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dc.contributor.authorGilbert, Roben_US
dc.contributor.authorGoos, Merrilynen_US
dc.contributor.authorHonan, Eileenen_US
dc.contributor.authorKeddie, Amandaen_US
dc.contributor.authorMills, Martinen_US
dc.contributor.authorNichols, Kimen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorRenshaw, Peteren_US
dc.contributor.authorWright, Tonyen_US
dc.date.accessioned2017-04-04T15:31:45Z
dc.date.available2017-04-04T15:31:45Z
dc.date.issued2009en_US
dc.date.modified2010-08-31T07:48:54Z
dc.identifier.issn0311-6999en_US
dc.identifier.urihttp://hdl.handle.net/10072/30452
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent148457 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aare.edu.au/live/index.php?option=com_content&view=article&id=150&Itemid=10#v36_3en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom67en_US
dc.relation.ispartofpageto87en_US
dc.relation.ispartofissue3en_AU
dc.relation.ispartofjournalThe Australian Educational Researcheren_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleProductive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 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.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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