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RESOURCES  (56 records found)

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2012 Comber, B

Mandated literacy assessment and the reorganisation of teachers’ work: Federal policy, local effects

  • Explores how national literacy testing and policy is impacting and reorganising teachers’ work as found through interviews and discussions in one school in Qld.
  • It is noted that policies that govern schooling can only govern when they are taken up by those that are expected to use these policies.  When these texts/policies are taken …

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Comber, B. 2012, Mandated literacy assessment and the reorganisation of teachers’ work: Federal policy, local effects, Critical Studies in Education, vol. 53, no. 2, pp 119-136.
2011 O'Keefe, D

NAPLAN Nightmares

  • Article outlining concerns of parenting experts of NAPLAN on children’s mental health.
  • Increasing numbers of parents are reporting anxiety disorders, hair pulling, bed-wetting, and ‘night-terrors’ as a result of stress towards the tests.
  • Parents in increasing numbers are withdrawing their children from NAPLAN tests as it is an optional test – though this is …

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O’Keefe, D. 2011, NAPLAN Nightmares, Education Review, www.educationreview.com.au.
2011 Lange, T. & Meaney, T.

Becoming disadvantaged: Public discourse around national testing

  • Paper discusses the impact of socio-economic and cultural background on NAPLAN results and hence a school’s place on the My School Website.
  • Concerns are raised about perception that students who study in low-achieving, disadvantage schools will struggle later in life to find better careers, jobs, etc.
  • Teachers in these schools called for greater responsibility …

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Lange, T. & Meaney, T. 2011, Becoming disadvantaged: Public discourse around national testing, paper presented at European Society for Research in Mathematic Education, Poland, 2011.
2000 Barksdale-Ladd, M.A. & THomas, K.F.

What’s at stake in High-Stakes Testing: Teachers and Parents speak out

  • Notes very early in the article that when policy and practices are developed for schools, researchers and teachers do not feature or have very little influence in the committees that develop these policies.
  • Impact on Teachers:
    • As teachers are not involved in the policy development, the transition from policy/tests to lesson plans is …

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Barksdale-Ladd, M.A and Thomas, K.F 2000, What’s at stake in High-Stakes Testing: Teachers and Parents speak out, Journal of Teacher Education, vol. 51, pp 384-397.
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