The nature of teacher's qualitative judgements: A matter of context and salience. Part two: 'Out-of-context' judgements.
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Author(s)
Castleton, Geraldine
Wyatt-Smith, Claire
Cooksey, Ray
Freebody, Peter
Year published
2003
Metadata
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This second paper also takes up the issues of how teachers make judgements of primary students' writing. Once again, the authors examine the evidence base used by two teachers in their judgements, using qualitative techniques for mapping the inter-relationships among the indexes that teachers rely on to formulate judgements. Of special interest in this paper is how the teachers enacted judgements of student writing in the absence of knowledge about the institutional and pedagogical settings in which the writing had been produced, and also without knowledge of the student writer. The authors recommend that readers consider ...
View more >This second paper also takes up the issues of how teachers make judgements of primary students' writing. Once again, the authors examine the evidence base used by two teachers in their judgements, using qualitative techniques for mapping the inter-relationships among the indexes that teachers rely on to formulate judgements. Of special interest in this paper is how the teachers enacted judgements of student writing in the absence of knowledge about the institutional and pedagogical settings in which the writing had been produced, and also without knowledge of the student writer. The authors recommend that readers consider the discussion and findings offered in this paper in conjunction with paper one which proceeds it.
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View more >This second paper also takes up the issues of how teachers make judgements of primary students' writing. Once again, the authors examine the evidence base used by two teachers in their judgements, using qualitative techniques for mapping the inter-relationships among the indexes that teachers rely on to formulate judgements. Of special interest in this paper is how the teachers enacted judgements of student writing in the absence of knowledge about the institutional and pedagogical settings in which the writing had been produced, and also without knowledge of the student writer. The authors recommend that readers consider the discussion and findings offered in this paper in conjunction with paper one which proceeds it.
View less >
Journal Title
Australian Journal of Language and Literacy
Volume
26
Issue
2
Copyright Statement
© 2003 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link to access the publisher's website.
Subject
Education Systems
Curriculum and Pedagogy
Specialist Studies in Education