Publications filter

Teach Learn Share 56 Language Learning Literacy Early Years

Evaluator company/business: Erebus International

Year: 2013

URL or PDF: Download the report on Language, learning and literacy in the early years (PDF, 252kB)

Summary:  The Language, Learning, Literacy program evaluation aimed to determine whether teachers who undertook professional learning from a qualified trainer developed improved techniques for planning and delivering instruction to small groups and classes. The methodology measured student improvement levels by using students’ end-of-year data gathered from the previous year’s cohort at each school, and compared it with the data of current students and their progress over a school year. The authors stated that the program achieved its goals of: 50 per cent of all students reading and writing above end-of-year expectations and only 20 per cent of students reading and writing below end-of-year expectations. 

Published in Evaluation repository

Lit Num NP Prog Eval MindfulLearning MindfulTeaching

 

Authors: Alison Wallace, Lee Holloway, Chloe Harkness and Amanda McAtamney

Evaluator company/business: Urbis 

Year: 2012

URL or PDF: Download the National Partnership on Literacy and Numeracy - External Evaluation of the Selected NPLN NSW Programs: Evaluation of Mindful Learning Mindful Teaching final report (PDF, 1.9MB)

Summary:  The aim of the evaluation was to assess the effectiveness of the Mindful Learning Mindful Teaching (MLMT) program that was designed to build teacher capacity to improve the reading comprehension skills of students. This evaluation involved eight schools and used qualitative and quantitative components including site visits, consultations with all stakeholders, analysis of test data and online surveys. The schools reported a high percentage of LBOTE or ESL students. A high satisfaction rate with the program was shown with teachers indicating MLMT had a positive impact on their literacy teaching practice and gains in reading comprehension for students.

Published in Evaluation repository

Lit Num NP Prog Eval Reading To Learn

Authors: Meg Dione-Rodgers, Susan Harriman, Barry Laing and Wanda Snitch

Evaluator company/business: Program Evaluation Unit, Student Engagement and Program Evaluation Bureau (SEPEB), NSW Department of Education

Year: 2012

URL or PDF: Download the National Partnership on Literacy and Numeracy - Report of the Program Evaluation of Reading to Learn (PDF, 4.5MB)

Summary: The aim of the evaluation was to assess the impact of The Reading to Learn program, which was one of several programs offered under the National Partnership on Literacy and Numeracy (NPLN). The Reading to Learn program promoted a cross-curricula and cross-year approach to learning to read and write. Eighteen schools were involved in the evaluation and measures included site visits, interviews with stakeholders, surveys, analysis of documentation and assessment data. Findings showed that there has been a varied benefit for students however the perceived benefit for teachers was derived from the shared experience of participating in the training, and the renewed focus on literacy learning in each school.

Published in Evaluation repository

 Lit Num NP Prog Eval QuickSmart

Authors: Meg Dione-Rodgers, Susan Harriman and Barry Laing

Evaluator Company/Business: Program Evaluation Unit Student Engagement and Program Evaluation Bureau (SEPEB), NSW Department of Education

Year: 2012

URL or PDF: Download the National Partnership on Literacy and Numeracy - Report of the Program Evaluation of QuickSmart Numeracy (PDF, 2.5MB)

Summary:  This evaluation aimed to assess the effectiveness of the program, to identify the extent to which the program was operating as intended and to assess whether the program had improved the educational outcomes of Aboriginal students. QuickSmart Numeracy is a basic skills intervention funded under the National Partnership on Literacy and Numeracy (NPLN). The QuickSmart Numeracy program targets middle school students performing at the lowest 30 per cent of the achievement range. Fourteen schools were involved in the evaluation and measures included site visits, interviews with stakeholders, surveys, analysis of documentation and assessment data. Support for the positive impact of QuickSmart was more evident in the qualitative data than from broad scale testing. 

Published in Evaluation repository

 LowSES Staff Mngmnt Accnt ProgRpt5

Evaluator company/business: University of Melbourne

Year: 2014

URL or PDF: Download the Low socioeconomic status School Communities Smarter Schools National Partnership - Evaluation of staffing, management and accountability initiatives: Results from teacher survey, progress report 5 (PDF, 3MB)

Summary:  This report presents results from a survey of teachers at NSW schools participating in the evaluation of school staffing, management and accountability initiatives as part of the Low Socioeconomic Status School Communities Smarter Schools National Partnership (the Low SES NP). An online teacher survey was completed by 2,408 teachers in 346 schools. Teacher responses were mostly positive about the impact of the Low SES NP with a high proportion indicating that collaboration between teachers had increased, the school was a better place to learn and that as teachers, they were able to meet the individual needs of their students more effectively. 

Published in Evaluation repository

Professional learning on teacher awareness of Aboriginal cultural knowledge (PDF, 1.19MB)

 

Authors: Nina Burridge, Geoff Riordan, Peter Aubusson, Chris Evans, Karen Vaughan, Suzanne Kenney and Andrew Chodkiewicz

Evaluator Company/Business: University of Technology Sydney

Year: 2009

URL or PDF: Download Professional learning on teacher awareness of Aboriginal cultural knowledge and its impact on teaching (PDF, 1.19MB).

Summary:  The aims of the study were to describe how well the teacher professional development project was implemented and to investigate the impact of the program on teacher and student learning. The evaluation used a mixed method approach including a literature review, interviews and focus group discussions, school visits and seven in-depth case studies. The study also drew on the results of two teacher surveys in 2007 and 2008 to explore how teachers’ pedagogical practices changed as a result of the program. The report focused mainly on the impact of the professional learning for teachers in the case studies. The authors found that all teachers valued the focus on professional learning and the time allowed during the project for reflection on their pedagogical practices and to work in action learning teams to improve their teaching practice. They concluded that a collaborative team based approach, supported by Departmental project team and an academic partner, was an effective method of enabling whole school change to develop teachers' and students' knowledge and skills in addressing issues related to Aboriginal education. 

Published in Evaluation repository
Thursday, 04 September 2014

Kitchen Garden pilot program evaluation

Kitchen Garden Pilot Prog

 

Authors: Meg Dione-Rodgers, Susan Harriman, Sally Blackwell, Michael Costello and Barry Laing

Evaluator Company/Business: Quality Assurance, Policy Planning and Reporting Unit, NSW Department of Education

Year: 2013

URL or PDF: Download the Kitchen Garden evaluation (PDF, 1.47MB).

Summary:  The evaluation aimed to determine the effectiveness of the implementation and the impact of the program on student learning in nine metropolitan schools in the second year of pilot program. The study also sought to identify the professional learning programs and other resources that may be needed to support and sustain future programs. The evaluation employed a mixed method design using interviews with school principals and staff, students and parents, classroom observations, an online teacher survey and document review. The authors found that the program had positive outcomes: improving student engagement, particularly for students with special needs; developing student leadership skills and improved student learning about garden maintenance and healthy foods. Another key finding was that teachers placed high value on embedding the program in the school curriculum and generally believed that the program was sustainable.  

Published in Evaluation repository
Page 4 of 4

Publications advanced search

Accessible documents

If you find a CESE publication is not accessible, please contact us

Waratah-NSWGovt-Reverse