You are not logged in.

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, VaughanORCID iD for 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, VaughanORCID iD for 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: School of Education
Open Access Checking
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 44 Abstract Views, 3 File Downloads  -  Detailed Statistics
Created: Thu, 02 Mar 2017, 09:34:04 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.