Turn-around pedagogies: improving the education of at-risk students
Kamler, Barbara & Comber, Barbara (2005) Turn-around pedagogies: improving the education of at-risk students. Improving Schools, 8(2), pp. 121-131.
Internationally, normative discourses about literacy standards have rapidly proliferated, and spaces for teachers to engage in serious intellectual inquiry seem to be shutting down. Our concern about the impact of these forces on teachers led us to design a cross-generational teacher research project across two states of Australia to tackle some of the toughest challenges teachers face in their workplaces, including the issue of unequal outcomes in literacy achievement. In this article we report on how the project design sustained an intellectual community of inquiry and fostered ‘turn-around pedagogies'. We include excerpts from recent teacher writing (Comber and Kamler, 2005) to illustrate how teachers used technology and popular culture to reengage their most at-risk students. We argue that crossgenerational models of practitioner inquiry hold great promise for improving the learning engagement of students, the productivity of schools and the professional renewal of the teacher workforce.
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|Item Type:||Journal Article|
|Keywords:||at-risk students, cross-generational, curriculum/pedagogic design, literacy, practitioner inquiry, teacher research, turn-around pedagogies|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||17 Nov 2010 04:21|
|Last Modified:||29 Feb 2012 14:22|
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