Session Information
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References
Ayres, P., Dinham, S. & Sawyer W. (2000). Successful senior secondary teaching Deakin, ACT : Australian College of Education. Ayres, P., Sawyer, W. & Dinham, S. (2004). "Effective teaching in the context of a Grade 12 high stakes external examination in New South Wales, Australia", British educational research journal. 30: 1, February, pp. 142-165. Ball, S. & Lacey, C. (1982). “Subject disciplines as the opportunity for group action: A measured critique of subject sub-cultures”. In P. Woods (ed), Teacher strategies. London: Croom Helm. Ball, S. & Rowe, R. (1992). “Subject departments and the implementation of the National Curriculum”, Journal of curriculum studies. 24: 2, pp. 97-116. Coleman, J., Campbell, E., Hobson, C., (1966) Equality of educational opportunity. Washington DC: US Office of Health, Education, and Welfare. Cuttance, P. (1998) “Quality assurance reviews as a catalyst for school improvement in Australia”. In A. Hargreaves, et al. (eds) International handbook of educational change, Kluwer Academic Publishers: Dordrecht, pp. 1135-1162. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8 (1) Available at: http://epaa.asu.edu/epaa/v8n1. Fish, S. (1989). Doing what comes naturally. Change, rhetoric, and the practice of theory in literary and legal studies. Durham and London: Duke University Press. Hattie, J. (2003). Teachers make a difference. What is the research evidence? Paper presented at the Joint New Zealand Association for Research in Education and Australian Association for Research in Education conference, Auckland, December. Available at: http://www.acer.edu.au/workshops/documents/Teachers_Make_a_Difference_Hattie.pdf Hill, P.W., & Rowe, K.J. (1996). Multilevel modelling in school effectiveness research. School Effectiveness and School Improvement, 7 (1), pp. 1-34. Hill, P.W., & Rowe, K.J. (1998). “Modelling student progress in studies of educational effectiveness”, School Effectiveness and School Improvement, 9 (3), pp. 310-333. Levine, D. & Lezotte, L. (1990). Unusually effective schools: A review and analysis of research and practice. Madison: National Center for Effective Schools Research and Development. McLaughlin, M. and Talbert, J. E. (1990) ‘The contexts in question: The secondary school workplace’. In M. McLaughlin, J.E. Talbert & N. Bascia (eds). The contexts of teaching in secondary schools: Teachers’ realities. New York & London: Teachers College Press. Mortimore, P. (1998) The road to improvement: reflections on school effectiveness. Lisse: Swets & Zeitlinger. Muijs, D., & Reynolds, D. (2001). Effective teaching: Evidence and practice. London: Paul Chapman Publishing. Rowe, K.J. (2003). The importance of teacher quality as a key determinant of students' experiences and outcomes of schooling. Paper presented at the Australian Council for Research in Education conference, Melbourne, October. Rutter, M., Maughan, B., Mortimore, P. & Ouston, J. (1979) Fifteen thousand hours: secondary schools and their effects on children. London: Open Books. Sammons, P., Hillman, J. & Mortimore, P. (1995) Key characteristics of effective schools: a review of school effectiveness research (London, International School Effectiveness & Improvement Centre, Institute of Education, University of London). Sawyer, W. Brock, P & Baxter, D. (2007). Exceptional outcomes in English education: Findings from AESOP. Teneriffe: Post Pressed. Scheerens, J. (1993). Basic school effectiveness research: Items for a research agenda. School Effectiveness and School Improvement, 4 (1), pp. 17-36. Talbert, J. E., McLaughlin, M. & Rowan, B, (1993). "Understanding context effects on secondary school teaching", Teachers College Record. 95: 1, pp 45-68. Tymms, P. (1993). Accountability – can it be fair? Oxford Review of Education, 19, pp. 291-299.
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