Vertical timetabling in Year 4 mathematics: Teachers' perceptions and reflections on practice
Harrison, Matthew & Watters, James J. (2004) Vertical timetabling in Year 4 mathematics: Teachers' perceptions and reflections on practice. In McWilliam, Erica, Danby, Sue, & Knight, John (Eds.) Performing educational research : theories, methods and practices. Post Pressed, Flaxton, Qld., pp. 151-169.
Curriculum differentiation is an important strategy that acknowledges the need to provide appropriately challenging learning experiences for all children. Both high ability students and those with learning difficulties require pedagogical practices that specifically meet their needs. Vertical timetabling is one approach to restructuring curricula commonly found in secondary schools, which allows students to engage in challenging learning experiences appropriate for their ability levels. The approach is predicated on student choice and appropriate content. This chapter reports on a teacher-led action research project at "Learning Place" which involved developing, trialling and implementing vertically timetabled mathematics lessons in Year 4 over a six-month period. A vertically timetabled approach was seen as an opportunity by the teachers concerned to provide appropriate learning experiences to three distinct cohorts of learners—exceptional students, competent students, and those who were struggling with the core work. Participants’ reflections on the project, their perceptions of children’s academic achievements and their honest self-appraisals were sourced in interviews and provide data. These data indicate that the successful implementation of vertical timetabling was facilitated by participants’ desires to lead the intervention, to work collaboratively in planning, teaching and resource sharing, and to critically reflect on their own practice as a teaching team.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Book Chapter|
|Keywords:||vertical timetabling, mathematics education, gifted students, elementary school, primary school, curriculum differentiation|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 Post Pressed|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||29 Jun 2005|
|Last Modified:||29 Feb 2012 23:08|
Repository Staff Only: item control page