An Illustration of Practice in Search of Theory

Abstract

of a classroom teacher in a secondary (students aged 13-17), vocational school in Dublin, Ireland. The school is located in an inner-city area with significant social disadvantage and the educational consequences that such an environment implies. The goal of this article is to examine how theory can contribute to solving problems of practice in the school, and do so in a way that helps motivate all students to become engaged learners. In the first section, I describe the social circumstances in which this particular school exists-the problems experienced with the students and the goals of instruction within the school-and the impact on learning. Next, I explore how a theory of peer learning was used to address the problems while encouraging all students to work together on issues of perceived relevance to their lives as students. Specifically, the efforts made, influenced by peer learning and other educational theories, will be placed in the context of seeking to extend the literacy skills of first-year students. While looking at literacy extension within the school and democracy as a peer-oriented device, this section will offer hope that students can work together discussing such issues, and offer constructive suggestions for the entire school. Finally, the conclusion will look at the theory that provided the path the teach-