Ripples from remote: Studying the impact of the NAPLAN policy on indigenous education in remote schools across Australia
Ripples from remote: Studying the impact of the NAPLAN policy on indigenous education in remote schools across Australia Conference Paper
AARE-APERA 2012: Regional and global cooperation in educational research
- Author(s): Unsworth, Paul
- Published: 2012
- Publisher: Australian Association for Research in Education and Asia Pacific Educational Research Association
Abstract: This research examines how NAPLAN-as-policy impacts on school organisation, teaching, the curriculum and ultimately the education experience and outcomes of Indigenous students in remote school settings. 124 respondents from remotely located schools across South Australia, Western Australia and Queensland participated in an online mixed methods survey. Site visits were conducted in 3 large remote schools in South Australia where 95% of staff participated in the research. The survey collected data on school demographics, teaching and learning, school organisation and the impact of school contextual factors. Over 75% of respondents wrote detailed responses in regard to perceived risks, benefits and change associated with the NAPLAN. The significant majority of respondents strongly agree that NAPLAN is a powerful influence shaping teachers' work, school organisation and the curriculum. 'Teaching to the test,' narrowing the curriculum and increased pressures to deliver improved NAPLAN results were common responses. Respondents strongly agree that localised school contextual factors play a significant role in the school's NAPLAN result. Application of the NAPLAN as a measure of school performance does not sufficiently take into account the complexities associated with teaching and learning in remote school contexts. A national policy focus on NAPLAN performance has had a mostly reductive influence on teachers' work in these settings. Broader accountabilities of the education process are required to ensure more equitable and differentiated resourcing, including teachers' on professional site development, more in line with local funds of knowledge and aspirations. The NAPLAN could and should be repositioned as one means to enable this.