Pedagogic choice at Riverside Middle School : a case study
Middle Years of Schooling Association
Faculty of Community Services, Education and Social Sciences
School of Education
In this article the author considers the reform initiative 'middle schooling' through an analysis of one school site - Riverside. The author engaged in an ethnographic study of this middle school over a period of six months where she spent considerable time in three home rooms - Year 6, 7 and 8. She worked closely with three home room teachers - Mon, Pat and Chris. Initially this paper introduces the rationale explaining why the school embraced such an approach. This is followed by a comprehensive discussion focused on the notion of 'authentic' pedagogic choice and the phases teachers pass through in order to achieve pedagogies that are transformative and, therefore, more in sync with the progressivist D/discourses of middle school reform.