Social justice dispositions informing teachers' pedagogy in advantaged and disadvantaged secondary schools. This project studies the different perspectives that teachers have towards social justice and how these differently influence their teaching in advantaged and disadvantaged secondary schools. It will produce new concepts and methods for researching educational inequalities and to better enable teachers to act in more socially just ways.
Learning to write: A socio-material analysis of text production. Contemporary literacy classrooms are places of intense curriculum and technological change. This project will investigate how young children are learning to write as they participate in producing both print and digital texts with a range of tools and technologies. Innovative approaches to teaching writing in early childhood classrooms in four schools situated in low socio-economic communities across two states will be collaborative ....Learning to write: A socio-material analysis of text production. Contemporary literacy classrooms are places of intense curriculum and technological change. This project will investigate how young children are learning to write as they participate in producing both print and digital texts with a range of tools and technologies. Innovative approaches to teaching writing in early childhood classrooms in four schools situated in low socio-economic communities across two states will be collaboratively designed with teachers. The documentation of these classroom design experiments aims to form the basis of innovative practice for other teachers. Employing a socio-material analysis aims to illuminate the affordances of new ways of understanding learning to write in action, in contemporary early childhood classrooms.Read moreRead less
Exceptional teachers for disadvantaged schools: A longitudinal study of graduates at work in low socio-economic status schools. Recruiting and retaining quality teachers for disadvantaged schools is a persistent problem of international significance. Building on a successful partnership with Queensland Department of Education, Training and Employment, this project aims to investigate how graduates from a unique teacher education program - designed to prepare quality teachers for schools situated ....Exceptional teachers for disadvantaged schools: A longitudinal study of graduates at work in low socio-economic status schools. Recruiting and retaining quality teachers for disadvantaged schools is a persistent problem of international significance. Building on a successful partnership with Queensland Department of Education, Training and Employment, this project aims to investigate how graduates from a unique teacher education program - designed to prepare quality teachers for schools situated in low socio-economic communities - perceive, recognise and enact ‘quality’ in their practice. The project merges theory on disadvantage with school-based practice and evidence of impact to develop theorisations of how early career teachers understand and enact quality teaching. The findings have implications for policy and practice in teacher education and capacity building.Read moreRead less
Constructing a rich curriculum for all: ‘Insights into practice’ . Not all students in Australia have access to the same high quality curriculum. The curriculum is often differentiated in ways designed to make outcomes achievable for marginalised young people. While this is often well meant, it has worked against the interests of these young people by denying them from a young age the same levels of access to curriculum options as their peers. This narrows the range of their future opportunities ....Constructing a rich curriculum for all: ‘Insights into practice’ . Not all students in Australia have access to the same high quality curriculum. The curriculum is often differentiated in ways designed to make outcomes achievable for marginalised young people. While this is often well meant, it has worked against the interests of these young people by denying them from a young age the same levels of access to curriculum options as their peers. This narrows the range of their future opportunities. This project aims to provide the foundations for strategies that can be implemented by teachers, schools and systems to address this problem. This projects works closely with teachers to determine a framework that can encourage pedagogical approaches that make a rich curriculum accessible to all. Read moreRead less