期刊名称：Studies in Learning, Evaluation, Innovation and Development
印刷版ISSN：1832-2050
出版年度：2009
卷号：6
期号：03
出版社：Central Queensland University
摘要：This article presents research into an award winning case study of
pedagogical school renewal. The case is set in a small, rural primary
school in Queensland, Australia. The ordinary approach of a staff
member and student from the local university spending time at the
school as Visiting Teachers became extraordinary when the adults
listened to the wonder of the children about their own history, culture
and context, and then trusted the children to plan, carry-out and
creatively present phenomenological research. The thirty-two children
worked in four groups of eight; each group had children from Prep or
Year 1 working alongside children from Year 6 or 7, as well as the
Years between. As well as case study description, this article lists the
project outcomes and evidence, and poses principles of transformative
schooling.
