NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828369
Record Type: Journal
Publication Date: 2007-May
Pages: 11
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1360-3116
Supporting Student Success at School through Teacher Professional Learning: The Pedagogy of Disrupting the Default Modes of Schooling
Johnston, Ken; Hayes, Debra
International Journal of Inclusive Education, v11 n3 p371-381 May 2007
Social justice matters in education and it matters most when students struggle to complete and succeed at school. The central role of teachers' pedagogical practice in this process is well established, but what is less clear is how to support the kind of professional learning that contributes to students' success at school--the pedagogy of disrupting the default modes of schooling. This paper describes some existing structures in four schools working under challenging circumstances and how these structures function in ways to support different kinds of learning. Initiating and sustaining change requires fundamental disruptions to these modes of operation. In order for teachers to do new things, they need to be able to learn new things, but the difficulty is ensuring that teachers learn the kinds of practices and develop the kinds of beliefs that support students' success at school. We draw insights from our research into how this may be understood and achieved, and relate our findings to attempts to bridge the gap between the literature on learning organization and that of organizational learning. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia