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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.

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Abstract

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.

Impact and interest:

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ID Code: 38592
Item Type: Journal Article
Keywords: at-risk students, cross-generational, curriculum/pedagogic design, literacy, practitioner inquiry, teacher research, turn-around pedagogies
DOI: 10.1177/1365480205057702
ISSN: 1365-4802
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 14:21
Last Modified: 01 Mar 2012 00:22

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