Lessons from Alison: a narrative study of differentiation in classroom teaching

Geelan, David, Christie, Pam, Mills, Martin, Keddie, Amanda, Renshaw, Peter and Monk, Sue 2015, Lessons from Alison: a narrative study of differentiation in classroom teaching, International journal of pedagogies and learning, vol. 10, no. 1, pp. 13-23, doi: 10.1080/22040552.2015.1084673.

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Title Lessons from Alison: a narrative study of differentiation in classroom teaching
Author(s) Geelan, David
Christie, Pam
Mills, Martin
Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Renshaw, Peter
Monk, Sue
Journal name International journal of pedagogies and learning
Volume number 10
Issue number 1
Start page 13
End page 23
Total pages 11
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 2204-0552
1833-4105
Keyword(s) narrative
differentiation
classroom
recognition
Summary Teaching 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.
Language eng
DOI 10.1080/22040552.2015.1084673
Field of Research 130202 Curriculum and Pedagogy Theory and Development
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087434

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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