Lisl Fenwick
Biographic Data
| ID | 5848487 |
|---|---|
| NAME | Lisl Fenwick |
| GIVEN NAMES | Lisl |
| FAMILY NAME | Fenwick |
| SIGNATURE | FENWICK L |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0001-7206-1409 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Teacher use of genre pedagogy
Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred …
Defining opportunities to engage with the discourses of Australia’s ‘education revolution’
Research to date has criticised the policy on education that evolved under a federal Labor government during the period 2007–2013. These analyses suggest that a global neoliberal agenda dominates, with the effect of constructing limited and damaging concepts of equity and social justice. The research presented here offers an alternative perspective. Rather than presenting global ideas as all pervasive in local contexts, this work indicates that a…
Limiting Opportunities to Learn in Upper‐Secondary Schooling
This study presents an analysis of the consequences for students when performance assessment and differentiation practices are combined, as part of attempts to increase minimum standards within upper‐secondary schooling. Recent standards‐based curriculum reform in Australia demonstrates how a focus on minimum levels of achievement can limit the benefits of performance assessment and result in differentiation practices that define the learning con…
No prominent works on this page.
Limiting Opportunities to Learn in Upper‐Secondary Schooling
This study presents an analysis of the consequences for students when performance assessment and differentiation practices are combined, as part of attempts to increase minimum standards within upper‐secondary schooling. Recent standards‐based curriculum reform in Australia demonstrates how a focus on minimum levels of achievement can limit the benefits of performance assessment and result in differentiation practices that define the learning con…
Defining opportunities to engage with the discourses of Australia’s ‘education revolution’
Research to date has criticised the policy on education that evolved under a federal Labor government during the period 2007–2013. These analyses suggest that a global neoliberal agenda dominates, with the effect of constructing limited and damaging concepts of equity and social justice. The research presented here offers an alternative perspective. Rather than presenting global ideas as all pervasive in local contexts, this work indicates that a…
Teacher use of genre pedagogy
Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred …
Sociology (3 works) · Education Systems and Policy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Computer Science (1 work) · Constructive (1 work) · Context (archaeology (1 work) · Curriculum (1 work) · Curriculum development (1 work) · Differentiated instruction (1 work)