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Differentiated learning: from policy to classroom

Mills, Martin, Monk, Sue, Keddie, Amanda, Renshaw, Peter, Christie, Pam, Geelan, David and Gowlett, Christina 2014, Differentiated learning: from policy to classroom, Oxford review of education, vol. 40, no. 3, pp. 331-348, doi: 10.1080/03054985.2014.911725.

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Title Differentiated learning: from policy to classroom
Author(s) Mills, Martin
Monk, Sue
Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Renshaw, Peter
Christie, Pam
Geelan, David
Gowlett, Christina
Journal name Oxford review of education
Volume number 40
Issue number 3
Start page 331
End page 348
Total pages 18
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0305-4985
1465-3915
Keyword(s) differentiation
policy
audit culture
social justice
Summary This paper explores the impact of a Teaching and Learning Audit of all government schools in Queensland, Australia. This audit has a concern with the extent to which schools ‘differentiate classroom learning’. We note that in England, since September 2012, one of the standards that teachers have been expected to demonstrate is an ability to ‘differentiate appropriately’, and thus the lessons of how this particular audit was implemented in Queensland have relevance outside of Australia. The paper draws on data collected from Red Point High School, one of the State’s 1257 schools and education centres audited in 2010. We suggest that this requirement to differentiate classroom learning was implemented without appropriate clarity or support, and that it increased teacher surveillance in this school. However, we also argue that some spaces were opened up by this audit, and its concern with differentiation, to articulate a social justice agenda within the school. We conclude that differentiation is a complex concept which is not easy to shift from a policy to a classroom context, and requires more careful explication at policy level and more support for teachers to enact.
Language eng
DOI 10.1080/03054985.2014.911725
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087446

Document type: Journal Article
Collection: School of Education
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