Show simple item record

dc.contributor.convenorRob Cavanagh
dc.contributor.authorBrown, Raymond
dc.contributor.authorRenshaw, P.
dc.contributor.editorPeter L. Jeffery
dc.date.accessioned2017-05-03T14:12:37Z
dc.date.available2017-05-03T14:12:37Z
dc.date.issued2008
dc.date.modified2013-05-28T23:47:30Z
dc.identifier.refurihttp://www.aare.edu.au/07pap/bro07360.pdf
dc.identifier.urihttp://hdl.handle.net/10072/22279
dc.description.abstractTeaching is often viewed as an adult activity focused on promoting student learning through controlling and directing student attention and behaviour within well defined institutional constraints. Collective Argumentation challenges this view by situating teaching within a sociocultural process of promoting student learning through participation in the ways of knowing and doing adopted by localised learning communities. To capture this dynamic process, we tracked across a four-year time frame a group of three teachers in one school who were part of a "design experiment" on Collective Argumentation. We focus here on how categories within their 'talk' about teaching changed as their own pedagogy changed to include the practices of Collective Argumentation. This paper focuses particularly on one teacher whose account of his practices exemplifies the shift characteristic of all three teachers who took up the practices of Collective Argumentation. They adopted a new pedagogical framework that was not focused on controlling and directing student behaviour, but rather on engendering shared practices and enabling students to participate actively as members of a particular classroom community.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent58243 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association for Research in Education
dc.publisher.placewww.aare.edu.au
dc.publisher.urihttps://www.aare.edu.au/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAARE 2007 International Education Research Conference
dc.relation.ispartofconferencetitleAARE 2007 International Educational Research Conference Papers
dc.relation.ispartofdatefrom2007-11-25
dc.relation.ispartofdateto2007-11-29
dc.relation.ispartoflocationThe University of Notre Dame Australia
dc.rights.retentionN
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleTransforming teachers' construction of student diversity through collective argumentation.
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2008. For information about this conference please refer to the publisher’s website or contact the authors.
gro.date.issued2008
gro.hasfulltextFull Text
gro.griffith.authorBrown, Raymond A.


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record