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Old Questions for New Schools: What Are the Students Doing? by John Wallace & Helen Wildly — 2004This study was conducted in a lighthouse school with a long and successful history of restructuring. In this article we describe our (surprising) impressions of shadowing Jake, one of the highest achieving students in the school. We present a researcher's account of Jake's classroom experience over the first four periods of a single day and an analysis of what happened in terms of the idea of studenting. We employ an actor-oriented view of studenting, comprising four aspectspacing, attending, conforming, and selecting. We contrast this with a structure-oriented view of studenting and draw parallels with the notions of students-as-participants and students-as-beneficiaries in school reform. Finally, we discuss the problems and possibilities of engaging and involving students in the process of reform.
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- John Wallace
Curtin University of Technology
E-mail Author
JOHN WALLACE is Professor of Science Education at Curtin University of
Technology in Perth, Australia. He has interests in teacher learning, case
methods in teacher education, and school reform. His most recent (coedited
with W. Louden) books are Dilemmas of Science Teaching: Perspectives on
Problems of Practice (RoutledgeFalmer, 2002) and Leadership and Professional
Development in Science Education: New Possibilities for Enhancing Teacher
Learning (with J. Loughran RoutledgeFalmer, 2003).
- Helen Wildly
Murdoch University
E-mail Author
HELEN WILDY is an associate professor at Murdoch University in Perth,
Australia. She has interests in educational leadership, professional standards
and school reform. Recent publications include ‘‘‘Circumstance and Proper
Timing’: Context and the Construction of a Standards Framework for
School Principals’ Performance,’’ with W. Louden, in Educational Administration
Quarterly, and ‘‘School Restructuring and the Dilemmas of Principals’
Work,’’ with W. Louden, in Educational Management and Administration.
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