Researching the outcomes of the Bendigo education plan Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce and Yager, Zali 2014, Researching the outcomes of the Bendigo education plan. In Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce and Yager, Zali (ed), Adapting to teaching and learning in open-plan schools, Sense Publishers, Rotterdam, The Netherlands, pp.3-18. Attached Files Name Description MIMEType Size Downloads Title Researching the outcomes of the Bendigo education plan Author(s) Prain, Vaughan orcid.org/0000-0001-5832-4727 Cox, Peter Deed, Craig Edwards, Debra Farrelly, Cathleen Keeffe, Mary Lovejoy, Valerie Mow, Lucy Sellings, Peter Waldrip, Bruce Yager, Zali Title of book Adapting to teaching and learning in open-plan schools Editor(s) Prain, Vaughan orcid.org/0000-0001-5832-4727 Cox, Peter Deed, Craig Edwards, Debra Farrelly, Cathleen Keeffe, Mary Lovejoy, Valerie Mow, Lucy Sellings, Peter Waldrip, Bruce Yager, Zali Publication date 2014 Chapter number 1 Total chapters 13 Start page 3 End page 18 Total pages 15 Publisher Sense Publishers Place of Publication Rotterdam, The Netherlands Keyword(s) open-plan schools personalising learning team-teaching Summary For many reasons educators in this century are increasingly concerned about how to imagine and enact successful secondary education (Fullen, 2007; Good, Brophy, Good, Brophy, 2008). This is partly due to broad recognition that education systems play a key role in enabling or constraining individual, subgroup and national capabilities (Hallinger, 2009; OECD, 2009, 2012). Another contributor to this concern is the rise of comparative accounts of educational success within and between nations in high stakes subjects such as science and mathematics, leading to calls for new approaches for under-performing cohorts (PISA, 2012; Tienken, 2013). At the same time, multiple uncertainties and contested views about what knowledge, skills and values might count as evidence of success now and in the future influence curricular prescriptions. This is evident in debates about appropriate topics and sequences in national curriculum documents on compulsory subjects, such as mathematics and literacy (Green; Oates, 2011). ISBN 9789462098220 9789462098237 9789462098244 Language eng Field of Research 130106 Secondary Education Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category B1.1 Book chapter ERA Research output type B Book chapter Copyright notice ©2014, Sense Publishers Persistent URL http://hdl.handle.net/10536/DRO/DU:30091607 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 02 Mar 2017, 09:25:22 EST Fri, 03 Mar 2017, 04:00:17 EST Fri, 03 Mar 2017, 07:06:28 EST Wed, 15 Mar 2017, 05:08:24 EST Fri, 31 Mar 2017, 08:15:34 EST Fri, 31 Mar 2017, 08:18:52 EST Fri, 31 Mar 2017, 08:19:31 EST Tue, 20 Mar 2018, 13:12:13 EST Tue, 20 Mar 2018, 13:12:59 EST Sat, 24 Mar 2018, 01:31:49 EST Wed, 28 Mar 2018, 10:45:08 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 403 Abstract Views, 6 File Downloads  -  Detailed Statistics Created: Thu, 02 Mar 2017, 09:25:22 EST

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