Personalising learning: theory and enactment Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce and Yager, Zali 2014, Personalising learning: theory and enactment. 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.43-60. Attached Files Name Description MIMEType Size Downloads Title Personalising learning: theory and enactment 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 3 Total chapters 13 Start page 43 End page 60 Total pages 17 Publisher Sense Publishers Place of Publication Rotterdam, The Netherlands Keyword(s) personalising learning open-plan settings Summary In the new up-scaled learning communities of 150-300 students in the BEP(2005), learning was to be personalised for all students. However, drawingmainly on Tomlinson (2005), the writers of the BEP were at best sketchy aboutthe characteristics of personalised student learning experiences, their rationale, andstrategies/procedures likely to promote these experiences. These authors viewedpersonalisation as predominantly a teacher-directed technical accomplishmentaround academic learning, rather than a process of optimising quality learning inacademic, social, cultural and personal development terms, as suggested by Fielding(2004, 2006), Rogers (2013) and others. We concur with this broader conception,noting that over the three years of our study the teachers experimented with variouscurricular adaptations to enhance the likelihood of both academic and personaldevelopment processes/outcomes. 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:30091608 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, 09:34:04 EST Fri, 03 Mar 2017, 04:00:19 EST Fri, 03 Mar 2017, 07:06:29 EST Wed, 15 Mar 2017, 05:08:26 EST Fri, 31 Mar 2017, 08:51:11 EST Fri, 31 Mar 2017, 08:55:26 EST Fri, 31 Mar 2017, 08:56:43 EST Sat, 21 Oct 2017, 02:44:31 EST Mon, 26 Mar 2018, 10:59:17 EST Mon, 26 Mar 2018, 10:59:57 EST Wed, 28 Mar 2018, 11:09:13 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 275 Abstract Views, 8 File Downloads  -  Detailed Statistics Created: Thu, 02 Mar 2017, 09:34:04 EST

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