This Practical Strategies section focuses on classroom strategies and practices that a group of t... more This Practical Strategies section focuses on classroom strategies and practices that a group of teachers used in their classrooms to engage ‘new’ and mobile students in learning and in literacy learning in particular. Some of the strategies relate to creating a welcoming environment for new students and establishing some initial social support to ease students through the transition into a new school. Other strategies consider the academic support that is required and the importance of teachers finding out about their students’ learning needs as quickly as possible.
Australian and International Journal of Rural Education
In the current context of extensive national and cross-cultural migration, the education of migra... more In the current context of extensive national and cross-cultural migration, the education of migrant and refugee children is an important and critical consideration. In the U.S., the education of migrant children—who move with their farm worker parents within states, across state borders and sometimes across national borders—brings challenges that relate to educational discontinuity as well as the cultural contexts and expectations of schooling. This article reports on research that investigated a family literacy program that catered for migrant families in one rural location in the United States Midwest. Through a multipronged approach, the program supported children’s early literacy development, provided adult education including English language instruction and parenting education, and offered liaison between the parents and their children’s schools. Research data were collected through interviews with migrant mothers who participated in the program. Using Gee’s (1996) n...
To cite this article: Henderson, Robyn; Woods, Annette and Hirst, Elizabeth. From the Editors of ... more To cite this article: Henderson, Robyn; Woods, Annette and Hirst, Elizabeth. From the Editors of Literacy Learning: The Middle Years [online]. Literacy Learning: The Middle Years, Vol. 17, No. 1, Feb 2009: 4. Availability: <http://search.informit.com.au/documentSummary;dn= ...
Professional Learning, Induction and Critical Reflection, 2015
This chapter presents a framework for a pedagogy of induction based on seven years of design-base... more This chapter presents a framework for a pedagogy of induction based on seven years of design-based research. It suggests a new model of collaborative, critical reflection as a tool for professional learning and induction. The framework of a pedagogy of induction promotes awareness of professional learning from the commencement of university study and continuing across a career. A pedagogy of induction privileges the development of personal and professional agency through collaborative endeavour to build workforce capacity.
Professional Learning, Induction and Critical Reflection, 2015
This chapter focuses on the theorising component of a model of critical reflection as used in con... more This chapter focuses on the theorising component of a model of critical reflection as used in constructing a pedagogy of induction. It highlights the usefulness of looking beyond immediacy to explore broader theoretical and philosophical debates in relation to teacher professional learning and induction. The chapter demonstrates how, through the process of theorising, the focus becomes one of personal and professional identity building. It also provides a means of exploring relevant educational practice, big ideas and issues that are affecting the teaching profession. The theorising references important outcomes of a pedagogy of induction. These include the building of agency, the construction of professional identities through professional learning, and the enhancement of workforce capabilities and career development learning.
Professional Learning, Induction and Critical Reflection, 2015
This chapter describes the foundational tenets of a pedagogy of induction, which was developed th... more This chapter describes the foundational tenets of a pedagogy of induction, which was developed through a design-based research approach that investigated and advanced the effectiveness of five teaching-learning projects. A model of critical refection, which was used to inform the teaching-learning projects as well as the research, enables an unpacking of the pedagogy through a researcher conversation. In doing this, the chapter provides insights into how the teaching-learning projects were established and highlights the multiple ways in which collaborative critical reflection can facilitate a rethinking of practice, a reimagining of future practice and a thinking forward to new projects and new theories.
Review(s) of: Developing writing teachers: Practical ways for teacher-writers to transform their ... more Review(s) of: Developing writing teachers: Practical ways for teacher-writers to transform their classroom practice, by Terry Locke, Publisher, Routledge, 2015.
The Australian and International Journal of Rural Education, 2017
Seasonal farm workers play an important economic role through their contributions to annual harve... more Seasonal farm workers play an important economic role through their contributions to annual harvests and the fact that they spend income in the community where they sojourn. However, research shows that farm workers and other temporary residents are often socially marginalised in rural communities and feel as though they are outsiders who do not belong. This paper reports research that focused on a primary school in a rural community in Australia, where seasonal mobile farm workers arrived for the annual harvest. Using a single case study design, the research demonstrated that the school made a deliberate attempt to welcome newly-arrived students and their families into the school community. Using a whole school strategy, the school staff aimed to meet families’ and students’ social needs, thereby building a sound foundation for the academic work of schooling. However, the data and data analysis also suggested that the school’s strategy was helping to work against the deficit discou...
This chapter investigates how schools might develop innovative pedagogical approaches for working... more This chapter investigates how schools might develop innovative pedagogical approaches for working with mobile or transient students who are often marginalized and disenfranchised within school systems. Formal education as offered by schools has been predicated on residentially-stable populations, with most schools drawing their students from nearby areas. Traditionally, it has not been unusual for students from occupationally mobile families – such as fairground and circus families and itinerant farm workers – to experience marginalization and failure in school contexts. In today's world, however, mobility has become a widespread and varied sociocultural phenomenon, with some families choosing to be mobile (e.g. those with professional aspirations) and others being forced to relocate because of social, economic, or political necessity. It is time, therefore, to reconceptualize pedagogical approaches so that schooling affords opportunities for all students to be successful, regar...
This chapter considers how rural education research might inform literacies pedagogies. It begins... more This chapter considers how rural education research might inform literacies pedagogies. It begins by describing how researchers have mapped pedagogical approaches for teaching literacies and how there are consequences for using particular pedagogies in narrow ways. It also considers how, in the current competitive context of standardised testing, some education systems have required schools to declare publicly their pedagogical framework. Such moves seem to have resulted in a proliferation of narrow pedagogical approaches that are unlikely to be effective for all students. The chapter argues that rural education research—with its detailed and nuanced understandings about rural place and space—offers evidence to help open up particular pedagogical approaches to scrutiny and to demonstrate the importance of knowledge about place in selecting pedagogies.
Professional Learning, Induction and Critical Reflection, 2015
This chapter uses two stages of a model of critical reflection to deconstruct and confront aspect... more This chapter uses two stages of a model of critical reflection to deconstruct and confront aspects of a pedagogy of induction. Drawing on longitudinal research, the analysis deconstructs notions of teacher and teaching through shared experiences and problematises the main tenets of knowledge and practice that have become normalised within the teaching profession. The human geography notion of spatial imaginaries, focusing on space and place, provides insights into how research participants deconstruct collaborative learning experiences which were designed to enable learning, build professional identity and inform new ways of preparing and supporting those belonging to, or about to join, the teaching profession.
This Practical Strategies section focuses on classroom strategies and practices that a group of t... more This Practical Strategies section focuses on classroom strategies and practices that a group of teachers used in their classrooms to engage ‘new’ and mobile students in learning and in literacy learning in particular. Some of the strategies relate to creating a welcoming environment for new students and establishing some initial social support to ease students through the transition into a new school. Other strategies consider the academic support that is required and the importance of teachers finding out about their students’ learning needs as quickly as possible.
Australian and International Journal of Rural Education
In the current context of extensive national and cross-cultural migration, the education of migra... more In the current context of extensive national and cross-cultural migration, the education of migrant and refugee children is an important and critical consideration. In the U.S., the education of migrant children—who move with their farm worker parents within states, across state borders and sometimes across national borders—brings challenges that relate to educational discontinuity as well as the cultural contexts and expectations of schooling. This article reports on research that investigated a family literacy program that catered for migrant families in one rural location in the United States Midwest. Through a multipronged approach, the program supported children’s early literacy development, provided adult education including English language instruction and parenting education, and offered liaison between the parents and their children’s schools. Research data were collected through interviews with migrant mothers who participated in the program. Using Gee’s (1996) n...
To cite this article: Henderson, Robyn; Woods, Annette and Hirst, Elizabeth. From the Editors of ... more To cite this article: Henderson, Robyn; Woods, Annette and Hirst, Elizabeth. From the Editors of Literacy Learning: The Middle Years [online]. Literacy Learning: The Middle Years, Vol. 17, No. 1, Feb 2009: 4. Availability: <http://search.informit.com.au/documentSummary;dn= ...
Professional Learning, Induction and Critical Reflection, 2015
This chapter presents a framework for a pedagogy of induction based on seven years of design-base... more This chapter presents a framework for a pedagogy of induction based on seven years of design-based research. It suggests a new model of collaborative, critical reflection as a tool for professional learning and induction. The framework of a pedagogy of induction promotes awareness of professional learning from the commencement of university study and continuing across a career. A pedagogy of induction privileges the development of personal and professional agency through collaborative endeavour to build workforce capacity.
Professional Learning, Induction and Critical Reflection, 2015
This chapter focuses on the theorising component of a model of critical reflection as used in con... more This chapter focuses on the theorising component of a model of critical reflection as used in constructing a pedagogy of induction. It highlights the usefulness of looking beyond immediacy to explore broader theoretical and philosophical debates in relation to teacher professional learning and induction. The chapter demonstrates how, through the process of theorising, the focus becomes one of personal and professional identity building. It also provides a means of exploring relevant educational practice, big ideas and issues that are affecting the teaching profession. The theorising references important outcomes of a pedagogy of induction. These include the building of agency, the construction of professional identities through professional learning, and the enhancement of workforce capabilities and career development learning.
Professional Learning, Induction and Critical Reflection, 2015
This chapter describes the foundational tenets of a pedagogy of induction, which was developed th... more This chapter describes the foundational tenets of a pedagogy of induction, which was developed through a design-based research approach that investigated and advanced the effectiveness of five teaching-learning projects. A model of critical refection, which was used to inform the teaching-learning projects as well as the research, enables an unpacking of the pedagogy through a researcher conversation. In doing this, the chapter provides insights into how the teaching-learning projects were established and highlights the multiple ways in which collaborative critical reflection can facilitate a rethinking of practice, a reimagining of future practice and a thinking forward to new projects and new theories.
Review(s) of: Developing writing teachers: Practical ways for teacher-writers to transform their ... more Review(s) of: Developing writing teachers: Practical ways for teacher-writers to transform their classroom practice, by Terry Locke, Publisher, Routledge, 2015.
The Australian and International Journal of Rural Education, 2017
Seasonal farm workers play an important economic role through their contributions to annual harve... more Seasonal farm workers play an important economic role through their contributions to annual harvests and the fact that they spend income in the community where they sojourn. However, research shows that farm workers and other temporary residents are often socially marginalised in rural communities and feel as though they are outsiders who do not belong. This paper reports research that focused on a primary school in a rural community in Australia, where seasonal mobile farm workers arrived for the annual harvest. Using a single case study design, the research demonstrated that the school made a deliberate attempt to welcome newly-arrived students and their families into the school community. Using a whole school strategy, the school staff aimed to meet families’ and students’ social needs, thereby building a sound foundation for the academic work of schooling. However, the data and data analysis also suggested that the school’s strategy was helping to work against the deficit discou...
This chapter investigates how schools might develop innovative pedagogical approaches for working... more This chapter investigates how schools might develop innovative pedagogical approaches for working with mobile or transient students who are often marginalized and disenfranchised within school systems. Formal education as offered by schools has been predicated on residentially-stable populations, with most schools drawing their students from nearby areas. Traditionally, it has not been unusual for students from occupationally mobile families – such as fairground and circus families and itinerant farm workers – to experience marginalization and failure in school contexts. In today's world, however, mobility has become a widespread and varied sociocultural phenomenon, with some families choosing to be mobile (e.g. those with professional aspirations) and others being forced to relocate because of social, economic, or political necessity. It is time, therefore, to reconceptualize pedagogical approaches so that schooling affords opportunities for all students to be successful, regar...
This chapter considers how rural education research might inform literacies pedagogies. It begins... more This chapter considers how rural education research might inform literacies pedagogies. It begins by describing how researchers have mapped pedagogical approaches for teaching literacies and how there are consequences for using particular pedagogies in narrow ways. It also considers how, in the current competitive context of standardised testing, some education systems have required schools to declare publicly their pedagogical framework. Such moves seem to have resulted in a proliferation of narrow pedagogical approaches that are unlikely to be effective for all students. The chapter argues that rural education research—with its detailed and nuanced understandings about rural place and space—offers evidence to help open up particular pedagogical approaches to scrutiny and to demonstrate the importance of knowledge about place in selecting pedagogies.
Professional Learning, Induction and Critical Reflection, 2015
This chapter uses two stages of a model of critical reflection to deconstruct and confront aspect... more This chapter uses two stages of a model of critical reflection to deconstruct and confront aspects of a pedagogy of induction. Drawing on longitudinal research, the analysis deconstructs notions of teacher and teaching through shared experiences and problematises the main tenets of knowledge and practice that have become normalised within the teaching profession. The human geography notion of spatial imaginaries, focusing on space and place, provides insights into how research participants deconstruct collaborative learning experiences which were designed to enable learning, build professional identity and inform new ways of preparing and supporting those belonging to, or about to join, the teaching profession.
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