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Personalised learning in the open classroom: the mutuality of teacher and student agency

Deed, Craig, Cox, Peter, Dorman, Jeffrey, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Prain, Vaughan, Waldrip, Bruce and Yager, Zali 2014, Personalised learning in the open classroom: the mutuality of teacher and student agency, International journal of pedagogies and learning, vol. 9, no. 1, pp. 66-75, doi: 10.1080/18334105.2014.11082020.

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Title Personalised learning in the open classroom: the mutuality of teacher and student agency
Author(s) Deed, Craig
Cox, Peter
Dorman, Jeffrey
Edwards, Debra
Farrelly, Cathleen
Keeffe, Mary
Lovejoy, Valerie
Mow, Lucy
Sellings, Peter
Prain, VaughanORCID iD for Prain, Vaughan orcid.org/0000-0001-5832-4727
Waldrip, Bruce
Yager, Zali
Journal name International journal of pedagogies and learning
Volume number 9
Issue number 1
Start page 66
End page 75
Total pages 11
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014-08
ISSN 2204-0552
1833-4105
Summary In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualized as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other’s choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts.
Language eng
DOI 10.1080/18334105.2014.11082020
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, eContent Management Pty Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089846

Document type: Journal Article
Collection: School of Education
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