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

Comments

Session 3J

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.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742865119

Geographic Subject

New South Wales

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Aug 13th, 11:30 AM Aug 13th, 12:30 PM

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.