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Lessons from Alison: a narrative study of differentiation in classroom teaching
journal contribution
posted on 2015-01-01, 00:00 authored by D Geelan, P Christie, M Mills, Amanda KeddieAmanda Keddie, P Renshaw, S MonkTeaching 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 amongst 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
International journal of pedagogies and learningVolume
10Issue
1Pagination
13 - 23Publisher
RoutledgeLocation
Abingdon, Eng.Publisher DOI
ISSN
2204-0552eISSN
1833-4105Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2015, Taylor & FrancisUsage metrics
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