The effects of NAPLAN: Teachers’ perceptions of the impact on workplace stress and curriculum and pedagogy mediated by socioeconomic status
Harbaugh, A.G. and Thompson, G. (2013) The effects of NAPLAN: Teachers’ perceptions of the impact on workplace stress and curriculum and pedagogy mediated by socioeconomic status. In: 2013 Annual Meeting. American Educational Research Association, 27 April - 1 May 2013, San Fransisco, CA
This paper explores teacher perceptions of the impact that NAPLAN, a national high-stakes literacy- and numeracy-testing regime in Australia, has had on workplace stress and their practice relating to curriculum and pedagogy. The data was gathered from an online survey of teachers in Western Australia and South Australia undertaken from April-June 2012. Teachers generally perceive NAPLAN as having had a large impact on their curriculum and classroom practice, resulting in a narrowed curriculum focus and teacher-centered, non-inclusive pedagogy. This is exacerbated by the SES of the school; schools in low SES communities perceive a greater impact. SES is also a significant factor in the perceptions that teachers have about curricular changes and daily workplace stress pressures after NAPLAN.
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|Murdoch Affiliation:||School of Education|
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