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12 November 2015
Educational strategies & policy; Higher & further education, tertiary education
Over the last two decades, large-scale national, or provincial, standardised testing has become prominent in the schools of many countries around the globe. National Testing in Schools: An Australian Assessment draws on research to consider the nature of national testing and its multiple effects, including:

media responses and constructions such as league tables of performance pressures within school systems and on schools effects on the work and identities of principals and teachers and impacts on the experience of schooling for many young people, including those least advantaged.

Using Australia as the case site for global concerns regarding national testing, this book will be an invaluable companion for education researchers, teacher educators, teacher education students and teachers globally.
Edited by:   Bob Lingard (Univerisity of Queensland Australia), Greg Thompson (Murdoch University, Australia), Sam Sellar (Manchester Metropolitan University, UK)
Imprint:   Routledge
Country of Publication:   United Kingdom
Dimensions:   Height: 234mm,  Width: 156mm,  Spine: 14mm
Weight:   386g
ISBN:   9781138961654
ISBN 10:   1138961655
Series:   Local/Global Issues in Education
Pages:   256
Publication Date:   12 November 2015
Audience:   College/higher education ,  Further / Higher Education
Format:   Paperback
Publisher's Status:   Active
National testing from an Australian perspective Bob Lingard, Greg Thompson and Sam Sellar What national testing data can tell us Margaret Wu The Performative Politics of NAPLAN and MySchool Radhika Gorur Questioning the validity of the multiple uses of NAPLAN data Val Klenowski Local experiences, global similarities: Teacher perceptions of the impacts of national testing Greg Thompson NAPLAN and student wellbeing: teacher perceptions of the impact of NAPLAN on students Suzanne Rice, Nicky Dulfer, John Polesel and Clare O'Hanlon Literacy leadership and accountability: Holding onto ethics in ways that count Lyn Kerkham and Barbara Comber Contesting and `capitalising' on NAPLAN Ian Hardy Understanding the politics of categories in reporting national test results Sue Creagh Students at risk and NAPLAN: the collateral damage J. Joy Cumming, Claire M. Wyatt-Smith and Peta Colbert NAPLAN, achievement `gaps' and embedding Indigenous perspectives in schooling: Disrupting the `decolonial option' Greg Vass and Gordon Chalmers Disadvantaged students' voices on national testing: The submersion of NAPLAN's formative potential J. Joy Cumming, Claire M. Wyatt-Smith and Peta Colbert Exploring children's lived experiences of NAPLAN Angelique Howell NAPLAN and the `problem frame': Exploring representations of NAPLAN in the print media, 2010-2013 Nicole Mockler Negotiating with the neighbours: Balancing different accountabilities across a cluster of regional schools Marie Brennan, Lew Zipin, Sam Sellar The life of data: Evolving national testing Greg Thompson, Sam Sellar and Bob Lingard

Bob Lingard is a Professorial Research Fellow in the School of Education at The University of Queensland, Australia. Greg Thompson is a Senior Lecturer in the School of Education at Murdoch University, Australia. Sam Sellar is a Postdoctoral Research Fellow in the School of Education at The University of Queensland, Australia.

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