Show simple item record

dc.contributor.convenorRob Cavanaghen_US
dc.contributor.authorBrown, Raymonden_US
dc.contributor.authorRenshaw, P.en_US
dc.contributor.editorPeter L. Jefferyen_US
dc.date.accessioned2017-04-24T11:27:47Z
dc.date.available2017-04-24T11:27:47Z
dc.date.issued2008en_US
dc.date.modified2013-05-28T23:47:30Z
dc.identifier.refurihttp://www.aare.edu.au/07pap/bro07360.pdfen_US
dc.identifier.doihttp://www.aare.edu.au/07pap/bro07360.pdfen_US
dc.identifier.urihttp://hdl.handle.net/10072/22279
dc.description.abstractTeaching is often viewed as an adult activity focused on promoting student learning through controlling and directing student attention and behaviour within well defined institutional constraints. Collective Argumentation challenges this view by situating teaching within a sociocultural process of promoting student learning through participation in the ways of knowing and doing adopted by localised learning communities. To capture this dynamic process, we tracked across a four-year time frame a group of three teachers in one school who were part of a "design experiment" on Collective Argumentation. We focus here on how categories within their 'talk' about teaching changed as their own pedagogy changed to include the practices of Collective Argumentation. This paper focuses particularly on one teacher whose account of his practices exemplifies the shift characteristic of all three teachers who took up the practices of Collective Argumentation. They adopted a new pedagogical framework that was not focused on controlling and directing student behaviour, but rather on engendering shared practices and enabling students to participate actively as members of a particular classroom community.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent58243 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Association for Research in Educationen_US
dc.publisher.placewww.aare.edu.auen_US
dc.publisher.urihttp://www.aare.edu.auen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAARE 2007 International Education Research Conferenceen_US
dc.relation.ispartofconferencetitleAARE 2007 International Educational Research Conference Papersen_US
dc.relation.ispartofdatefrom2007-11-25en_US
dc.relation.ispartofdateto2007-11-29en_US
dc.relation.ispartoflocationThe University of Notre Dame Australiaen_US
dc.rights.retentionNen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleTransforming teachers' construction of student diversity through collective argumentation.en_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 2008. For information about this conference please refer to the publisher’s website or contact the authors.en_US
gro.date.issued2008
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record