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ÆSOP exceptional outcomes in mathematics education

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Product Description

By Trevor Lynch, Debra Panizzon, John Pegg

Published: 2007
ISBN: 978-1-921214-13-4
Pages: 124
Imprint: Post Pressed

Overview

A module of the ÆSOP Series - An Exceptional Schooling Outcomes Program

Mathematics is a vital component of everyone's education. It is incumbent on our schools to provide their students with the best of teaching in this key learning area. How this may be achieved is the theme of this book.

After their intensive observation and analysis of seven excellent Mathematics Faculties, the authors report on the characteristics of such which are associated with exceptional teaching and learning outcomes. The Faculties are located in government high schools in low, middle and high socio-economic communities throughout NSW.

A fundamental question guiding the study is what are the exceptional practices resulting in sustained higher-order student learning in Mathematics? Through their detailed descriptions of the seven schools, characteristics of Faculty staff, Faculty practices and teaching practices, the authors suggest ways of rising to this challenge.

A summary of the findings provides a valuable checklist for schools and Faculties determined to ensure students' success in Mathematics.

Table of Contents

Preface

  • Why the ÆSOP study?
  • Educational and social advancement

Acknowledgements

An Exceptional Schooling Outcomes Project

  • Chief Investigators/Project Team
  • Dimensions of Achievement and Success
  • Research Questions
  • Background Literature
  • Selection of Sites
  • Visits to Sites
  • Analysis of Data
  • This Report

Setting the context

  • Co-ed HS Western NSW
  • Co-ed HS Coastal North of Sydney
  • Co-ed HS Western Sydney
  • Co-ed HS North Western Sydney
  • Single sex HS Inner Western Sydney
  • Single sex HS Northern Sydney
  • Single sex HS South Western Sydney
  • Conclusion

Holistic focus of school environment

  • School climate and culture
  • Across-school policy and programs
  • Leadership from outside the Faculty
  • Community context (respect for learning environment)
  • Conclusion

Faculty staff characteristics

  • Faculty leadership
  • Views of the school Executive and Faculty members
  • Previous leadership and a sustained culture of excellence
  • Core of experienced and committed teachers
  • Subject knowledge and experience in teaching Mathematics
  • Stability of staff
  • Sense of a common enterprise
  • Strength of team
  • Collegiality
  • Friendly and supportive atmosphere
  • Enculturation
  • Conclusion

Faculty Practices

  • The Faculty as a professional learning community
  • Informal professional discussions
  • Formal professional development
  • Additional duties
  • Formal structures
  • Faculty meetings
  • Programming and registration
  • Shared professional practice
  • Attention to student discipline
  • Calculator use
  • Homework
  • Lesson length
  • Testing Regimes
  • Setting and marking tests
  • Student groupings
  • Class grading practices
  • Catering for individual differences
  • Support Teachers
  • Physical resources
  • Teaching spaces
  • The staffroom
  • Textbooks
  • Customised Worksheets
  • Technology
  • Conclusion

Teacher practices

  • Lessons
  • Lesson structure
  • Classroom vignettes
  • Understanding "Traditional"
  • Classroom management
  • Student Engagement
  • On-Task Time
  • Teacher-student relationships
  • Teachers caring for students they teach
  • Student Self-Esteem
  • Shared expectations
  • Conclusion

Identified themes contributing to exceptional mathematics faculties

  • About the School
  • About the Faculty
  • Strong sense of team
  • Strong sense of professionalism
  • Testing/assessment as a catalyst for teacher cohesion
  • About Teachers
  • About Teachers and Teaching
  • Solid teaching evident
  • Effective classroom management
  • Care for students and their learning
  • About Parents and Students
  • Conclusion

Moving  forward, issues and challenges

  • Adelaide Declaration
  • Schooling should develop fully the talents and capacities of all students
  • Curriculum
  • Schooling should be socially just
  • Where to from here?
  • Setting the context for improvement
  • Who takes charge?
  • Implications for the Head Teacher
  • Final thoughts
  • Issues and Challenges
  • Development of mid-career Mathematics teachers in preparation for assuming leadership as exemplary Head Teachers
  • Importance of experience in teaching
  • Faculty groups to work and learn together
  • Relevant professional development
  • High subject-knowledge standards for new teachers and for those currently teaching in schools
  • High on-task time
  • Capable classroom discipline
  • Parents, students and teachers all going in the same direction
  • Rural concerns
  • Features that drive change
  • Valuing experience
  • Coaching, hero or villain or what?
  • Conclusion

References

  • Appendix A
  • Summary ÆSOP points for Mathematics
  • About the School
  • Procedures and Policies in place to allow Faculties to thrive
  • About the Faculty
  • Strong sense of team
  • Strong sense of professionalism
  • Testing/assessment a dominant catalyst for teacher cohesion
  • About Teachers
  • Qualified staff with a breadth and depth of experience
  • About Teachers and Teaching
  • Solid teaching evident
  • Effective classroom management
  • Care for students and their learning
  • About Parents and Students
  • High expectations of students supported by stakeholders

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