Science education: innovation in rural and remote Queensland schools
Lake, David (2008) Science education: innovation in rural and remote Queensland schools. Educational Research for Policy and Practice, 7 (2). pp. 123-136.
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Outside its heavily-populated south-eastern corner, Queensland is a huge administrative area with many small, remote communities that can be separated by hundreds of kilometres of dirt road, or, in other areas, not accessible by road. In this study, parents, students and teachers in nine schools from rural and regional Queensland were interviewed about their perceptions of school science. Teachers, parents and students defined remoteness by reference to their social ties, as well as the social capital and resources they drew on to teach science meaning that not only did different groups differ in their interpretations of remoteness; different teachers in similar circumstances also responded differently. Science teachers' responses to remoteness were related to their perceptions of school-community communication and their perceptions of their freedom to innovate. Teachers who felt that remoteness gave them more freedom and recognised opportunities to utilise their environment created innovative and relevant science programmes. Teachers who felt their remoteness gave them less freedom felt isolated from the community were less likely to innovate.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||evaluation; curriculum; education; rural and remote; science education; innovation|
|FoR Codes:||13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 50%|
93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 50%
|Deposited On:||19 Jan 2010 10:32|
|Last Modified:||19 Dec 2011 08:43|
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