inclusion, Foreign Countries, Educational Change
Early Career English Teachers' Everyday Work: Speaking Back to Standards-Based Reforms
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Owen, Ceridwen – English in Australia, 2019
Neoliberal approaches to education policy have led to increases in teacher and student accountability, a preference for evidence-informed measurable outcomes and the standardisation of teaching and learning. Judgements of quality teaching and teacher practice are increasingly focused narrowly on students' testable knowledge and skills. This is…
Descriptors: English Teachers, Beginning Teachers, Academic Standards, Educational Change
Teacher Education Policy to Improve Teacher Quality: Substantive Reform or Just Another Hurdle?
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Barnes, Melissa; Cross, Russell – Teachers and Teaching: Theory and Practice, 2020
Mounting criticism suggests that the recent introduction of a 'gatekeeping' test to improve the quality of teachers in Australia--the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)--has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved ('quality in, quality out'),…
Descriptors: Foreign Countries, Educational Policy, Teacher Improvement, Teacher Effectiveness