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  • Lessons from Alison: A Narrative Study of Differentiation in Classroom Teaching

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    GeelanPUB3.pdf (347.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Geelan, David
    Christie, Pam
    Mills, Martin
    Keddie, Amanda
    Renshaw, Peter
    Monk, Sue
    Griffith University Author(s)
    Monk, Sue L.
    Geelan, David
    Year published
    2015
    Metadata
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    Abstract
    Teaching is challenging in part because, although school structures are to some extent modelled on industrial approaches in which the 'raw materials' are assumed to be very similar, human beings are endlessly diverse. Understanding the many differences among students, and treating these differences as teaching resources rather than deficits, is a powerful approach. This paper draws on teacher interviews and classroom observations collected during a two year study of two regional Queensland schools to explore issues of 'recognition', 'distribution' and social justice. It uses narrative vignettes from a single classroom to ...
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    Teaching is challenging in part because, although school structures are to some extent modelled on industrial approaches in which the 'raw materials' are assumed to be very similar, human beings are endlessly diverse. Understanding the many differences among students, and treating these differences as teaching resources rather than deficits, is a powerful approach. This paper draws on teacher interviews and classroom observations collected during a two year study of two regional Queensland schools to explore issues of 'recognition', 'distribution' and social justice. It uses narrative vignettes from a single classroom to provide an occasion for reflection on the part of the reader on how schooling can better meet the needs of students, and outlines six pedagogical practices for effective classroom teaching.
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    Journal Title
    International Journal of Pedagogies and Learning
    Volume
    10
    Issue
    1
    DOI
    https://doi.org/10.1080/22040552.2015.1084673
    Copyright Statement
    © 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Pedagogies & Learning on 06 Oct 2015, available online: http://www.tandfonline.com/doi/abs/10.1080/22040552.2015.1084673
    Subject
    Secondary education
    Publication URI
    http://hdl.handle.net/10072/169306
    Collection
    • Journal articles

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