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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.

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Title Characterising personalising learning
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
Title of book Personalising 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
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: School of Education
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