Turn-around pedagogies: improving the education of at-risk students

Kamler, Barbara and Comber, Barbara 2005, Turn-around pedagogies: improving the education of at-risk students, Improving schools, vol. 8, no. 2, pp. 121-131, doi: 10.1177/1365480205057702.

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Title Turn-around pedagogies: improving the education of at-risk students
Author(s) Kamler, Barbara
Comber, Barbara
Journal name Improving schools
Volume number 8
Issue number 2
Start page 121
End page 131
Publisher Sage Publications
Place of publication London, England
Publication date 2005-07
ISSN 1365-4802
Keyword(s) at-risk students
curriculum/pedagogic design
practitioner inquiry
teacher research
turn-around pedagogies
Summary Internationally, normative discourses about literacy standards have rapidly proliferated, and spaces for teachers to engage in serious intellectual inquiry seem to be shutting down. Our concern about the impact of these forces on teachers led us to design a cross-generational teacher research project across two states of Australia to tackle some of the toughest challenges teachers face in their workplaces, including the issue of unequal outcomes in literacy achievement. In this article we report on how the project design sustained an intellectual community of inquiry and fostered ‘turn-around pedagogies'. We include excerpts from recent teacher writing (Comber and Kamler, 2005) to illustrate how teachers used technology and popular culture to reengage their most at-risk students. We argue that crossgenerational models of practitioner inquiry hold great promise for improving the learning engagement of students, the productivity of schools and the professional renewal of the teacher workforce.
Language eng
DOI 10.1177/1365480205057702
Field of Research 130202 Curriculum and Pedagogy Theory and Development
HERDC Research category C3 Non-refereed articles in a professional journal
Copyright notice ©2005, Sage Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013180

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