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Time to make a difference: using action research to foster student engagement

Hickey, Christopher 2005, Time to make a difference: using action research to foster student engagement, in Questioning 'best practice' in education: benefits and disadvantages, debates and dilemmas: proceedings of the 33rd Annual Conference of the Australian and New Zealand Comparative and International Education Society, Centre for Research on Education in Context, School of Education, University of New England, Armidale, N.S.W., pp. 96-111.

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Title Time to make a difference: using action research to foster student engagement
Author(s) Hickey, Christopher
Conference name Australian and New Zealand Comparative and International Education Society. Conference (33rd: 2005: Coffs Harbour, N.S.W.)
Conference location Coffs Harbour, N.S.W.
Conference dates 2-4 December 2005
Title of proceedings Questioning 'best practice' in education: benefits and disadvantages, debates and dilemmas: proceedings of the 33rd Annual Conference of the Australian and New Zealand Comparative and International Education Society
Editor(s) Christie, Pam
Publication date 2005
Conference series Australian and New Zealand Communication Association Conference
Start page 96
End page 111
Publisher Centre for Research on Education in Context, School of Education, University of New England
Place of publication Armidale, N.S.W.
Summary This paper reports on a project, funded by the Victorian Department of Education and Training (Australia), undertaken to explore the capacity for teachers to develop innovative teaching and learning strategies aimed at improving the educational experiences of students in the middle years. Central to this charter was the need for local schools to form Clusters, share ideas and develop strategies designed to improve student engagement and connection. In forming the Buxton (pseudonym) Cluster, four schools came together to declare their shared interest in improving student connection through the teaching and learning of mathematics. The 22 teachers involved in the project shared a broad concern that the traditional pedagogies built up around the maths discipline were contributing to the wider level of student disconnection observed in the middle years. In thinking about change, the group were attracted to constructivist approaches to pedagogy in which learning opportunities and tasks are varied sufficiently to appeal to the various learning styles and aptitudes of learners. Favouring an action research framework teachers involved in the project embarked on the implementation of pedagogic reforms aimed at improving levels of student engagement.
ISBN 1863899642
9781863899642
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2005, University of New England, Centre for Research on Education in Context, School of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005714

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.