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  • Institutional logics and curriculum decision making: enacting the Australian Curriculum English and NAPLAN literacy

    Author(s)
    Wall, Lynda
    Griffith University Author(s)
    Wall, Lynda J.
    Year published
    2017
    Metadata
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    Abstract
    This article, an initial report on a section of a larger research study, examines the institutional logics that underpin teacher decision making in response to changes in Australian curriculum and assessment. The research analyses secondary school teachers’ accounts of their work enacting the Australian Curriculum: English and the literacy component of Australia’s national testing (NAPLAN). It establishes whether teachers describe their curriculum enactment as controlled by the logics of market forces, bureaucracy or professionalism. It then considers whether the prevailing logics impact on the way the curriculum is structured ...
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    This article, an initial report on a section of a larger research study, examines the institutional logics that underpin teacher decision making in response to changes in Australian curriculum and assessment. The research analyses secondary school teachers’ accounts of their work enacting the Australian Curriculum: English and the literacy component of Australia’s national testing (NAPLAN). It establishes whether teachers describe their curriculum enactment as controlled by the logics of market forces, bureaucracy or professionalism. It then considers whether the prevailing logics impact on the way the curriculum is structured in the classroom, analysing the extent to which the structures can be described as segmented or cumulative. The research suggests that for curriculum policies to be effective in delivering cumulative and transferable knowledge structures to the classroom, they must be integrated into teachers’ professional logics, rather than perceived as bureaucratic or market-driven impositions.
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    Journal Title
    Australian Educational Researcher
    Volume
    44
    DOI
    https://doi.org/10.1007/s13384-017-0240-0
    Subject
    Curriculum and Pedagogy not elsewhere classified
    Education
    Publication URI
    http://hdl.handle.net/10072/368349
    Collection
    • Journal articles

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