The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools

Journal article

Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela. (2017). The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42(4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3
AuthorsScholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela
Abstract

Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the differences between student academic performances related to socio-economic family circumstances. This article examines the different discourses of ‘quality’ in relation to the preparation of pre-service teachers to work in high poverty schools such as graduates of the National Exceptional Teaching for Disadvantaged Schools pre-service teacher education program. Key tenets of ‘quality teacher’ and ‘quality teaching’ solutions are summarized along with their critiques. An alternative approach starting from a position of social justice is considered. This approach situates the work of teaching within high poverty school communities and considers what pre-service teachers need to understand and learn to do with respect to context.

KeywordsTeacher Evaluation; Teacher Labor Markets; Teacher Training
Year2017
JournalAustralian Journal of Teacher Education
Journal citation42 (4.3), pp. 19 - 43
PublisherSocial Science Press
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2017v42n4.3
Scopus EID2-s2.0-85018716374
Web address (URL)https://ro.ecu.edu.au/ajte/vol42/iss4/3/
Open accessPublished as non-open access
Research or scholarlyResearch
Page range19 - 43
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Output statusPublished
Publication dates
Online13 Apr 2017
Additional information

© Copyright 2017 Edith Cowan University.

Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/880q0/the-politics-of-quality-teacher-discourses-implications-for-pre-service-teachers-in-high-poverty-schools

Log in to edit

Restricted files

Publisher's version

  • 147
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
McPherson, Amy Kathleen, Lampert, J. and Burnett, Bruce Munro. (2024). A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere. Asia-Pacific Journal of Teacher Education. 52(3), pp. 332-349. https://doi.org/10.1080/1359866X.2024.2323936
Still standing : an ecological perspective on teachers remaining in hard-to-staff schools
Lampert, J., McPherson, Amy Kathleen and Burnett, Bruce Munro. (2024). Still standing : an ecological perspective on teachers remaining in hard-to-staff schools. Teachers and Teaching: Theory and Practice. 30(1), pp. 116-130. https://doi.org/10.1080/13540602.2023.2294791
Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations
Cremin, Teresa and Scholes, Laura. (2024). Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations. Language and Education. 38(4), pp. 537-559. https://doi.org/10.1080/09500782.2024.2324948
Coding and computational thinking across the curriculum : A review of educational outcomes
Mills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke. (2024). Coding and computational thinking across the curriculum : A review of educational outcomes. Review of Educational Research. pp. 1-38. https://doi.org/10.3102/00346543241241327
Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet
Scholes, Laura, McDonald, Sarah, Stahl, Garth and Comber, Barbara. (2023). Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet. British Educational Research Journal. pp. 1-20. https://doi.org/10.1002/berj.3909
What do secondary teachers think about digital games for learning : Stupid fixation or the future of education?
Gutierrez, Amanda, Mills, Kathy, Scholes, Laura, Rowe, Luke and Pink, Elizabeth. (2023). What do secondary teachers think about digital games for learning : Stupid fixation or the future of education? Teaching and Teacher Education. 133, p. Article 104278. https://doi.org/10.1016/j.tate.2023.104278
Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece and Comber, Barbara. (2023). Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education. 38(3), pp. 328-356. https://doi.org/10.1080/02671522.2021.1964097
Literacy for digital futures : Mind, body, text
Mills, Kathy A., Unsworth, Len and Scholes, Laura. (2023). Literacy for digital futures : Mind, body, text Routledge. https://doi.org/10.4324/9781003137368
Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood
Walker, Sue, Brownlee, Jo Lunn, Scholes, Laura and Harris, Clare. (2022). Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood. Australasian Journal of Early Childhood. pp. 135-147. https://doi.org/10.1177/18369391221089381
Conceptualising early career teachers’ agency and accounts of social action in disadvantaged schools
Kettle, Margaret, Burnett, Bruce, Lampert, Jo, Comber, Barbara and Barnes, Naomi. (2022). Conceptualising early career teachers’ agency and accounts of social action in disadvantaged schools. Australian Journal of Teacher Education. 47(8), pp. 1-17. https://doi.org/10.14221/ajte.2022v47n8.1
Scoping review of conceptions of literacy in middle school science
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece, Lunn-Brownlee, Jo and Comber, Barbara. (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education. pp. 1-21. https://doi.org/10.1080/02671522.2022.2105388
Video gaming and digital competence among elementary school students
Scholes, Laura, Rowe, Luke, Mills, Kathy A., Gutierrez, Amanda and Pink, Elizabeth. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology. pp. 1-16. https://doi.org/10.1080/17439884.2022.2156537
Virtual reality and embodiment in multimodal meaning making
Mills, Kathy A., Scholes, Laura and Brown, A.. (2022). Virtual reality and embodiment in multimodal meaning making. Written Communication. 39(3), pp. 335-369. https://doi.org/10.1177/07410883221083517
Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications
Scholes, Laura and McDonald, Sarah. (2022). Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications. British Educational Research Journal. 48(2), pp. 292-310. https://doi.org/10.1002/berj.3767
Boy's gaming identities and opportunities for learning
Scholes, Laura, Mills, Kathy A. and Wallace, Elizabeth. (2022). Boy's gaming identities and opportunities for learning. Learning, Media and Technology. 47(2), pp. 163-178. https://doi.org/10.1080/17439884.2021.1936017
Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Scholes, Laura, Wallace, Elizabeth, Walker, Sue, Lunn Brownlee, Jo and Lawson, Veronica. (2022). Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school. British Educational Research Journal. 48(2), pp. 272-291. https://doi.org/10.1002/berj.3766
The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden
Scholes, Laura and Asplund, Stig-Börje. (2021). The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden. British Journal of Sociology of Education. 42(8), pp. 1192-1209. https://doi.org/10.1080/01425692.2021.1990016
How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations?
Mills, Reece, Scholes, Laura, Stahl, Garth, McDonald, Sarah, Comber, Barbara and Lunn Brownlee, Jo. (2021). How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations? International Journal of Science Education. 43(14), pp. 2333-2350. https://doi.org/10.1080/09500693.2021.1961326
Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities
Scholes, Laura. (2021). Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities. International Journal of Inclusive Education. pp. 1-16. https://doi.org/10.1080/13603116.2021.1941319
'We don't read in science' : Student perceptions of literacy and learning science in middle school
Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn. (2021). 'We don't read in science' : Student perceptions of literacy and learning science in middle school. Cambridge Journal of Education. 51(4), pp. 451-466. https://doi.org/10.1080/0305764X.2020.1860192
Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction
Scholes, Laura, Spina, Nerida and Comber, Barbara. (2021). Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction. British Educational Research Journal. 47(1), pp. 163-180. https://doi.org/10.1002/berj.3685
Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school
Mascadri, Julia, Lunn Brownlee, Joanne, Johansson, Eva, Scholes, Laura, Walker, Sue and Berthelsen, Donna. (2021). Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school. International Journal of Educational Research. 107, p. 101747. https://doi.org/10.1016/j.ijer.2021.101747
Middle school students' science epistemic beliefs : Implications for measurement
Lunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece. (2021). Middle school students' science epistemic beliefs : Implications for measurement. International Journal of Educational Research. 105, p. 101719. https://doi.org/10.1016/j.ijer.2020.101719
The development of children's epistemic beliefs across the early years of elementary school
Walker, Sue, Lunn-Brownlee, Jo, Scholes, Laura and Johansson, Eva. (2020). The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology. 90(2), pp. 266-281. https://doi.org/10.1111/bjep.12280
Poverty and schooling : Three cases from Australia, the United States, and Spain
Lampert, Jo, Ball, Arnetha, Garcia-Carrion, Rocio and Burnett, Bruce. (2020). Poverty and schooling : Three cases from Australia, the United States, and Spain. Asia-Pacific Journal of Teacher Education. 48(1), pp. 60-78. https://doi.org/10.1080/1359866X.2019.1602863
Recognition of boys as readers through a social justice lense
Scholes, Laura. (2020). Recognition of boys as readers through a social justice lense. British Journal of Sociology of Education. 41(7), pp. 975-991. https://doi.org/10.1080/01425692.2020.1802227
A serious-game for child sexual abuse prevention: An evaluation of orbit
Jones, Christian, Scholes, Laura, Rolfe, Ben and Stieler-Hunt, Colleen. (2020). A serious-game for child sexual abuse prevention: An evaluation of orbit. Child Abuse and Neglect. 107(September 2020), pp. 1 - 13. https://doi.org/10.1016/j.chiabu.2020.104569
The Australian national exceptional teaching for disadvantaged schools programme : A reflection on its first 8 years
Burnett, Bruce and Lampert, Jo. (2019). The Australian national exceptional teaching for disadvantaged schools programme : A reflection on its first 8 years. Journal of Education for Teaching. 45(1), pp. 31-46. https://doi.org/10.1080/02607476.2019.1550604
Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work
Scholes, Laura. (2019). Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work. Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1601633
Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships
Stahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo. (2019). Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships. Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2019.1684351
Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading
Scholes, Laura. (2019). Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education. 31(3), pp. 344 - 361. https://doi.org/10.1080/09540253.2018.1533921
Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong
Brownlee, Joanne Lunn, Walker, Susan, Wallace, Elizabeth, Johansson, Eva and Scholes, Laura. (2019). Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong. The Australian Educational Researcher. 46, pp. 863 - 878. https://doi.org/10.1007/s13384-019-00306-6
Differences in attitudes towards reading and other school-related activities among boys and girls
Scholes, Laura. (2019). Differences in attitudes towards reading and other school-related activities among boys and girls. Journal of Research in Reading. 42(3-4), pp. 485 - 503. https://doi.org/10.1111/1467-9817.12279
Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition
Brownlee, Jo Lunn, Walker, Sue, Scholes, Laura and Johansson, Eva. (2019). Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition. European Early Childhood Education Research Journal. 27(5), pp. 616-629. https://doi.org/10.1080/1350293X.2019.1651958
Quality teaching discourses : A contested terrain
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2018). Quality teaching discourses : A contested terrain. In In Gannon, Susanne, Hattam, Robert and Sawyer, Wayne (Ed.). Resisting educational inequality : Reframing policy and practice in schools serving vulnerable communities pp. 150-158 Routledge. https://doi.org/10.4324/9781315109268-14
Destabilising privilege : Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools
Burnett, Bruce Munro and Lampert, Jo. (2018). Destabilising privilege : Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools. In Understanding sociological theory for educational practices pp. 85-101 Cambridge University Press. https://doi.org/10.1017/9781108378482.007
Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue
Brownlee, Jo Lunn, Walker, Sue, Johansson, Eva, Scholes, Laura and Ryan, Mary. (2018). Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue. In In E. Johansson, A. Emilson and A.-M. Puroila (Ed.). Values education in early childhood settings: Concepts, approaches and practices pp. 69 - 87 Springer Nature. https://doi.org/10.1007/978-3-319-75559-5_5
Boys, masculinities and reading: Gender identity and literacy as social practice
Scholes, Laura. (2018). Boys, masculinities and reading: Gender identity and literacy as social practice Routledge. https://doi.org/10.4324/9781315413730
Books are boring! Books are fun! Boys' polarized perspectives on reading
Scholes, Laura. (2017). Books are boring! Books are fun! Boys' polarized perspectives on reading. Boyhood Studies. 10(2), pp. 77 - 98. https://doi.org/10.3167/bhs.2017.100205
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
Scholes, Laura, Brownlee, Joanna, Walker, Sue and Johansson, Eva. (2017). Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school. International Journal of Inclusive Education. 21(10), pp. 991 - 1010. https://doi.org/10.1080/13603116.2017.1325075
Teaching for active citizenship: Moral values and personal epistemology in early years classrooms
Lunn Brownlee, Joanne, Johansson, Eva, Walker, Susan and Scholes, Laura. (2017). Teaching for active citizenship: Moral values and personal epistemology in early years classrooms Routledge.
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
Scholes, Laura, Brownlee, Joanna, Walker, Sue, Johansson, Eva, Lawson, Veronica and Mascadri, Julia. (2017). Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning. International Journal of Inclusive Education. 21(5), pp. 507 - 520. https://doi.org/10.1080/13603116.2016.1223181
Ict in adolescence: using technology to re-engage vulnerable students
Armitage, Chrystal, Mollenhauer, Naomi, Burnett, Bruce and Lampert, Jo. (2017). Ict in adolescence: using technology to re-engage vulnerable students. In In B. Saggers (Ed.). Developing Positive Classroom Environments: Strategies for nurturing adolescent learning pp. 308 - 319 Allen & Unwin.
Forward to special issue: Teacher education for high poverty schools
Lampert, Jo and Burnett, Bruce. (2017). Forward to special issue: Teacher education for high poverty schools. Australian Journal of Teacher Education. 42(4), pp. 1 - 7. https://doi.org/10.14221/ajte.2017v42n4.1
'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2017). 'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents. Critical Studies in Education. 61(2), pp. 149-165. https://doi.org/10.1080/17508487.2017.1385500
Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability
Burnett, Bruce and Lampert, Joanne. (2016). Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability. 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., United States of Amreica 08 - 12 Apr 2016 American Educational Research Association. pp. 1-8
Introduction
Lampert, Jo and Burnett, Bruce. (2016). Introduction. In In J.o Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 1 - 8 Springer. https://doi.org/10.1007/978-3-319-22059-8_1
Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea
Scholes, Laura, Brownlee, Joanne Lunn, Davis, Julie and Ann, Farrell. (2016). Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea. In In Farrell, A. (Ed.). Diversity in the early years: Intercultural learning and teaching pp. 76 - 101 Oxford University Press.
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Brownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva. (2016). Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship. Teaching and Teacher Education. 59, pp. 261 - 273. https://doi.org/10.1016/j.tate.2016.06.009
Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program
Burnett, Bruce and Lampert, Jo. (2016). Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. In In J. Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 73 - 94 Springer. https://doi.org/10.1007/978-3-319-22059-8
'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession
Lampert, Jo, Lampert, Jo, Burnett, Bruce and Lebhers, Stevie. (2016). 'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession. Teaching and Teacher Education. 58, pp. 35 - 42. https://doi.org/10.1016/j.tate.2016.04.006
Re-thinking teacher quality in high-poverty schools in Australia
Burnett, Bruce and Lampert, Jo. (2015). Re-thinking teacher quality in high-poverty schools in Australia. In In G. W. Noblit and W. T. Pink (Ed.). Education, Equity, Economy: Crafting a New Intersection pp. 51 - 72 Springer. https://doi.org/10.1007/978-3-319-21644-7
Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools
Lampert, Jo and Burnett, Bruce. (2015). Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools. In In T. Ferfolja, C.J. Díaz and J. Ullman (Ed.). Understanding Sociological Theory for Educational Practices pp. 76 - 89 Cambridge University Press.
Clandestine Readers: Boys and girls going ‘undercover’ in school spaces
Scholes, Laura. (2015). Clandestine Readers: Boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education. 36(3), pp. 359 - 374. https://doi.org/10.1080/01425692.2013.826899
Teacher education for high poverty schools : The National Exceptional Teachers for Disadvantaged Schools program
Burnett, Bruce and Lampert, Jo. (2014). Teacher education for high poverty schools : The National Exceptional Teachers for Disadvantaged Schools program. AARE-NZARE 2014 : Speaking Back through Research. Queensland University of Technology, Brisbane, Queensland, Australia 30 Nov - 04 Dec 2014 pp. 1-13
Teacher education for high-poverty schools: keeping the bar high
Lampert, Jo and Burnett, Bruce. (2014). Teacher education for high-poverty schools: keeping the bar high. In In S. Gannon and W. Sawer (Ed.). Contemporary Issues of Equity in Education pp. 115 - 129 Cambridge Scholars Publishing.
Gaming well: Links between videogames and flourishing mental health
Jones, Christian M., Scholes, Laura, Johnson, Daniel, Katsikitis, Mary and Carras, Michelle C.. (2014). Gaming well: Links between videogames and flourishing mental health. Frontiers in Psychology. 5, pp. 1 - 8. https://doi.org/10.3389/fpsyg.2014.00260
Boys and CSA prevention: Issues surrounding gender and approaches for prevention
Scholes, Laura, Jones, Christian and Nagel, Michael. (2014). Boys and CSA prevention: Issues surrounding gender and approaches for prevention. Australian Journal of Teacher Education. 39(11), pp. 1 - 15. https://doi.org/10.14221/ajte.2014v39n11.1
Serious games for learning: Games-based child sexual abuse prevention in schools
Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen and Rolfe, Ben. (2014). Serious games for learning: Games-based child sexual abuse prevention in schools. International Journal of Inclusive Education. 18(9), pp. 934 - 956. https://doi.org/10.1080/13603116.2013.860195
Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'
Lampert, Jo, Burnett, Bruce, Martin, Rebecca and McCrea, Lisa. (2014). Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'. Australasian Journal of Early Childhood. 39(1), pp. 82 - 88.
Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program
Burnett, Bruce, Lampert, Jo, Patton, Wendy A. and Comber, Barbara. (2014). Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program. American Educational Research Association. American Educational Research Association. pp. 1-5
I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia
Burnett, Bruce, Lampert, Jo and Crilly, Karen. (2013). I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia. International Education Journal: Comparative Perspectives. 12(1), pp. 161 - 179.
Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education
Burnett, Bruce and Lampert, Jo. (2013). Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education. American Educational Research Association Annual Meeting. United States of America: American Educational Research Association. pp. 1 - 5
Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs
Lampert, Jo, Burnett, Bruce, Patton, Wendy A., Lee Hong, Anita and Anderson, Joel. (2013). Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues. 16(4), pp. 27-42.
Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study
Kuyken, W, Weare, K, Ukoumunne, Obioha, Vicary, R, Motton, N, Burnett, R, Cullen, C, Hennelly, S and Huppert, Felicia. (2013). Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study. British Journal of Psychiatry. https://doi.org/10.1192/bjp.bp.113.126649
Reflections from early career graduates of the exceptional teachers for disadvantaged schools project
Lampert, Jo, Burnett, Bruce and Comber, Barbara. (2013). Reflections from early career graduates of the exceptional teachers for disadvantaged schools project. Education and Poverty: Theory, Research, Policy and Praxis: Proceedings of AERA Annual Meeting 2013. United States of America: American Educational Research Association. pp. 1 - 4
Gender, inclusivity and engagement
Nagel, Michael and Scholes, Laura. (2013). Gender, inclusivity and engagement. In In M. Hyde, L. Carpenter and R. Conway (Ed.). Diversity, Inclusion and Engagement pp. 91 - 105 Oxford University Press.
Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes
Scholes, Laura. (2013). Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes. Masculinidad y Cambio Social. 2(2), pp. 194 - 220. https://doi.org/10.4471/MCS.2013.29
The teachers' role in child sexual abuse prevention programs: Implications for teacher education
Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen, Rolfe, Ben and Pozzebon, Kay. (2012). The teachers' role in child sexual abuse prevention programs: Implications for teacher education. Australian Journal of Teacher Education. 37(11), pp. 104 - 131. https://doi.org/10.14221/ajte.2012v37n11.5
Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'
Lampert, Jo, Burnett, Bruce and Davie, Sue. (2012). Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'. English in Australia. 47(3), pp. 69 - 77.
Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project
Lampert, Jo and Burnett, Bruce. (2012). Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project. American Research in Education Association National Conference, (AREA), 14-17 April 2012. Canada: American Research in Education Association. pp. 1 - 7
Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education
Lampert, Jo, Burnett, Bruce and Anderson, Joel. (2012). Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education Australia: University of South Australia.
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education
Lampert, Jo and Burnett, Bruce. (2012). Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education. ‘Going for gold! Reshaping teacher education for the future’, the annual conference of the Australian Teacher Education Association (ATEA), Adelaide, 1–4 July.. Australia: Australian Teacher Education Association. pp. 1 - 10
Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea
Brownlee, Joanna, Scholes, Laura, Ann, Farrell, Davis, Julie and Cook, Donna. (2012). Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea. Australian Journal of Teacher Education. 37(4), pp. 18 - 35.
Engaging the creative arts to meet the needs of twenty-first-century boys
Scholes, Laura and Nagel, Michael C.. (2012). Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education. 16(10), pp. 969 - 984. https://doi.org/10.1080/13603116.2010.538863
Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education
Wada, Masato and Burnett, Bruce. (2011). Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education. Bulletin of Center for the Research and Support of Educational Practice. 7, pp. 69 - 78.
Teacher education and the targeting of disadvantage
Burnett, Bruce and Lampert, Jo. (2011). Teacher education and the targeting of disadvantage. Creative Education. 2(5), pp. 446 - 451. https://doi.org/10.4236/ce.2011.25064
Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion
Burnett, Bruce. (2011). Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion. Discourse : Studies in the Cultural Politics of Education. 32(1), pp. 43 - 56. https://doi.org/10.1080/01596306.2011.537070
ICT for blended learning Queensland University of Technology, Australia
Burnett, Bruce. (2011). ICT for blended learning Queensland University of Technology, Australia. In In UNESCO (Ed.). ICT for Higher Education Case Studies from Asia and the Pacific pp. 78 - 102 Unesco.