This paper reports on a project, funded by the Victorian Department of Education and Training (Australia), undertaken to explore the capacity for teachers to develop innovative teaching and learning strategies aimed at improving the educational experiences of students in the middle years. Central to this charter was the need for local schools to form Clusters, share ideas and develop strategies designed to improve student engagement and connection. In forming the Buxton (pseudonym) Cluster, four schools came together to declare their shared interest in improving student connection through the teaching and learning of mathematics. The 22 teachers involved in the project shared a broad concern that the traditional pedagogies built up around the maths discipline were contributing to the wider level of student disconnection observed in the middle years. In thinking about change, the group were attracted to constructivist approaches to pedagogy in which learning opportunities and tasks are varied sufficiently to appeal to the various learning styles and aptitudes of learners. Favouring an action research framework teachers involved in the project embarked on the implementation of pedagogic reforms aimed at improving levels of student engagement.
History
Pagination
96 - 111
Location
Coffs Harbour, N.S.W.
Open access
Yes
Start date
2005-12-02
End date
2005-12-04
ISBN-13
9781863899642
ISBN-10
1863899642
Language
eng
Publication classification
E1 Full written paper - refereed
Copyright notice
2005, University of New England, Centre for Research on Education in Context, School of Education
Editor/Contributor(s)
P Christie
Title of proceedings
Questioning 'best practice' in education: benefits and disadvantages, debates and dilemmas: proceedings of the 33rd Annual Conference of the Australian and New Zealand Comparative and International Education Society