Improving Educational Outcomes: Why Don't Remote Schools in Australia Measure Up?

Autor/inn/en	Cornelius, Karen; Mackey-Smith, Kerrie
Titel	Improving Educational Outcomes: Why Don't Remote Schools in Australia Measure Up?
Quelle	In: Issues in Educational Research, 32 (2022) 3, S.925-942 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cornelius, Karen) ORCID (Mackey-Smith, Kerrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Educational Improvement; Outcomes of Education; Foreign Countries; Rural Schools; School Effectiveness; Educational Policy; Standardized Tests; Leadership; Success; National Competency Tests; Teacher Attitudes; Elementary Secondary Education; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schuleffizienz; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Führung; Führungsposition; Erfolg; Lehrerverhalten; Australien
Abstract	The link between one's postcode and probable school 'success' is well recognised. For those in remote Australian schools, it is an indicator that the further one lives from the metropolis, the less likely they are to be successful. Improved educational outcomes are desirable for students in remote communities to broaden their future life choices. This paper considers what neo-conservative policies around 'improvement' and 'success'--largely formed and mandated in metropolitan centres of education governance--mean for students living in remote locations. Using an example of leading a remote Australian school, we consider if educational success for students in remote schools can be readily evidenced through standardised testing alone. We also consider what this means for teachers, teaching in a remote site. This article draws primarily on the experiences of a school leader conducting an autoethnography, following their three-year tenure as a leader in a remote school. Through applied qualitative inquiry, drawing in particular on reflexive self-study, the paper explores one remote school's response to calls from governments for 'improvement'. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01