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dc.contributor.authorReeves, Sam Simpson
dc.contributor.authorExley, Beryl
dc.contributor.authorDillon-Wallace, Julie
dc.date.accessioned2018-10-04T00:59:52Z
dc.date.available2018-10-04T00:59:52Z
dc.date.issued2018
dc.identifier.issn0046-208X
dc.identifier.urihttp://hdl.handle.net/10072/380669
dc.description.abstractSince 2008, secondary school English teachers have been at the receiving end of contradictory advice on how to best prepare their students for the literacy component of the National Assessment Program - Literacy and Numeracy (NAPLAN). On the one hand, Australian Curriculum, Assessment and Reporting Authority (ACARA) asserts that the 'best preparation for NAPLAN is to continue focusing on teaching the curriculum' (ACARA, 2018a). Yet in Queensland, systems and schools are in the midst of responding to an externally mandated assessment culture (Klenowski, 2011; Hardy, 2014). Our pilot study explores open-answer survey responses from 30 Queensland secondary school English teachers who provided varying accounts of their school's responses to these competing agendas. Employing theories from Bernstein's (2000) sociology of education, we examine what the teacher participants say about (i) NAPLAN's relationship with the English learning area, and (ii) who controls the pedagogic practice for NAPLAN preparation in their school. The article concludes by considering the potential effects of these disparate arrangements.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherAustralian Association for the Teaching of English
dc.publisher.urihttps://search.informit.com.au/documentSummary;dn=702176279900729;res=IELAPA
dc.relation.ispartofpagefrom24
dc.relation.ispartofpageto32
dc.relation.ispartofissue1
dc.relation.ispartofjournalEnglish in Australia
dc.relation.ispartofvolume53
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchLanguage Studies
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode2003
dc.titleSecondary School English teachers caught in the NAPLAN fray: Effects of the disparate responses
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPublished
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2018. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorExley, Beryl E.
gro.griffith.authorSimpson Reeves, Sam D.


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