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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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
Australian and New Zealand Communication Association Conference
Centre for Research on Education in Context, School of Education, University of New England
Place of publication
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.
Field of Research
130399 Specialist Studies in Education not elsewhere classified
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