Systemic Implications of Pedagogy and Achievement in NSW Public Schools

新南威尔士州公立学校教学法和成就的系统性影响

• 批准号: LP0453851
• 负责人: Prof Jennifer Gore
• 金额: $ 38.79万
• 依托单位: The University of Newcastle
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2004
• 资助国家: 澳大利亚
• 起止时间: 2004-01-03 至 2010-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0453851
• 关键词: Systemic; Implications; Pedagogy; Achievement; NSW

The NSW Department of Education and Training, in consultation with the Chief Investigators, recently developed an innovative model of pedagogy, as part of a major effort to raise the standard of teaching practice in NSW government schools. This project is designed to provide vital information for the Department, by examining the relationships between 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, the project can make a major impact on schooling, school reform and educational research.

新南威尔士州教育和培训部在与首席调查员协商后，最近开发了一种创新的教学法模式，作为提高新南威尔士州公立学校教学实践标准的主要努力的一部分。该项目旨在通过研究专业发展、教学法和学生成绩之间的关系，为本系提供重要信息，并为这些核心教育现象的教育研究做出重大贡献。该项目将研究与NSW DET的大型纵向研究资源相结合，可以对学校教育、学校改革和教育研究产生重大影响。