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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.

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Title Researching the outcomes of the Bendigo education plan
Author(s) Prain, Vaughan
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
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: School of Education
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