Systemic Implications of Pedagogy and Achievement in NSW Public Schools

Systemic Implications of Pedagogy and Achievement in NSW Public Schools (SIPA) (ARC Linkage/NSW DET, 2004-2007)

This project was designed to provide vital information for the NSW Department of Education, by examining the relationships among professional development, pedagogy, and student outcomes, and to make significant contributions to educational research on these central educational phenomena. Combining research with the resources of the NSW DET in a large longitudinal study in 36 schools, the project made a significant impact on schooling, school reform and educational research.

Gore, J. M. (2007). Improving pedagogy: challenges of moving teachers toward higher levels of Quality Teaching. In J. Butcher and J. Asha (Eds). Making a difference: Challenges for teachers, teaching, and teacher education. New York: Sense

Ladwig, J. G. (2007). Modelling Pedagogy in Australian School Reform. Pedagogies: An International Journal, 2(2),57-76. (link: https://www.tandfonline.com/doi/full/10.1080/15544800701343919)

Ladwig, J. G. (2005). Monitoring Pedagogy in Australia School Reform. Leading and Managing, 11(2),70-83. (link: https://search.informit.com.au/fullText;dn=200604213;res=IELAPA)

Ladwig, J. G., & Gore, J. M. (2005). Measuring teacher quality and student achievement. Professional Educator, 4(2),26-29.

Amosa, W.A. (2005). SIPA: Preliminary findings. P&C Journal, v3

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.