Raymond Albert Joseph Brown
Biographic Data
| ID | 4798583 |
|---|---|
| NAME | Raymond Albert Joseph Brown |
| GIVEN NAMES | Raymond Albert Joseph |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN R A J |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0003-2158-9056 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Mission and practice
The mission in practice relationship is explored with staff and students from a case study Catholic secondary school in Australia. Mission themes and sub-themes formed the basis of an online survey. A researcher observation tool informed the nature and extent of mission in practice. Findings included: 1. Mission as basis for identity. 2. A low level of appreciation of the mission in practice relationship. 3. Mission is differentially experienced …
Re-conceptualizing the development of agency in the school mathematics classroom
A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classro…
The construction of teacher identity in an alternative education context
Relational ways of being an educator
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relationa…
Positioning Students as Actors and Authors
Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy, chronotopic analysis directs attention to the grounding of interaction in dynamic and shifting time-s…
Relational ways of being an educator
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relationa…
Re-conceptualizing the development of agency in the school mathematics classroom
A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classro…
The construction of teacher identity in an alternative education context
Positioning Students as Actors and Authors
Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy, chronotopic analysis directs attention to the grounding of interaction in dynamic and shifting time-s…
Relational ways of being an educator
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relationa…
The construction of teacher identity in an alternative education context
Re-conceptualizing the development of agency in the school mathematics classroom
A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classro…
Mission and practice
The mission in practice relationship is explored with staff and students from a case study Catholic secondary school in Australia. Mission themes and sub-themes formed the basis of an online survey. A researcher observation tool informed the nature and extent of mission in practice. Findings included: 1. Mission as basis for identity. 2. A low level of appreciation of the mission in practice relationship. 3. Mission is differentially experienced …
Pedagogy (5 works) · Sociology (5 works) · Psychology (4 works) · Diverse Education Studies and Reforms (3 works) · Mathematics education (3 works) · Social science (3 works) · Agency (philosophy (2 works) · Computer Science (2 works) · Context (archaeology (2 works) · Identity (music (2 works)