By Richard Bates (auth.), Richard Tinning, Richard Tinning, Karen Sirna (eds.)
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Extra resources for Education, Social Justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora
It was an experience to be treasured. REFERENCES Angus, L. (1986a). Schooling, the school effectiveness movement and educational reform. Geelong, Vic: Deakin University Press. Angus, L. (1986b). Class, culture and curriculum: A study of continuity and change in a Catholic school. Geelong, Vic: Deakin University Press. Angus, L. (1988). Continuity and change in Catholic Schooling. London: Falmer Press. Angus, L. (1989). ‘New’ leadership and the possibility of educational reform. In J. ), Critical perspectives on educational leadership (pp.
In R. ), Organisational evaluation in schools (Vol. 1, pp. 47–59). Geelong, Vic: Deakin University Press. Popkewitz, T. (1983). Change and stability in schooling. Geelong, Vic: Deakin University Press. Prunty, J. (1984). A critical reformulation of educational policy analysis. Geelong, Vic: Deakin University Press. , & Parrott, J. (1982). Crisis in society and educational administration. In L. ), Tradition and turmoil in educational administration (pp. 14–58). Geelong. Deakin University Press. Rizvi, F.
The unit was a great experience. There were teachers who worked in the unit who were much better mathematicians than I. There were teachers who struggled with the simplest of the mathematics. But we were able to collaborate and share ideas and ways of tackling some of the trickier elements. Apart from having them do some mathematics and reflect upon their learning, what mattered to me was the way I worked with them. I was less of an expert and more like someone trying to orchestrate individual achievements that could be shared and from which a modest amount of peer teaching could take place.