Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia

Abstract

This study identified effective teachers of high-achieving Grade 12 students in New South Wales, Australia. Nineteen teachers, across a variety of curriculum areas, were observed teaching and then interviewed. A further six teachers were interviewed only. Despite the high-stakes end-of-schooling examination, generating interest in and understanding of the subject was their paramount concern. A key common factor was an emphasis on having students apply knowledge, rather than being 'spoon-fed' information. Although many aspects of the lessons were channelled through the teachers, frequent opportunities existed for independent learning. Classrooms were relaxed environments, but highly focused. ..