Characterising personalising learning Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter and Waldrip, Bruce 2015, Characterising personalising learning. In Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter and Waldrip, Bruce (ed), Personalising learning in open-plan schools, Sense Publishers, Rotterdam, The Netherlands, pp.3-26. Attached Files Name Description MIMEType Size Downloads Title Characterising personalising learning 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 Title of book Personalising 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 Publication date 2015 Chapter number 1 Total chapters 13 Start page 3 End page 26 Total pages 23 Publisher Sense Publishers Place of Publication Rotterdam, The Netherlands Keyword(s) personalising learning open-plan schools team-teaching Summary Can removing classroom walls enable more personalised learning and enhance student wellbeing? In this book we claim these outcomes are possible in an open-plan school for low SES students, if appropriate conditions are met. A major condition is the development of these spaces as supportive communities where teams of teachers address learners’ individual and collective needs. In making this case, we draw on a three-year Australian Research Council study (Improving Secondary Students’ Learning and Wellbeing, 2011-2013) where we analysed an attempt to improve educational and wellbeing outcomes for 4000 Years 7-10 predominantly low SES secondary students in regional Australia. This approach, the Bendigo Education Plan (BEP, 2005), entailed three major strategies. These were: (1) rebuilding four schools to include open-plan layouts, (2) developing teachers’ professional knowledge to enable effective teaching, learning, and student wellbeing in the new settings, and (3) curricular reform leading to a more explicit, differentiated curriculum, replacing a traditional age-based curriculum with a stage-based one. We argue that these three strategies in combination were crucial to positive outcomes for the BEP (see Prain, et al., 2014). We also report on attempts to personalise learning in two other regional schools with similar SES profiles. ISBN 9789463001915 9789463001922 9789463001939 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 ©2015, Sense Publishers Persistent URL http://hdl.handle.net/10536/DRO/DU:30091611 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, 10:03:01 EST Thu, 02 Mar 2017, 10:35:06 EST Fri, 03 Mar 2017, 04:00:26 EST Fri, 03 Mar 2017, 07:06:34 EST Wed, 15 Mar 2017, 05:08:35 EST Wed, 29 Mar 2017, 09:51:46 EST Wed, 29 Mar 2017, 10:00:19 EST Wed, 29 Mar 2017, 10:00:53 EST Wed, 28 Mar 2018, 10:40:31 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 331 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Thu, 02 Mar 2017, 10:35:06 EST

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