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• W6347146 abstract "The importance of overall quality of teaching as a key factor in students' educational success has received wide recognition in recent years (Ramsey, 2000; Vinson, 2002). Good teaching and sound pedagogy, it is argued, make a major difference to students' educational experiences and their learning outcomes. Yet as OECD PISA results show, there is a consistent and considerable gap in most western countries, including Australia, in the educational achievement of lower and higher achieving groups of students (Lokan, Greenwood, & Cresswell, 2000). There is also a consistent correlation between (low) educational success and factors such as socio-economic background, ethnicity, and status as a second language learner. In most countries, students from mainstream and advantaged socio-economic backgrounds consistently achieve higher levels of educational success than 'disadvantaged' students. That is, students from linguistically, culturally or socio-economically diverse backgrounds generally do less well at school than those from mainstream advantaged backgrounds. In many urban schools in countries such as Australia, America, Canada and the United Kingdom, the student population is diverse. In Australia, for example, 25% of school students are from non-English speaking backgrounds. In NSW, there are more than 128,000 students for whom English is a second language (ESL), located in 771 schools (data provided by NSW Multicultural Programs Unit, Department of Education and Training). Additionally, many of the students are from disadvantaged socio-economic backgrounds. While diverse student profiles provide rich sources of opportunity, they also place particular demands on both teachers and students. Additionally, as the PISA report suggests, they place particular challenges on teachers and students in their efforts to achieve high levels of educational success. Our concern in this Thematic Issue is with the challenges and opportunities faced by linguistically, culturally and socio-economically diverse students, and their teachers. Our concern is also with the possibilities and implications offered in recent pedagogical innovations that place quality of teaching at the centre of efforts to improve students' learning. A significant feature of these innovations is that that they emphasise the importance of intellectual challenge in programs for all students, including those from diverse backgrounds. The importance of access to programs characterised by high intellectual challenge for all students has been highlighted in research over a number of years. Some research has addressed the importance of teachers' expectations in relation to high academic performance (Darling-Hammond & Schon, 1996; Mehan, 1992). Other research (Newmann & Associates, 1996; Newmann, Marks, & Gamoran, 1996; Newmann, Bryk, & Nagaoka , 2001) has provided evidence that programs characterised by higher order thinking and deep understanding, substantive conversation and elaborated written communication result in overall improved students' academic performance. Importantly, the research of Newmann and his colleagues also found that the educational achievement of students from diverse social and ethnic backgrounds improved substantially when students had access to high instruction characterised by high intellectual challenge, as did that of students with low prior academic achievement. Such research has influenced recent pedagogical initiatives in Australia--specifically the Queensland Productive Pedagogies (2002) and NSW Quality Teaching initiatives (2003) (henceforth the quality teaching initiatives). These initiatives, drawing on the research of Newmann and his colleagues and on their notion of Authentic Pedagogy, define intellectual quality in terms of dimensions (such as quality teaching, learning environment, significance) and elements (such as deep knowledge, higher order thinking, problematic knowledge). …" @default.
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• W6347146 date "2008-06-01" @default.
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• W6347146 title "Challenging Pedagogies: Engaging ESL students in intellectual quality" @default.
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• W6347146 doi "https://doi.org/10.1007/bf03651791" @default.
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