Relevant bibliographies by topics / NAPLAN

Academic literature on the topic 'NAPLAN'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "NAPLAN"

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Johnston, Jenny. "Australian NAPLAN testing: In what ways is this a ‘wicked’ problem?" Improving Schools 20, no. 1 (October 21, 2016): 18–34. http://dx.doi.org/10.1177/1365480216673170.

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This article employs Rittel and Webber’s ‘wicked’ problem as a heuristic device for enhancing understanding about National Assessment Program – Literacy and Numeracy (NAPLAN) testing in the Australian education context. Using a research project with seven independent schools in New South Wales, Australia, which analysed NAPLAN data from primary (elementary) students in years 3 and 5, this article highlights the ‘wicked’ nature of the problem of NAPLAN testing, and standardised testing more generally. The research project, as a catalyst for the article, evidenced a set of difficulties, particularly for smaller primary schools, and highlighted the ways in which these schools experienced many of the challenges that the literature indicates are evident in the current regimes of standardised testing. The article focusses on problematising NAPLAN’s use in Australia and uses the literature to critique its application. It then outlines Rittel and Webber’s criteria that determine whether a problem might be ‘wicked’ and applies this as a lens for considering NAPLAN testing. In problematising NAPLAN testing and applying wicked problem theory to the issue, this article asserts that many of the challenges can be managed and indeed may empower and liberate stakeholders.
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Mockler, Nicole. "Ten years of print media coverage of NAPLAN." Australian Review of Applied Linguistics 43, no. 2 (July 3, 2020): 117–44. http://dx.doi.org/10.1075/aral.19047.moc.

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Abstract 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,1 which displays and compares NAPLAN results across Australia, has played a role in both reporting and shaping this aspect of education policy. This paper uses a corpus-assisted approach to map print media representations of NAPLAN over the first decade of the Program, from 2008 to 2018. Building on previous work on NAPLAN and the print media (Mockler, 2013, 2016), it draws on a corpus of almost 6,000 articles from the Australian national and capital city daily newspapers published between 2008 and 2018. It charts the discursive shifts that have taken place over this period as NAPLAN has transitioned in the public space from a diagnostic tool seen to be useful to educators, to a comparative tool seen to be useful to parents and the general public, and more recently to a contested tool seen to have narrow or limited utility.
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Dowley, Mark, and Suzanne Rice. "Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail." Australian Journal of Education 66, no. 1 (January 3, 2022): 92–110. http://dx.doi.org/10.1177/00049441211061889.

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National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.
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Roberts, Pauline, Lennie Barblett, and Ken Robinson. "Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum." Australasian Journal of Early Childhood 44, no. 3 (June 18, 2019): 309–20. http://dx.doi.org/10.1177/1836939119855562.

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National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme.
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Lee, Jihyun, William McArthur, and Neville John Ellis. "NAPLAN versus In-School Assessment: How Similar or Different are Students’ Results?" Curriculum and Teaching 34, no. 2 (October 1, 2019): 5–25. http://dx.doi.org/10.7459/ct/34.2.02.

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The purpose of this study was to compare students’ results in mathematics from a large-scale standardized assessment, the National Assessment Program: Literacy and Numeracy (NAPLAN), with a set of teacher-developed, school-based assessments. A case study of an all-boys secondary school in Sydney, New South Wales, Australia, was conducted over three years with a total 1,456 student-participants. We found strong positive correlations existed between the NAPLAN data and certain school-based assessment data, such as monthly tests, but such results were not consistent across all classes. We conclude that NAPLAN data when considered in isolation, might be of limited benefit to teachers and students for diagnostic purposes. We therefore offer practical suggestions as to how student performance data generated from a large-scale assessment like NAPLAN might be best utilized and interpreted for formative assessment purposes in the school to optimally benefit individual students’ learning.
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Brady, Laurie. "NAPLAN: Critiquing the Criticisms." Curriculum and Teaching 28, no. 1 (January 1, 2013): 47–55. http://dx.doi.org/10.7459/ct/28.1.04.

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Davies, Michael. "Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’." Australasian Journal of Special Education 36, no. 1 (June 15, 2012): 62–78. http://dx.doi.org/10.1017/jse.2012.7.

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A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.
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Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara, and Rhianna Brickle. "The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities." Language Testing 36, no. 2 (May 27, 2018): 265–87. http://dx.doi.org/10.1177/0265532218775758.

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All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national ‘core skills’ testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin ‘accountability’ in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results’ comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants’ first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.
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Chua, Hui Ping, R. Nazim Khan, Stephen Humphry, Robert Hassell, and Sammy King Fai Hui. "Effect of national partnerships on NAPLAN." Cogent Education 4, no. 1 (January 1, 2017): 1273166. http://dx.doi.org/10.1080/2331186x.2016.1273166.

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Thompson, Greg, and Ian Cook. "Producing the NAPLAN Machine: A Schizoanalytic Cartography." Deleuze Studies 9, no. 3 (August 2015): 410–23. http://dx.doi.org/10.3366/dls.2015.0195.

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Dissertations / Theses on the topic "NAPLAN"

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Malloy, Francis Gerard. "The use of NAPLAN data in Catholic schools." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/6ce05a40887b9c134b3f82c785d6bba94226626ad9e71bcc8da11477a13233ae/8179279/Malloy_2015_The_use_of_NAPLAN_data_in_catholic.pdf.

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This research was conducted within the context of Australia’s recent ‘Education Revolution’, initiated by the Rudd Labor Government after the Australian federal election in November 2007. Key to this revolution was the National Assessment Programme for Literacy and Numeracy (NAPLAN), which commenced in 2008. For the first time in Australia’s history, a large amount of student performance data have been generated from these tests nationwide, for various uses by governments and education sectors. Associated with NAPLAN has been the development of the My School website, which has made public (for the first time) details of individual schools and their students’ performance in Years 3, 5, 7 and 9. The ‘Education Revolution’ also encompassed the provision of computers and internet connectivity for schools, which coupled with the powerful NAPLAN SMART data software package, has presented school leaders and teachers with new challenges and opportunities relating to the use of centralised testing data. This research explores how school leaders and teachers use NAPLAN data to improve student learning outcomes, as measured by NAPLAN performance, in selected Catholic schools in the inner western region of the Sydney Archdiocese in New South Wales (NSW). Using a mixed methods design within the paradigm of pragmatism, the research was conducted in three phases: collecting and analysing quantitative data through document analysis of NAPLAN performance data, case study involving interviews with 35 participants across five sites and analysis of all data. The participants were school leaders and teachers. Central to the research is the meaning school leaders and teachers create from NAPLAN data, and how they apply or interpret this to improve student learning outcomes, as measured by NAPLAN performance. The research has significance from the perspective of school-based educational practitioners who are presented with the challenge of using NAPLAN data effectively for their students. This research is also significant for politicians, educational bureaucrats and the public in determining legitimate uses for NAPLAN data.
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Jackson, Christine Jennifer. "The utility of NAPLAN for improving teaching and learning." Thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/5a70a70b61a7585010324465008f48d955f35cc762f0f0b58b08a5beedc7c631/2588706/Jackson_2020_The_utility_of_NAPLAN_for_improving_Redacted.pdf.

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Internationally, assessment and the use of diagnostic data are recognised as critical capabilities for teachers. This is not a recent development, with assessment recognized for some decades as playing a significant role in informing learning and learners (Broadfoot, 2007; Rowntree, 1987; Sadler, 1986) while also “[serving] as a communicative device between the world of education and that of the wider society” (Broadfoot & Black, 2004, p. 9). Assessment is identified as a key competency for teachers in Australia and is recognised through the Australian Professional Standards for Teachers which specifies the need for teachers at graduate level to demonstrate their capacity to interpret and use assessment data to “evaluate student learning and modify their teaching practice” (Australian Institute for Teaching and School Leadership [AITSL], 2016, p. 9). The research question for the study is What is the utility of the National Assessment Program Literacy and Numeracy (NAPLAN) for teachers and members of the school leadership team in informing teaching and improving learning? The question will be explored using a theoretical framework that deliberately draws on the conceptualisation of assessment as a social practice (Broadfoot & Black, 2004; Elwood & Murphy, 2015), drawing also on Wenger’s (1998) social theory of learning and nature of knowledge as a shared enterprise in a community of practice. The study will explore the notion of whether teachers are seen as legitimate participants, from the viewpoint that common power relationships (school leaders and teachers) exist as part of social structures within a community of practice (Lave & Wenger, 1991). The term legitimate, as it is considered in light of the sociocultural notion of legitimate peripheral participation, is understood to refer to a multidimensional but interconnected system that looks at how learning occurs as one engages in the social practices of a community (Lave & Wenger, 1991). This will be examined particularly in relation to the utility of NAPLAN data to inform teaching and student learning improvement. The study will draw on school leaders’1 and teachers’ accounts of NAPLAN data as they use it for informing teaching and student learning improvement. Data analysed in this study, specifically interview data, were collected in an ARC 2011-20142 grant. The analysis of the interview data is original, that is, these data have not been examined previously in the context of school leaders’ and teachers’ perspectives. The aim of this study is to provide an analysis of both school leaders’ and teachers’ accounts that looks to analogous and different perspectives of NAPLAN and the subsequent use of these data, through an examination of the differences and consistencies within each group and across both groups. The exploration of accounts will “reproduce and rearticulate cultural particulars grounded in given patterns of social organisation” (Silverman, 1993, p. 105), reflecting on school leaders’ and teachers’ accounts of access to and use of data. The study is set against the ‘Global Education Reform Movement’ (Sahlberg, 2011), acknowledging experiences from the United States of America (USA) and United Kingdom (UK) of the dependency on large-scale standardised testing to inform education policy and system evaluation and decisions (Darling-Hammond & Adamson, 2014). Scholarly literature, relevant Australian policy documents and school leaders’ and teachers’ accounts are explored to understand whether initial goals of large-scale standardised literacy and numeracy testing have been sustained and alternatively, if they have changed over time. Of interest are the official purposes of NAPLAN testing, reported benefits or evidence of improvement that have come as a result, and how the testing program connects with the original policy intent. An examination of the research literature and reported NAPLAN data will be explored to identify what is currently known about opportunities for using NAPLAN data for improving learning and informing teaching and reported barriers to data use.
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Swain, Katharine Mary. "Middle Years Students Perceptions and Reactions to NAPLAN: The Student Voice." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367248.

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The impetus for this research is an apparent philosophical mismatch between the National Assessment Program for Literacy and Numeracy (NAPLAN) and Middle Schooling, which advocates for an intentional approach to teaching and learning incorporating signifying practices that are optimal for learners in the middle years. NAPLAN has come to the forefront of measures of achievement agendas in Australian schools. It is a test driven approach to student assessment that was introduced in 2008 and which signalled a significant accountability shift in outcomes for school education. Positioned predominantly across the middle years, NAPLAN testing is at odds with middle year’s practices which support authentic and reflective assessment. Advocates for and critics of NAPLAN testing recognise that schools attempting to reach national benchmarks may resort to practices such as ‘teaching to the test’, thereby affecting middle years curriculum, assessment and pedagogical practices, and potentially moving away from practices regarded to be optimal for learners. This contradictory agenda presents a quandary for middle year’s educators. To date, little attention has been paid to middle year’s students’ experiences, perceptions and reactions to the introduction and implementation of NAPLAN. This void takes the form of a clear absence of student voice in the range of spaces where it might be possible to include voice, such as in the research arena. This case study in two Queensland schools used qualitative methods of data collection including: formal interviews; semi-structured focus group interviews; observations; and students’ words and drawings, thereby privileging student voice in an attempt to craft a deeper understanding of NAPLAN from the students’ perspective. Without hearing the stories of the lived experience of the students themselves, they are silenced and we remain ignorant to their perspectives and assume they have nothing to contribute. As van Manen notes, “nothing is so silent than that which is taken-for-granted” (van Manen, 1997, p.112).
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.

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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
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Howell, Angelique, Bob Lingard, Sam Sellar, and Louise Gwenneth Phillips. "Exploring Children’s Experiences of NAPLAN : Beyond the Cacophony of Adult Debate." Thesis, University of Queensland, 2016. https://espace.library.uq.edu.au/view/UQ:383374.

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The purpose of this study is to explore how Australia’s National Assessment Program: Literacy and Numeracy (NAPLAN) is experienced by primary school-aged children, with a particular focus on the children’s own reports of their experiences. Such research remains sparse, despite the commitment within the Melbourne Declaration of Educational Goals for Young Australians to achieve the highest level of collaboration with all stakeholders in the education of young Australians. This must necessarily include those who are required to undertake the tests. The research therefore seeks to answer the overarching question, what are children’s lived experiences of NAPLAN?

Children’s experiences of NAPLAN occur within unique matrices of cultural, social and personal contexts, which are positioned at particular intersections of global-national-local policy frameworks. The thesis therefore begins by summarising the ways in which these policy frameworks have been recalibrated to align with neoliberal ideals of enhancing the labour force, which is purportedly achieved through strengthened teacher accountability based upon test scores. Within this closer alignment of social and economic policy objectives, children are situated as upcoming human capital, and thus in need of ‘protection’ and ‘development’ to strengthen and safeguard the future economy, rather than as active citizens, who contribute to society through sophisticated relationships.

The study was therefore situated within an emergent ontology, which simultaneously positions both children and adults as constitutionally unfinished, fellow human beings, and privileges open-ended processes over predefined techniques. The epistemology of enactivism was employed to allow possible tensions between different constructions of NAPLAN to surface, thereby validating the diverse experiences of all the children. This ontological and epistemological positioning required the flexibility of a thematic approach to data analysis, which is characterised by a lack of alignment with any pre-existing theoretical framework.

In order to explore in a comprehensive and tangible way how children experience NAPLAN, the methodology of case study was utilised to document the experiences of 105 children in two Queensland Catholic primary schools serving different socio-economic status (SES) communities, during the 2012 school year. The study’s positioning within Brisbane Catholic Education (BCE) provided a concurrent opportunity to explore the extent to which systems are able to mediate any negative effects of NAPLAN.

The children’s reports of their experiences were recorded through their drawings about NAPLAN, completed after the conclusion of the final test, with the children as the primary interpreters of their images, as well as through focus group discussions. Because these experiences do not occur within a vacuum, classroom observations were also conducted, and semi-structured interviews were held with parents, teachers, principals and systemic staff and executives. Other sources of data include teacher diaries, excerpts from school newsletters, and the researcher’s personal field notes.

Analysis of the data revealed that the teachers and principals in these schools did not experience NAPLAN as high-stakes. However, the children experienced the tests within an emotionally charged and confusing context of contradictions and dissonances emanating from multiple sources; receiving little, if any, clear and consistent information regarding the purpose of the tests. Further, this confusing context was compounded by the need for test preparation as a result of NAPLAN’s idiosyncratic format and test protocols.

This resulted in disjuncture between NAPLAN and the children’s everyday experiences of school, including tasks and the thinking skills required to complete them, and the children’s typical dialogic interactions with their teachers and peers. This in turn impacted upon the relationships inherent within and between the schools and their communities. This had the effect of engendering negative emotional responses in many children, with anxiety most commonly reported. For children with psychological disabilities, these negative emotions were at times manifest in outbursts and ‘meltdowns’, occasioning negative consequences that augmented their alienation from their teacher and peers. This anxiety culminated in an instance of self-injury in one case. By the time the children reached Year 7, they tended to report that NAPLAN was a waste of time that hindered their learning, resulting in their disengagement from the tests or any associated preparation.

The confusion and lack of coherence also led some children to construct NAPLAN as high-stakes. This was despite its design as a low-stakes test, BCE’s attempts to mediate any negative impact, and a lack of adult suggestions that poor performance would have negative consequences for children. This effect was magnified for the Year 3 children in the higher SES school, as their parents thought good NAPLAN results were needed for enrolment in their secondary school of choice.

This research drew upon and honoured the voices of children in answering the framing research question and illustrates children’s multiple and diverse constructions of NAPLAN. The research has also shown that children, parents, teachers and other significant adults involved in children’s schooling construct their realities of NAPLAN within unique matrices of multiple contexts, and these different realities overlap and interfere with each other in unintended, often negative ways.
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Ward, Donna Maree. "The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63662/1/Donna_Ward_Thesis.pdf.

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The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test. The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.
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Gleeson, Laura Jane. "Grouping students to target specific deficiencies in numeracy: investigating an evidenced based Numeracy Program." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377618.

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Numeracy has a significant impact on a student’s further study prospects, employment possibilities and retention in the workplace. Ultimately, numeracy skills are a necessary requirement for informed, critical thinking citizens. This study investigated the journey of a Year 8 cohort, through to Year 9, measuring and exploring the impact of a three-term numeracy program intervention. Student numeracy was recorded at the end of Year 8, and again midway through Year 9. This numeracy program saw 205 students sorted into twelve numeracy classes for one lesson per week. Some class groupings targeted specific skill deficiencies, and some were streamed to group higher or lower performing students together. This research investigated the pre- and post-program diagnostic test performances charted by these students using quantitative statistical analysis (comparative means paired t-tests across groups). To further explore these outcomes, two teachers were interviewed before and after this numeracy program. These interviews addressed the themes of teacher expectation and plans, implementation of the numeracy program, and reflection. There is a large amount of literature investigating the effects of streaming on student outcomes in numeracy, and it is known to have mixed results. Key themes from this literature are student identity, student performance outcomes, and the impact of streaming on pedagogical choices. However, there is a gap in the literature addressing streaming by specific skill weakness, rather than mean ability. This is an area explored by this research, which finds that grouping students according to specific skill weakness, for the duration of a numeracy intervention, does remediate those key deficiencies, but possibly at the expense of other skill areas. This research finds that streaming lower performing students by mean ability has a strong and positive impact on student performance. Conversely, the findings for high-performing students suggest that grouping them together, and the teaching and learning experiences that resulted from that, had no measurable positive impact on outcomes. This research suggests a need for future iterations of this numeracy program to continue to target specific skills, but on a cyclical basis; ensuring that all students are exposed to all requisite ideas and skills, benefitting from targeted intervention.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Power, Bianca Mary. "Portraits of Quality Arts Education in Australian Primary School Classrooms." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366233.

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The status of arts education in primary schools is, according to the extant literature and popular commentary, infrequent and substandard. A small number of studies reflect on what actually occurs when arts education is taught in primary school classrooms. This thesis presents thick, rich, descriptive portraits of the nature of quality arts education occurring in Australian primary school classrooms. Two case sites were involved in this study – one primary school in Victoria, one in Queensland. Working within the interpretivist paradigm, portraiture methodology was employed, supported by a case-study approach. Crystallization was used as a methodological referent to ensure the validity and reliability of data collection and representation. The nine domains of Bamford and Glinkowski’s (2010) Effect and Impact Tracking Matrix (EITM) acted as a scaffold to inform instrument development, data collection, and subsequent data organisation of completed portraits of quality arts education in Australian primary school classrooms. Arts education was found to be happening in the primary school classrooms involved in this study, within generalist as well as specialist classrooms. It was asserted that the nature of quality arts education needs to be defined broadly. Such a broad definition is presented.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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McKeown, Leonard. "Determining the impact of the Corrective Reading program on the NAPLAN reading results of 'at risk' students." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382706.

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The research reported in this thesis examines the impact of the Corrective Reading program on a national standardised reading comprehension test of ‘at risk’ students in Year 7 to Year 9 enrolled in a secondary school in Brisbane, Queensland. Previous studies focussing on Corrective Reading have established the positive impact on reading sub-skills, however, only a few studies have attempted to measure the effect of the program on reading comprehension assessed via standardised testing. Effective reading comprehension skills are critical for success at school and in the workforce. Yet, there are significant international findings which suggest that reading skills in Australia and many other western countries are declining which is a cause of concern for all educational stakeholders and the wider community. This concern has fuelled debate amongst academics and teachers of reading as to the most effective methods for teaching reading; the disputes on the issue have now captured the broader community through mainstream media. This study is quantitative in nature and applies a quasi-experimental methodology to compare the NAPLAN reading results of 22 students who have completed the Corrective Reading program compared to a non-randomised control group of 212 students who did not undertake Corrective Reading. Both descriptive and inferential statistics are used to analyse and discuss the impact of the program. Descriptive statistics provide a summary of the data through measures of central tendency, variability and spread. Inferential statistics test the hypothesis that participation in the program will lead to improved reading scores by calculating the effect size of the program on the NAPLAN reading results for targeted students from Year 7 to Year 9. The results of this research demonstrate that Corrective Reading does have a statistically significant positive effect on the standardised test results for reading with a degree of confidence of 95%. The effect size, or magnitude of this significance, represents a strong impact on improving the reading comprehension skills of students in Junior Secondary. This research contributes to the ongoing contention about reading intervention programs by providing a deeper understanding of the role that Direct Instruction can play in enhancing reading comprehension skills. The findings of this study provides evidence and insights that are useful to staff of the school where the study was undertaken. Other schools interested in ways to improve the reading results of their ‘at risk’ students in Junior Secondary may also find this study advantageous. School leaders may determine the discussion and reflections on the study relevant from an instructional leadership lens.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.

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This thesis reports on a multiple case study of the actions of three Queensland secondary schools in the context of Year 9 NAPLAN numeracy testing, focusing on their administrative practices, curriculum, pedagogy and assessment. It was established that schools have found it both challenging and costly to operate in an environment of educational reform generally, and NAPLAN testing in particular. The lack of a common understanding of numeracy and the substantial demands of implementing the Australian Curriculum have impacted on schools' ability to prepare students appropriately for NAPLAN numeracy tests. It was concluded that there is scope for schools to improve their approaches to NAPLAN numeracy testing in a way that maximises learning as well as test outcomes.
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Books on the topic "NAPLAN"

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Napolun. Ha'erbin Shi: Heilongjiang ren min chu ban she, 1995.

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Fernandez, Dominique. Naples. Paris: Imprimerie nationale, 2011.

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György, Rónay. Napló. [Budapest]: Magvető, 1989.

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Wang, Bingxin. Napolun. Taibei Shi: Tai-wan dong fang chu ban she, 1988.

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Gáll, Ernő, and Gáll Ernő. Napló. Kolozsvár: Polis, 2003.

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Radnóti, Miklós. Napló. Budapest: Magvető, 1989.

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Xianrong, Zhang, and Lai Yuchen, eds. Napolun. Taibei Shi: Niu dun chu ban gu fen you xian gong si, 1999.

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Napolun. Taibei Shi: Taiwan shang wu yin shu guan, 2007.

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Naples Historical Society (Naples, Fla.), ed. Naples. Charleston, SC: Arcadia, 2004.

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1959-, Mesnik Denyse Smith, and Minarich William C. 1954-, eds. Naples. Montgomery, Ala: Community Communications, 1995.

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Book chapters on the topic "NAPLAN"

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Wood, Rebecca Alice. "NAPLAN Negativity: The Effects that NAPLAN Has on Teachers and Students." In Reflective Practice in Teaching, 223–27. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_33.

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Lovat, Terence. "The Instrumentalist Curse: “NAPLAN must go!”." In The Art and Heart of Good Teaching, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9054-9_1.

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Tambling, Jeremy. "Naples." In The Palgrave Encyclopedia of Urban Literary Studies, 1376–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-62419-8_292.

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Benjamin, Walter, and Asja Lacis. "Naples." In Performance and the Contemporary City, 28–35. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-12006-9_3.

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Tambling, Jeremy. "Naples." In The Palgrave Encyclopedia of Urban Literary Studies, 1–3. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-62592-8_292-1.

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Rice, Suzanne, Nicky Dulfer, John Polesel, and Clare O’Hanlon. "NAPLAN and Student Wellbeing." In National Testing in Schools, 72–85. Routledge, 2015. http://dx.doi.org/10.4324/9781315659312-6.

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Cumming, J. Joy, Claire Wyatt-Smith, and Peta Colbert. "Students at Risk and NAPLAN." In National Testing in Schools, 126–38. Routledge, 2015. http://dx.doi.org/10.4324/9781315659312-10.

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Mockler, Nicole. "NAPLAN and the Problem Frame." In National Testing in Schools, 181–98. Routledge, 2015. http://dx.doi.org/10.4324/9781315659312-14.

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Hardy, Ian. "Contesting and Capitalising on NAPLAN." In National Testing in Schools, 98–109. Routledge, 2015. http://dx.doi.org/10.4324/9781315659312-8.

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Howell, Angelique. "Exploring Children’s Lived Experiences of NAPLAN." In National Testing in Schools, 164–80. Routledge, 2015. http://dx.doi.org/10.4324/9781315659312-13.

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Conference papers on the topic "NAPLAN"

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Bui, Vinh, Lewes Peddell, and Royce Willis. "Visualization of NAPLAN Data: What Do We Learn From?" In 2020 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE). IEEE, 2020. http://dx.doi.org/10.1109/csde50874.2020.9411611.

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Rozner, Eric, Vishnu Navda, Ramachandran Ramjee, and Shravan Rayanchu. "NAPman." In the 8th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1814433.1814445.

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Askarieh, M. M., A. W. Harris, and S. J. Wisbey. "The Potential Impact of Oil and Other Non-Aqueous Phase Liquids (NAPLs) on the Long-Term Management of Radioactive Wastes." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4887.

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The presence of non-aqueous phase liquids (NAPLs) in radioactive wastes has the potential to adversely affect their long-term management. The buoyancy of light NAPLs can represent a separate pathway for their migration from a waste management facility, such as a deep repository, to the accessible environment. Their inherent toxicity and potential burden of radionuclides need to be addressed. Nirex is currently developing an understanding of the behaviour of NAPLs and exploring the means of mitigating any adverse impact. NAPLs such as oils and solvents are present in existing wastes, but NAPLs can also be generated by degradation of some solid organic materials, such as plastics. Wastes arising in the United Kingdom that may contain NAPLs include liquids and sludges contaminated with oils, and waste items containing trapped oil, for example gearboxes and pumps. The reference inventory being assessed by Nirex also contains significant quantities of organic materials which can be considered to be potential precursors to the generation of NAPLs. A programme of work has been instigated by Nirex to develop a better understanding of the behaviour of NAPLs. The programme includes the following aspects: understanding the mechanisms by which NAPLs might be produced and existing NAPLs degraded and destroyed: • consideration of the containment that could be offered by packaging of wastes containing NAPLs; • investigating the extent to which radionuclides may be entrained in NAPLs; • understanding the migration of NAPLs in the near-field and in geological systems; • the impact of NAPLs on the surface properties of repository backfill and the geosphere; • development of assessment tools to quantify the potential risk due to NAPLs. This paper will describe the scope of this programme of work, and will provide examples from the ongoing programme to demonstrate that suitable long-term waste management solutions can be developed for NAPL containing wastes.
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Krioukov, Andrew, Prashanth Mohan, Sara Alspaugh, Laura Keys, David Culler, and Randy H. Katz. "NapSAC." In the first ACM SIGCOMM workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1851290.1851294.

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Xin, Min, Ehud Sharlin, and Mario Costa Sousa. "Napkin sketch." In the 2008 ACM symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1450579.1450627.

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Seidle, Nathan. "Napkin schematics studio." In TEI'11: Fifth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/1935701.1935789.

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Banik, Shuvra, and Lawrence L. Hoberock. "Cloth Napkin Singulation System." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34468.

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Manual wrapping of silverware pieces in napkins in large food service establishments is a repetitive, tedious, time-consuming and labor-intensive process, which can be improved by automation. This paper describes the design, development, construction, and evaluation of an automated cloth napkin singulation system, a major subsystem of an automated silverware wrapping system, which is capable of singulating individual cloth napkins from a stack of napkins to feed the wrapping system. The system employs automatically renewable adhesive tape to pick napkins from the stack and linear actuated mechanisms to remove a napkin from the tape and pass it along a moving conveyor. The cycle is repeated until all napkins in the feed stack have been singulated. The system was tested for 100 napkin cycles, and the average singulation efficiency of the system was found to be 96%, which is a 14% increase over previous napkin singulator devices. The average singulation time for each napkin cycle was 1.3 minutes, but this time can easily be decreased by employing higher speed mechanism drive motors.
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Stolder, N. V. "Liberty Architecture in Naples." In Scientific Trends: Philology, Culturology, Art history. TsNK MOAN, 2019. http://dx.doi.org/10.18411/spc-26-07-2019-05.

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Preziosi, Bruno. "E. Majorana in Naples." In Ettore Majorana's legacy and the Physics of the XXI century. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.037.0014.

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Furlanetto, Guido, Orlando Mazza, L. T. Ferretti, and Alessandra Marchiondelli. "A1 Milan-Naples Motorway." In IABSE Symposium, Weimar 2007: Improving Infrastructure Worldwide. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2007. http://dx.doi.org/10.2749/weimar.2007.0625.

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Reports on the topic "NAPLAN"

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Englebretson, Ronald E., and Richard D. Gilmore. Severe Weather Guide - Mediterranean Ports. 2. Naples. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada191317.

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Riha, B. D. NAPL Characterization Using the Ribbon NAPL Sampler. Office of Scientific and Technical Information (OSTI), December 1999. http://dx.doi.org/10.2172/15027.

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Author, Not Given. NAPAP Biennial Report to Congress: An Integrated Assessment. Office of Scientific and Technical Information (OSTI), May 1998. http://dx.doi.org/10.2172/762814.

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Mercer, James A., Rex Andrew, and Bruce Howe. NAPL - North Pacific Acoustic Laboratory. Fort Belvoir, VA: Defense Technical Information Center, September 2007. http://dx.doi.org/10.21236/ada573165.

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Chipley, Michael, and Dobroslav Znidarcic. Centrifuge Modeling of NAPLs (Preliminary Title) Centrifuge Modeling of Flow Processes. Fort Belvoir, VA: Defense Technical Information Center, May 1996. http://dx.doi.org/10.21236/ada311116.

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Kondolf, G. Mathias, and Shanna Leigh Atherton. Napa River Flood Protection Project (1998-2012). Landscape Architecture Foundation, 2013. http://dx.doi.org/10.31353/cs0520.

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Furman, Miguel A. ECLOUD04 workshop (Napa, California, April 19-23, 2004). Office of Scientific and Technical Information (OSTI), August 2004. http://dx.doi.org/10.2172/860899.

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Kavanaugh, Michael C., Rula A. Deeb, Jennifer L. Nyman, Lloyd D. Stewart, and Mark A. Widdowson. Improved Filed Evaluation of NAPL Dissolution and Source Longevity. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada579108.

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Samsonov, S. V., and M. Czarnogorska. Ground deformation produced by 2014 South Napa earthquake mapped with RADARSAT-2 DInSAR. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2015. http://dx.doi.org/10.4095/297445.

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Webb, S. W. TOUGH2 simulations of the TEVES Project including the behavior of a single-component NAPL. Office of Scientific and Technical Information (OSTI), May 1996. http://dx.doi.org/10.2172/270727.

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