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

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

1 Introduction

When a local public school is lost to incompetence, indifference,
or despair, it should be an occasion for mourning, for it is a loss
of a particular site of possibility. When public education itself
is threatened, as it seems to be threatened now—by cynicism
and retreat, by the cold rapture of the market, by thin meas-
ure and the loss of civic imagination—when this happens, we
need to assemble what the classroom can teach us, articulate
what we come to know, speak it loudly, hold it fast to the heart.
(Rose 1995: 4)

The research on which this book is based has confirmed what most teachers and many other people probably always knew: that apart from family background, it is good teachers who make the greatest difference to student outcomes from schooling. Individual teachers have more impact on student outcomes than do whole-school effects; and particular classroom practices are linked to high-quality student performance. Based on a large-scale research project and a broad range of the educational research literature, we describe in this book the classroom practices that make a difference. We detail and name such practices as productive pedagogies and productive assessment. Our claim is that these practices are important for all students, and that all these practices are especially important for those students from what are often described as disadvantaged backgrounds. The good news from our

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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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