Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance

By Debra Hayes; Martin Mills et al. | Go to book overview

Preface

One of the largest classroom-based research projects undertaken in Australia was funded by Education Queensland for an amount of $A1.3 million. The study commenced in 1997 and concluded with the completion of its final report in 2001, the Queensland School Reform Longitudinal Study (QSRLS, 2001). This research is credited with the creation of the concept of productive pedagogies, which has become widely used nationally as a framework for describing classroom practice. We therefore refer to the study throughout this book as the Productive Pedagogies Research.

The members of the core research team who conducted this study were: Bob Lingard and James Ladwig (Co-directors); Martin Mills (Manager); Pam Christie, Debra Hayes and Allan Luke (Researchers); David Chant and Mark Bahr (Statistical Advisers); Merle Warry (Senior Research Assistant); Jo Ailwood and Ros Capeness (Field Researchers); and Jenny Gore (Consultant).

The lengthy and detailed process of coding student work samples and assessment tasks collected during the study was undertaken by two sets of teachers working in different cities. We are grateful to the Brisbane coders, Francine Barker, Carolynn Lingard, Glenda MacGregor and Noela Stark; and the Sydney coders, Susan French, Chris Greef, Anne Larkin,

-xiii-

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Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance
Table of contents

Table of contents

  • Title Page i
  • Table of Contents iii
  • Foreword v
  • Preface xiii
  • Acknowledgments xv
  • 1 Introduction 1
  • 2 Productive Pedagogies 32
  • 3 Productive Assessment 82
  • 4 Productive Performance 127
  • 5 Schools Can Make a Difference 170
  • Bibliography 212
  • Appendix 231
  • Index 233
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