| Description |
1 online resource |
| Contents |
""TABLE OF CONTENTS""; ""ACKNOWLEDGMENTS""; ""ACRONYMS""; ""SECTION ONE: OVERVIEW OF RESEARCH""; ""1. RESEARCHING THE OUTCOMES OF THEBENDIGO EDUCATION PLAN""; ""CHANGING SCHOOL SETTINGS""; ""THE BENDIGO EDUCATION PLAN""; ""INTERPRETING CHANGES IN THE OPEN-PLAN SETTINGS""; ""Socio-cultural Perspectives ""; ""Ecological Perspectives""; ""Pedagogical Perspectives""; ""Philosophical Pragmatism""; ""Sociocultural Theories about Distributed Leadership""; ""THE EDUCATIONAL CONTEXT OF THE BEP""; ""Aims of the BEP""; ""BEP Strategies""; ""CURRICULUM RENEWAL""; ""TEACHERS� PROFESSIONAL LEARNING"" |
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""FINDING PROBLEMS, NEW SOLUTIONS, AND MORE QUESTIONS""""BOOK OVERVIEW""; ""2. QUANTITATIVE RESEARCH ON PERSONALISINGLEARNING AND WELLBEING IN OPEN-PLANUP-SCALED LEARNING COMMUNITIES""; ""CHALLENGES IN RESEARCHING ATTEMPTS TO PERSONALISE LEARNING""; ""CONSTRUCTING THE SURVEY INSTRUMENT""; ""Personalised Learning""; ""Learning Environment Research""; ""Measuring Students� Perceptions of Personalised Learning""; ""Designing Data Collection""; ""Samples""; ""Instrumentation""; ""Data Analysis ""; ""DEVELOPING THE PERSONALISED LEARNING EXPERIENCE QUESTIONNAIRE"" |
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B. WALDRIP, P. COX & J .JIN YUIdentification of Salient Dimensions -- Outcome Variables -- Writing of Test Items -- Field Testing and Validation of Initial Form of the PLEQ -- BEP Validation of the Final Form PLEQ -- FINDINGS -- Quantitative Data from the PLEQ -- Other Quantitative Data -- Multi-Group Structural Equation Modelling -- CONCLUSIONS -- 3. PERSONALISING LEARNING: THEORY AND ENACTMENTPE -- PERSONALISING LEARNING -- ORIGINS, RATIONALE, ASSUMPTIONS, AND CLAIMS FOR PERSONALISING LEARNING -- CRITIQUES -- OUTCOMES |
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CONCEPTUALISING PERSONALISED LEARNINGENACTING PERSONALISED LEARNING -- RELATIONAL AND NESTED AGENCY, DIFFERENTIATED CURRICULA, AND SELF-REGULATED LEARNING -- MATHEMATICS CASE STUDY -- Context -- Implementation Strategies -- Outcomes -- IMPLICATIONS AND CONCLUSION -- SECTION TWO: SCHOOL LEADERS AND TEACHERS: CHALLENGES IN ADAPTATION AND REASONING -- 4. RESTRUCTURING TEACHING AND LEARNING IN OPEN-PLAN SCHOOLS -- RESTRUCTURING SCHOOLING -- CHANGING SCHOOL DESIGNS -- OVERVIEW OF STRUCTURES, ORGANISATION AND SES OF THE BEP SCHOOLS -- WHIRRAKEE COLLEGE |
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IRONBARK COLLEGEGREVILLEA COLLEGE -- MELALEUCA COLLEGE -- IMPLICATIONS -- 5. LEARNING IN TECHNOLOGICALLY-MEDIATED SPACES IN OPEN-PLAN SETTINGS -- PRODUCTIVE DISRUPTIONS -- CASE STUDY 1: SELF-DIRECTED LEARNING AT MELALEUCA COLLEGE -- CASE STUDY 2: A GAME DESIGN PROJECT AT GREVILLEA COLLEGE -- CASE STUDY 3: THE DASHBOARD AT WHIRRAKEE COLLEGE -- USING AFFORDANCES OF OPEN-PLAN AND VIRTUAL LEARNING ENVIRONMENTS -- CONCLUSION -- 6. DISTRIBUTING LEADERSHIP IN OPEN-PLAN SCHOOLS -- INTRODUCTION -- OLD AND NEW VERSIONS OF SCHOOL LEADERSHIP -- TEACHER CAPACITY-BUILDING |
| Summary |
In recent years many countries have built or renovated schools incorporating open plan design. These new spaces are advocated on the basis of claims that they promote fresh, productive ways to teach and learn that address the needs of students in this century, resulting in improved academic and well-being outcomes. These new approaches include teachers planning and teaching in teams, grouping students more flexibly, developing more coherent and comprehensive curricula, personalising student learning experiences, and providing closer teacher-student relationships. In this book we report on a three-year study of six low SES Years 7?10 secondary schools in regional Victoria, Australia, where staff and students adapted to these new settings. In researching this transitional phase, we focused on the practical reasoning of school leaders, teachers and students in adapting organisational, pedagogical, and curricular structures to enable sustainable new learning environments. We report on approaches across the different schools to structural organisation of students in year-level groupings, distributed leadership, teacher and pre-service teacher professional learning, student advocacy and wellbeing, use of techno-mediated learning, personalising student learning experiences, and curriculum design and enactment. We found that these new settings posed significant challenges for teachers and students and that successful adaptation depended on many interconnected factors. We draw out the implications for successful adaptation in other like settings |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (SpringerLink, viewed February 3, 2015) |
| Subject |
Open plan schools -- Australia -- Victoria -- Case studies
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Education.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Education
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Open plan schools
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Victoria
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| Genre/Form |
Case studies
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Case studies.
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Études de cas.
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| Form |
Electronic book
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| Author |
Prain, Vaughan, editor.
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| ISBN |
9789462098244 |
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9462098247 |
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