Monday 13 August 2018
Start Date
13-8-2018 11:30 AM
End Date
13-8-2018 12:30 PM
Subjects
Teaching methods, Teaching effectiveness, Government schools, Secondary education, Educational attainment, Academic achievement, Student engagement, Longitudinal studies
Abstract
This report builds on a body of evidence showing the positive effect of teaching and classroom practices on engagement, wellbeing and academic outcomes. Using two student cohorts in NSW government schools, Years 7 to 9 and Years 10 to 12, we have quantified the effects of quality instruction and other effective classroom practices as drivers of student outcomes (see Figure 1, p. 54). A common theme across both cohorts was the positive impact on key academic outcomes of teachers having high expectations and appropriately challenging all their students (as measured through the NAPLAN tests and Year 12 completion). Modelling also shows that the effects that teaching practices have on NAPLAN, specifically, are mediated by improved attendance, behaviour and intrinsic motivation to learn.
Recommended Citation
McCarthy, I., McCourt, B., Ikutegbe, V., & Zhou, J. (2018, August 13). Teaching practices that improve performance, attainment and engagement: Results from a longitudinal study of high school students in NSW [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/13august/6
Copyright Statement
Copyright Australian Council for Educational Research 2018
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865119
Geographic Subject
New South Wales
Included in
Teaching practices that improve performance, attainment and engagement: Results from a longitudinal study of high school students in NSW
This report builds on a body of evidence showing the positive effect of teaching and classroom practices on engagement, wellbeing and academic outcomes. Using two student cohorts in NSW government schools, Years 7 to 9 and Years 10 to 12, we have quantified the effects of quality instruction and other effective classroom practices as drivers of student outcomes (see Figure 1, p. 54). A common theme across both cohorts was the positive impact on key academic outcomes of teachers having high expectations and appropriately challenging all their students (as measured through the NAPLAN tests and Year 12 completion). Modelling also shows that the effects that teaching practices have on NAPLAN, specifically, are mediated by improved attendance, behaviour and intrinsic motivation to learn.
Comments
Session 3J