Griffith University

Dip Teaching, B Education Studies (Honours), PhD
Deputy Head of School (Learning and Teaching)
Senior Lecturer, Education and Professional Studies
RHD & EdD Convenor (Gold Coast campus)
Contact details for Dr Raymond Brown

Research expertise

Raymond's fields of research include:

• professional and teacher learning communities
• co-operative/collaborative models of teaching and learning
• mathematics education
• sociocultural perspectives in education
• values and education
• science education
• teacher attitudes, beliefs, and funds of knowledge
• classroom discourse
• inclusive education
  

Current research grant

• ARC Linkage (LP0882566). The Development of a Values Approach to School Renewal (2008-2010).
  

Current teaching areas

• Middle School Mathematics Curriculum
• Qualitative Approaches to Research in Education
• Conducting Special Projects in Education
  

Publications

Book chapters

• Hirst, E. W., & Brown, R. A. J. (2009). Pedagogy as a dialogic relationship: Fostering cosmopolitan teacher identities. In M. Hellesten & A. Reid (Eds.), International Pedagogies for Teaching and Learning. Routledge Press.
• Hirst, E. W., Renshaw, P., & Brown, R. A. J. (2009). A teacher's repertoire of practice in a multi-ethnic classroom: The physicality and politics of difference. In M. Cesar & K. Kumpulainen (Eds.), Social interaction in multicultural classrooms: EARLI.
• Brown, R. A. J. (2005). Learning collaboratively. In D. Pendergast and N. Bahr (Eds.) Teaching Middle Years: Rethinking curriculum, pedagogy and assessment, (pp. 181-195). Crows Nest: Allen & Unwin.
• Brown, R. A. J., & Renshaw, P.D. (2000). Collective argumentation: A sociocultural approach to reframing classroom teaching and learning. In H. Cowie and G. van der Aalsvoort (Eds.), Social Interaction in Learning and Instruction: The Meaning of Discourse for the Construction of Knowledge,  (pp. 52-66). Amsterdam: Pergamon Press.
• Renshaw, P.D., & Brown, R. A. J. (1997). Learning partnerships: The role of teachers in a community of learners. In L. Logan & J. Sachs (Eds.), Meeting the Challenges of Primary Schools, (pp. 200-211). London: Routledge.
  

Refereed journals

• Brown, R. (in print – accepted 12/08). Teaching for social justice: Exploring the development of student agency through participation in the literacy practices of a mathematics classroom. Journal of Mathematics Teacher Education.
• Brown, R. (2007). Exploring the social positions that students construct within a classroom community of practice. International Journal of Educational Research, 46, 116-128.
• Brown, R., & Hirst, E. (2007). Developing an understanding of the mediating role of talk in the elementary mathematics classroom. Journal of Classroom Interaction, 41.2/42.1, 18-28.
• Renshaw, P., & Brown, R. (2007). Formats of classroom talk for integrating everyday and scientific discourse: Replacement, interweaving, contextual privileging and pastiche. Language and Education, 21(6), 531-549.
• Brown, R. & Renshaw, P. (2006). Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities. Mind, Culture, and Activity, 13(3), 244-256.
• Brown, R. (2005). Learning communities and the nature of teacher participation in a learning community. Literacy Learning: the Middle Years, 13 (2), 8-15.
• Brown, R., & Hirst, E. (2005). Mathematical literacy: Promoting literate practice in a year 7 classroom. Literacy Learning: the Middle Years, 13 (3), 29-38.

Refereed proceedings

• Brown, R., & Redmond, T. (2008). Reconceptualising agency through teachers talking about a sociocultural approach to teaching mathematics in the classroom. In M. Goos, R. Brown and K. Makar, Navigating currents and charting directions - Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 101-108, Brisbane: MERGA Inc.
• Brown, R., & Renshaw, P. (2008). Transforming Teachers' Construction Of Student Diversity Through Collective Argumentation. Refereed paper presented at the Annual Conference of the Australian Association for Research in Education, November, 2007. Fremantle, WA.
• Brown, R., Woods, A., Hirst, E., & Heck, D. (2007). The public construction of values in education: A synthesis of case studies. Refereed Proceedings of the 2006 Australian Association of Research in Education. Adelaide: AARE, November 26-30.
• Brown, R., & Redmond, T. (2007). Collective argumentation and modelling mathematics practices outside the classroom. In J. Watson and K. Beswick (Eds.) Mathematics: Essential research, essential practice – Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 163-171. Hobart, Tasmania: MERGA Inc.
• Brown, R., & Renshaw, P. (2006). Transforming practice: Using collective argumentation to bring about teacher change in a year 7 mathematics classroom. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.) Identities, cultures, and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, pp. 99-106. Canberra: MERGA.
• Brown, R., Hirst, E., & Renshaw, P. (2006). The Mediation Of Collaborative Pedagogical Activity: What Happens When The Teacher Isn’t There? Creative Dissent: Constructive Solutions. Proceedings of the Australian Association for Research in Education International Education Research Conference. Parramatta: AARE.