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The principles of learning and teaching (PoLT)

Moss, Julianne 2006, The principles of learning and teaching (PoLT), in AARE 2006 : Proceedings of the 2006 Australian Association for Research in Education conference, Australian Association for Research in Education, Coldstream, Vic..

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Title The principles of learning and teaching (PoLT)
Author(s) Moss, Julianne
Conference name Australian Association for Research in Education. Conference (2006 : Adelaide, S.Aust.)
Conference location Adelaide, S. Aust.
Conference dates 26-30 Nov. 2006
Title of proceedings AARE 2006 : Proceedings of the 2006 Australian Association for Research in Education conference
Editor(s) Jeffery, Peter L.
Publication date 2006
Conference series Australian Association for Research in Education Conference
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary In Victoria, Australia, under the Blueprint agenda, The Principles of Learning and Teaching (Department of Education and Training, 2005) are being used to operationalise pedagogical change and curriculum renewal. The University of Melbourne is one of the three contracted providers and in 2005 and 2006 has supported 450 teachers from state, independent and special schools in Victoria and 70 teachers in Singapore. The paper outlines the workings of the model and illustrates how through a deeper and renewed focus on pedagogy schools are being asked to examine and change their practice for all students. One benefit of the initiative is that special schools are an integral part of the cluster network and are reconsidering their role in school renewal and systems transformation more broadly. However the regime of pedagogical renewal must be understood as part of the past and the present, multiple transgressions and intense struggles in reform practices more broadly. None the least being the persistent stratification of schooling into special and regular in the Victorian context and professional learning being constructed as weak professional socialization. Working visually and reading intertextually undoing some of the problematics of the implementation process the challenges of system wide professional learning and curriculum reform are exposed.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
1324-9320
1034-0130
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2006, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034054

Document type: Conference Paper
Collections: School of Education
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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.