Making learning an effect of schooling: aligning curriculum, assessment and pedagogy

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dc.contributor.author Hayes, D. N en_US
dc.date.accessioned 2009-08-20T13:02:07Z
dc.date.available 2009-08-20T13:02:07Z
dc.date.issued 2003 en_US
dc.identifier 2003002152 en_US
dc.identifier.citation Hayes, D. 2003 'Making learning an effect of schooling: aligning curriculum, assessment and pedagogy', Discourse: studies in the cultural politics of education, vol. 24, no. 2, pp. 223-243. en_US
dc.identifier.issn 0159-6306 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/1067
dc.description.abstract Schooling interfaces are not very permeable. Despite sustained efforts by many on either side, they remain barriers that are crossed with difficulty. As a result, educators working within schools may feel isolated while those on the outside may feel at a loss how to intervene. This paper attempts to work at this interface and to speak to educators, policy makers and academics who are differently positioned on either side of it. The paper attempts to provide an account of schooling that makes learning one of its effects and that makes a difference for students from low-income families. This account of schooling is underpinned by a commitment to aligning curriculum, assessment and pedagogy and developing a common language and understanding of these message systems of schooling. Findings from the large-scale Queensland School Reform Longitudinal Study and descriptions of teachers’ work are integral to this discussion that addresses the enduring concern for social justice in schools. en_US
dc.publisher Carfax Publishing en_US
dc.relation.isbasedon http://dx.doi.org/10.1080/01596300303039 en_US
dc.title Making learning an effect of schooling: aligning curriculum, assessment and pedagogy en_US
dc.parent Discourse: studies in the cultural politics of education en_US
dc.journal.volume 24 en_US
dc.journal.number 2 en_US
dc.publocation Oxfordshire, England en_US
dc.identifier.startpage 223 en_US
dc.identifier.endpage 243 en_US
dc.cauo.name Education en_US


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