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. Attached Files Name Description MIMEType Size Downloads Title Differentiated learning: from policy to classroom Author(s) Mills, Martin Monk, Sue 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 Collections: Faculty of Arts and Education School of Education 2018 ERA Submission Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:09:01 EST Fri, 14 Oct 2016, 04:09:30 EST Fri, 14 Oct 2016, 07:22:37 EST Fri, 14 Oct 2016, 07:28:53 EST Thu, 08 Dec 2016, 05:04:08 EST Mon, 12 Dec 2016, 12:58:12 EST Mon, 12 Dec 2016, 13:03:31 EST Filtered Full Citation counts:   Cited 29 times in TR Web of Science Cited 27 times in Scopus Search Google Scholar Access Statistics: 375 Abstract Views, 9 File Downloads  -  Detailed Statistics Created: Thu, 13 Oct 2016, 14:09:01 EST

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