Differentiated Learning: From Policy to Classroom

Autor/inn/en	Mills, Martin; Monk, Sue; Keddie, Amanda; Renshaw, Peter; Christie, Pam; Geelan, David; Gowlett, Christina
Titel	Differentiated Learning: From Policy to Classroom
Quelle	In: Oxford Review of Education, 40 (2014) 3, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2014.911725
Schlagwörter	Individualized Instruction; Educational Policy; Classroom Techniques; Audits (Verification); Public Schools; Praxis; Theory Practice Relationship; Secondary Schools; Case Studies; Interviews; School Visitation; Classroom Observation Techniques; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Employee Attitudes; Program Implementation; Educational Practices; Familiarity; Teaching Methods; Foreign Countries; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Politics of education; Bildungspolitik; Klassenführung; Public school; Öffentliche Schule; Theorie-Praxis-Beziehung; Sekundarschule; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Arbeitnehmerinteresse; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	This paper explores the impact of a Teaching and Learning Audit of all government schools in Queensland, Australia. This audit has a concern with the extent to which schools "differentiate classroom learning". We note that in England, since September 2012, one of the standards that teachers have been expected to demonstrate is an ability to "differentiate appropriately", and thus the lessons of how this particular audit was implemented in Queensland have relevance outside of Australia. The paper draws on data collected from Red Point High School, one of the State's 1257 schools and education centres audited in 2010. We suggest that this requirement to differentiate classroom learning was implemented without appropriate clarity or support, and that it increased teacher surveillance in this school. However, we also argue that some spaces were opened up by this audit, and its concern with differentiation, to articulate a social justice agenda within the school. We conclude that differentiation is a complex concept which is not easy to shift from a policy to a classroom context, and requires more careful explication at policy level and more support for teachers to enact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10