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dc.contributor.authorFraser, Anthonyen_US
dc.contributor.authorBryer, Fionaen_US
dc.contributor.editorBarbara Garrick, Shiralee Poed, & James Skinneren_US
dc.date.accessioned2017-05-03T11:53:24Z
dc.date.available2017-05-03T11:53:24Z
dc.date.issued2009en_US
dc.date.modified2010-06-25T06:41:56Z
dc.identifier.isbn9781921214585en_US
dc.identifier.urihttp://hdl.handle.net/10072/29342
dc.description.abstractA group of four teachers working with middle tier students in one Queensland independent school took part in this case study. Two experienced primary teachers and two inexperienced secondary science teachers planned, taught, and evaluated a science unit over the period of one school term in the school's initiation phase of middle tier reform. The group did not engage in joint planning. The primary teachers and secondary teachers formed separate teaching teams. Individual teachers reviewed the unit and maintained their professional focus on planning for their students' next term. This paper presents the argument framing this interpretative case study about group, team, and individual organisational influences on normative teaching uncertainties. A follow-up study will invite the four individual teachers, after a 2-year period of working together, to reflect on their group, team, and individual experiences during that period in order to determine similarities and differences in their interpretations of group teaching context, student transitions from primary to upper secondary tiers, and science curriculum and its integration with other middle tier KLAs and in order to elicit their ideas about how future teaching groups can improve middle schooling practice in this milieu.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent167975 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherPost Presseden_US
dc.publisher.placeMt Gravatt, Brisbaneen_US
dc.publisher.urihttp://www.postpressed.com.auen_AU
dc.relation.ispartofbooktitleEducational planet shapers: Researching, hypothesising, dreaming the futureen_US
dc.relation.ispartofchapter14en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom189en_US
dc.relation.ispartofpageto205en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleApplying the wild triangle to teaching middle-tier science in a Queensland independent schoolen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 2009. For information about this monograph please refer to the publisher's website or contact the authors. The attached file is reproduced here with permission of the copyright owners for your personal use only. No further distribution permitted.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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