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ERIC Number: EJ776211
Record Type: Journal
Publication Date: 2007-Aug
Pages: 21
Abstractor: Author
ISSN: ISSN-0311-6999
Troubling Teacher Talk: The Challenge of Changing Classroom Discourse Patterns
Culican, Sarah Jane
Australian Educational Researcher, v34 n2 p7-27 Aug 2007
The middle years are a crucial stage of schooling where the range in student achievement widens and progress for some students slows significantly (Cairney, Buchanan, Sproats & Lowe 1998, Hill & Russell 1999). Despite moves towards middle school reform and improved literacy standards, there remains a gap in literacy provision for young adolescent learners, particularly those defined as "educationally disadvantaged" or "at risk" (DEETYA 1998, Masters & Forster 1997). Many literacy intervention programs offered to underachieving adolescents fail to articulate to mainstream curriculum and assessment practices, or to scaffold students adequately in meeting the literacy demands of an increasingly abstract and specialised curriculum (Christie 1990, Unsworth 2001). These often lead to a differentiated and limited curriculum which may compound educational disadvantage and maintain stratified outcomes. This article investigates a mainstream and intervention literacy pedagogy designed to improve the outcomes of disadvantaged learners while at the same time accelerating the progress of all students in the middle years. (Contains 7 figures.)
Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia