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The International Baccalaureate Primary Years Programme (PYP) in Victorian government primary schools, Australia

机译：澳大利亚维多利亚州政府小学的国际文凭小学项目（pYp）

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IB Primary Years Programme students star in NAPLAN results compared with like and other Australian schoolsThe aim of this research study was to examine and document the impact of the IB Primary Years Programme (PYP) implementation on student outcomes, pedagogical practice and school culture in the thirteen Victorian Government primary schools that have been authorised to offer the PYP. The project also sought in-depth understandings of the factors that influence schools to implement the PYP, to what extent the perceived benefits of PYP implementation are realised in practice and the emergent challenges and enablers associated with the introduction of AusVELS.The research design adopted for this research study employed a mixed-methods approach to obtain and analyse both quantitative and qualitative data in order to address the key questions in a comprehensive manner. The methods included analysing relevant existing survey and assessment instruments, designing and analysing specific surveys, and interviews and observations in case study schools. In the context of Victorian Government schools, relevant survey and assessment instruments include the National Assessment Program – Literacy and Numeracy (NAPLAN) and DEECD school surveys including the Teacher and Parent Opinion Surveys and the Student Attitudes to School Surveys. Only the DEECD Parent Opinion Survey is analysed in this study as this survey provides an insight into parental perspectives on the schools not obtained through other means.To complement and extend the NAPLAN results, the RMIT team developed a principal, teacher and student (Grades 5 and 6) survey to collect perceptions about the extent to which PYP is impacting on: student achievement; student motivation; perceptions of teacher effectiveness; school connectedness; teacher pedagogical beliefs and practices; teacher efficacy and engagement; and school culture and climate (see Appendixes A-C). All of the surveys asked a mixture of closed and open questions. Each of the surveys was made available online to facilitate access by participants and analysis of responses.All thirteen PYP Victorian Government schools were invited to participate in the research study, and the NAPLAN data from all of these schools, accessed via the MySchool website is analysed in this report. A total of five schools agreed to participate in the survey component of the study and completed the three RMIT surveys (principal, teacher and Grade 5 and 6 student questionnaires). To provide a richer picture of the implementation and impact of the PYP in the Government schools three case studies were completed. These case studies provided insight into each school and its context, the changes in teaching practices at the school and changes to the school climate and culture as perceived by key stakeholders (school leadership team, teachers and parents). The three schools that were the focus of case studies included a small school, a medium sized school and a large school. The schools had been authorised as PYP schools at three different times and were situated in different types of local communities with a range of non-English speaking backgrounds.The investigation found that:PYP student outcomes on the Year 3 and 5 reading and numeracy tests in the thirteen schools, as measured by NAPLAN in 2012, were higher than the Australian average, except for one school in numeracy.The students at PYP Government schools, for the cohorts 2008-2010, 2009-2011 and 2010-2012, achieved higher levels in both reading and numeracy when compared to Like and Australian schools at both Years 3 and 5. Effect size outcomes, however, indicate greater achievement growth among Like and Australian schools.Principals in the participating schools were very supportive of the PYP and viewed the programme as offering a range of benefits for the school.Both principals and teachers in the participating schools are very strong in their beliefs that the PYP has contributed to student learning, particularly academic achievement, student development of Learner Profile attributes, and student motivation.Students in the participating schools were very positive about their learning opportunities, teacher impact and school environment.Principals were strong in their beliefs that the PYP had had an impact on their teachers’ beliefs, practices and engagement.Teachers agreed that the PYP had had an impact on their beliefs, practices and engagement.Principals were confident that the PYP had had positive benefits on the culture and climate in their schools.A clear majority of the teachers were also of the view that the PYP had had positive benefits on the culture and climate in their schools.The factors that influenced the schools to implement the PYP were very much related to its curriculum – it was an internationally recognised and validated curriculum that would engage and challenge students (especially the high achieving ones) – and also its inquiry based student centred pedagogy, together with its global perspective on learning and teaching.With respect to emergent challenges and enablers associated with the introduction of AusVELS, at the time of the surveys and interviews, most of the schools were still in the early stages of auditing their PYP units of inquiry against the AusVELS curriculum. The schools were finding that they had to change and adapt the PYP units of inquiry, sometimes moving them across year levels, for example, to better fit the AusVELS requirements, but this was not extensive. Some teachers were finding these changes challenging, but the principal from one school who had completed the process was very happy with the outcome as s/he felt that the school now had the AusVELS and PYP scope and sequence information blended into a seamless document.The case studies provided a richer picture of the implementation of the PYP in three Victorian Government schools, and illustrate successful implementation of the PYP and the benefits of the PYP for student outcomes. As noted above, each of the schools is different in terms of its size, location and time of joining, and the proportion of the students who come from a language background other than English; however there is a shared enthusiasm for PYP across the school leadership teams.
机译：与其他同类和其他澳大利亚学校相比，IB小学项目的学生在NAPLAN成绩中出类拔萃该研究的目的是检查并记录IB小学项目（PYP）实施对13年级学生的学习成绩，教学实践和学校文化的影响已被授权提供PYP的维多利亚州政府小学。该项目还寻求对影响学校实施PYP的因素的深入了解，在实践中实现PYP实施的感知收益在多大程度上以及与引入AusVELS相关的新兴挑战和促成因素。这项研究采用混合方法来获取和分析定量和定性数据，以便全面解决关键问题。这些方法包括分析相关的现有调查和评估工具，设计和分析特定调查以及在案例研究学校进行访谈和观察。在维多利亚州官立学校中，相关的调查和评估工具包括国家评估计划-识字和算术（NAPLAN）和DEECD学校调查，包括教师和家长意见调查以及学生对学校调查的态度。本研究仅对DEECD家长意见调查进行了分析，因为该调查提供了对父母通过其他途径无法获得的学校的观点的见解。为了补充和扩展NAPLAN的结果，RMIT团队开发了一名校长，老师和学生（5年级6）进行调查以收集对小学项目影响程度的看法：学生成绩；学生动机；对教师效能的看法；学校联系；教师的教学信念和实践；教师的效能和敬业度；以及学校的文化和气候（请参阅附录A-C）。所有调查都提出了封闭和开放的问题。每项调查均在线提供，以方便参与者访问和分析回应。维多利亚州所有13所PYP官立学校均被邀请参加研究研究，并通过MySchool网站分析了所有这些学校的NAPLAN数据在这份报告中。共有五所学校同意参加该研究的调查部分，并完成了三项RMIT调查（主要，教师以及5年级和6年级学生问卷）。为了更全面地了解“小学项目”在政府学校中的实施和影响，完成了三个案例研究。这些案例研究提供了对每所学校及其背景的洞察力，主要利益相关者（学校领导团队，教师和家长）认为，学校教学实践的变化以及学校气候和文化的变化。案例研究的三所学校包括一所小学校，一所中等学校和一所大学校。这些学校在三个不同的时期被批准为小学项目学校，并且位于不同类型的具有非英语背景的地方社区中。调查发现：小学三年级学生在三年级和五年级的阅读和计算能力测试中的成绩根据NAPLAN在2012年测算的13所学校，其中一所学校的算术水平高于澳大利亚平均水平。 PYP公立学校的学生在2008-2010年，2009-2011年和2010-2012年的同年和3年级和5年级的Like和澳大利亚学校的阅读和计算能力均达到较高水平。表示在Like和澳大利亚学校中取得了更大的成就增长。参与学校的校长非常支持“小学项目”，并认为该计划为学校提供了一系列好处。参与学校的校长和老师都坚信，小学项目为学生的学习做出了贡献，特别是学业成绩，学生学习者特征属性的发展以及学生的动机。参与学校的学生对他们的学习机会，老师的影响和学校环境非常满意。校长坚信“小学项目”对他们的老师的信念，做法和敬业度有影响。教师同意，小学项目对他们的信仰产生了影响，做法和参与度。校长们相信，小学项目对学校的文化和气候产生了积极的影响。显然，大多数教师还认为，小学项目对学校的文化和气候产生了积极的好处。影响学校实施小学项目的因素与课程设置密切相关，这是国际公认的并经过验证的课程将吸引和挑战学生（尤其是成就卓越的学生），并且以探究为基础的以学生为中心的教学法，以及其在学与教方面的全球视野。关于引入AusVELS带来的新出现的挑战和促成因素，在进行调查和访谈时，大多数学校仍处于根据AusVELS课程审核其PYP查询单元的早期阶段。这些学校发现，他们不得不更改和调整PYP的查询单位，有时将它们跨年级移动，例如，以更好地满足AusVELS的要求，但这并不广泛。一些老师发现这些变化具有挑战性，但是完成这一过程的一所学校的校长对结果感到非常满意，因为他/她感到学校现在已经将AusVELS和PYP范围和序列信息混合到了一个无缝文档中。案例研究提供了维多利亚州三所公立学校实施PYP的更丰富图片，并说明了PYP的成功实施以及PYP对学生成果的好处。如上所述，每所学校的规模，入学地点和入学时间以及来自英语以外的语言背景的学生所占比例均不同。但是，各个学校领导团队对PYP有着共同的热情。

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