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  • Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice

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    Author(s)
    Mills, Martin
    Goos, Merrilyn
    Keddie, Amanda
    Honan, Eileen
    Pendergast, Donna
    Gilbert, Rob
    Nichols, Kim
    Renshaw, Peter
    Wright, Tony
    Griffith University Author(s)
    Pendergast, Donna L.
    Year published
    2009
    Metadata
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    Abstract
    This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns ...
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    This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy.
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    Journal Title
    The Australian Educational Researcher
    Volume
    36
    Issue
    3
    Publisher URI
    http://www.aare.edu.au/live/index.php?option=com_content&view=article&id=150&Itemid=10#v36_3
    Copyright Statement
    © 2009 Australian Association for Research in Education . This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy Theory and Development
    Education
    Publication URI
    http://hdl.handle.net/10072/30452
    Collection
    • Journal articles

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