Pedagogy in diverse secondary school classes: Legacies for higher education
Dooley, Karen T. (2004) Pedagogy in diverse secondary school classes: Legacies for higher education. Higher Education, 48(2), pp. 251-252.
As university teachers we find ourselves grappling with the increasingly diverse legacies of students’ prior pedagogic experiences – some of which seem to work against the quality intellectual outcomes now demanded from higher education. In this context, this paper reports a descriptive study of pedagogy created for Chinese students in a mainstream Australian secondary school with a high level of tertiary entry. An influential literature on student learning in higher education has pointed to the constraining effects of bothWestern and Chinese secondary schooling on university students’ learning. In the case of Chinese students who enter Western universities from Western secondary schools, the picture is complicated by research indicating that students of English as a Second Language (ESL) receive even more constraining forms of pedagogy than their native-English-speaking peers. A framework of Bernsteinian sociological concepts and discourse analytic concepts was employed in the study reported here to explore this possibility. Implications are drawn for managing the transition of ESL students to university contexts, and for reflecting on our own responses to linguistic and cultural diversity in the tutorial room.
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:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 Springer|
|Copyright Statement:||The original publication is available at SpringerLink http://www.springerlink.com|
|Deposited On:||07 Apr 2005|
|Last Modified:||27 Oct 2014 14:55|
Repository Staff Only: item control page