Institutional Logics and Curriculum Decision Making: Enacting the "Australian Curriculum English" and NAPLAN Literacy

Autor/in	Wall, Lynda
Titel	Institutional Logics and Curriculum Decision Making: Enacting the "Australian Curriculum English" and NAPLAN Literacy
Quelle	In: Australian Educational Researcher, 44 (2017) 4-5, S.391-407 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-017-0240-0
Schlagwörter	Foreign Countries; Educational Research; Decision Making; Curriculum Development; Evaluation Methods; Secondary School Teachers; Literacy Education; English Instruction; National Standards; Standardized Tests; Teaching Methods; Educational Practices; Professionalism; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English langauage lessons; Englischunterricht; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Professionalität; Australien
Abstract	This article, an initial report on a section of a larger research study, examines the institutional logics that underpin teacher decision making in response to changes in Australian curriculum and assessment. The research analyses secondary school teachers' accounts of their work enacting the "Australian Curriculum: English" and the literacy component of Australia's national testing (NAPLAN). It establishes whether teachers describe their curriculum enactment as controlled by the logics of market forces, bureaucracy or professionalism. It then considers whether the prevailing logics impact on the way the curriculum is structured in the classroom, analysing the extent to which the structures can be described as segmented or cumulative. The research suggests that for curriculum policies to be effective in delivering cumulative and transferable knowledge structures to the classroom, they must be integrated into teachers' professional logics, rather than perceived as bureaucratic or market-driven impositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01