Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/1275
Title: The nature of teachers' qualitative judgements: A matter of context and salience. Part Two: Out-of-context judgements
Contributor(s): Castleton, G (author); Wyatt-Smith, C (author); Cooksey, Ray Wagner (author); Freebody, P (author)
Publication Date: 2003
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/1275
Abstract: This second paper also takes up the issue of how teachers make judgements of primary students' writing. Once again, we examine the evidence base used by two teachers in their judgements, using qualitative techniques for mapping the inter-relationships among the indexes that teachers rely on to formulate judgements. Of special interest in this paper is how the teachers enacted judgements of student writing in the absence of knowledge about the institutional and pedagogical settings in which the writing had been produced, and also without knowledge of the student writer. The authors recommend that readers consider the discussion and findings offered in this paper in conjunction with paper one which precedes it.
Publication Type: Journal Article
Source of Publication: Australian Journal of Language and Literacy, 26(2), p. 33-42
Publisher: Australian Literacy Educators' Association
Place of Publication: Norwood, Australia
ISSN: 1038-1562
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.accessmylibrary.com/coms2/summary_0286-9644348_ITM
Statistics to Oct 2018: Visitors: 248
Views: 252
Downloads: 6
Appears in Collections:Journal Article

Files in This Item:
5 files
File Description SizeFormat 
open/SOURCE01.pdfSOURCE01.pdf1.16 MBAdobe PDF
Download Adobe
View/Open
Show full item record

Page view(s)

50
checked on Feb 17, 2019

Download(s)

10
checked on Feb 17, 2019
Google Media

Google ScholarTM

Check

SCOPUSTM   
Citations

 

WEB OF SCIENCETM
Citations

 

Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.