Overview

A module of the ÆSOP Series - An Exceptional Schooling Outcomes Program

What is it that enables a Faculty of English to produce sustained excellence in its students' academic achievements?

To answer this question the authors conducted detailed case studies in exceptional Faculties in a number of large public high schools in New South Wales. Taking a broad, comprehensive view of curriculum, embracing curriculum change, adhering to a specific pedagogy and applying appropriate assessment practices are characteristics of these exceptional English Faculties.

Among the most important of several conclusions reached is the role of the Faculty's Head Teacher in establishing a climate that focuses on student achievement and the continuing professional development of teachers; in other words, developing an academic community.

Table of Contents

Preface

• Why the ÆSOP study?
• Educational and social advancement
• Abbreviations

Acknowledgements

An Exceptional Schooling outcomes Project

• Chief Investigators/Project Team
• Dimensions of Achievement and Success
• Research Questions
• Background Literature
• Selection of Sites
• Visits to Sites
• Analysis of Data
• This Report

Context of the Exceptional: The Participating Schools

• Large Coastal Comprehensive 1 (LCCS1)
• Large Metropolitan Comprehensive (LMCS)
• Large Coastal Comprehensive 2 (LCCS2)
• Large Metropolitan Girls (LMGS)
• Large Metropolitan Selective School (LMSS)

Themes Emerging from the Exceptional English sites

• Whole School Factors
• School leadership
• Student welfare
• School culture Community factors
• English Faculty Culture
• The Subject
• The Faculty as Professional and Collegial Group
• Staff Stability
• What is "English"?
• The Leadership of the Subject Head
• Targeting of Boys
• Curriculum and Pedagogy in the English Sites
• LCCS1
• LMCS
• LCCS2
• LMGS
• LMSS
• Assessment
• Challenging Curriculum and High Expectations
• Conclusion

Summary of Findings from the English sites

• Whole School Factors
• Faculty as Interpretive Community
• Head Teacher Leadership
• Pedagogy and Curriculum in English
• Classroom pedagogy
• Pedagogy as an expression of Faculty culture
• The pedagogies of middle schooling
• English Curriculum
• Conclusion

Conclusions from the English sites

• Introduction
• The Role of Head Teachers in Professional Development
• Developing the Faculty as a Community Focused on Academic Achievement
• Middle Schooling Pedagogy
• A Broad View of Curriculum
• Developing "Best Fit"
• The Adelaide Goals
• Conclusion

References