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Schooling In Disadvantaged Communities

Author: Carmen Mills
Publisher: Springer Science & Business Media
ISBN: 9789048133444
Size: 49.45 MB
Format: PDF
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Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to ‘play the game’ of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.

Learning To Teach In The Secondary School

Author: Noelene Weatherby-Fell
Publisher: Cambridge University Press
ISBN: 1107461804
Size: 30.59 MB
Format: PDF, Mobi
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Drawing on the wide-ranging expertise of its contributors, this text empowers pre-service teachers to become effective and reflective practitioners.

My School

Author: Lesley Scanlon
Publisher: Routledge
ISBN: 1134590687
Size: 52.91 MB
Format: PDF, Docs
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Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ‘education revolution’ in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ‘My School’ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ‘good teacher’, the involvement of parents in school and the ‘digital revolution’. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ‘education revolution’ on the Principal, parents, teachers and students. It comprehensively challenges the official ‘My School’ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.

A Companion To Research In Teacher Education

Author: Michael A. Peters
Publisher: Springer
ISBN: 9811040753
Size: 32.17 MB
Format: PDF, ePub
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This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.