Adapting to teaching and learning in open-plan schools /:
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...
Gespeichert in:
| Weitere Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense Publishers,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789462098244 9462098247 |
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| 245 | 0 | 0 | |a Adapting to teaching and learning in open-plan schools / |c edited by Vaughan Prain [and more]. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c 2014. | |
| 264 | 4 | |c ©2014 | |
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| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a 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. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed February 3, 2015). | |
| 505 | 0 | |a ""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"" | |
| 505 | 8 | |a ""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"" | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 650 | 0 | |a Open plan schools |z Australia |z Victoria |v Case studies. | |
| 650 | 0 | |a Education. |0 http://id.loc.gov/authorities/subjects/sh85040989 | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 650 | 7 | |a Open plan schools |2 fast | |
| 651 | 7 | |a Victoria |2 fast |1 https://id.oclc.org/worldcat/entity/E39QbtfRDdrtgyXybc3cCkCJ9c | |
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| 655 | 7 | |a Études de cas. |2 rvmgf | |
| 700 | 1 | |a Prain, Vaughan, |e editor. |0 http://id.loc.gov/authorities/names/n2004007552 | |
| 758 | |i has work: |a Adapting to teaching and learning in open-plan schools (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGW4yxcWfK4tgwXtdDtmgq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| author_facet | Prain, Vaughan |
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| callnumber-raw | LB1029.O6 P724 2014 L1-991 |
| callnumber-search | LB1029.O6 P724 2014 L1-991 |
| callnumber-sort | LB 41029 O6 P724 42014 |
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| 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"" ""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"" 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 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 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 |
| ctrlnum | (OCoLC)898893005 |
| dewey-full | 371.39 370 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education 370 - Education |
| dewey-raw | 371.39 370 |
| dewey-search | 371.39 370 |
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| discipline | Pädagogik |
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code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from PDF title page (SpringerLink, viewed February 3, 2015).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">""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""; ""TEACHERSâ€? PROFESSIONAL LEARNING""</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""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 Studentsâ€? 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| genre | Case studies fast Case studies. lcgft http://id.loc.gov/authorities/genreForms/gf2017026140 Études de cas. rvmgf |
| genre_facet | Case studies Case studies. Études de cas. |
| geographic | Victoria fast https://id.oclc.org/worldcat/entity/E39QbtfRDdrtgyXybc3cCkCJ9c |
| geographic_facet | Victoria |
| id | ZDB-4-EDU-ocn898893005 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:11Z |
| institution | BVB |
| isbn | 9789462098244 9462098247 |
| language | English |
| oclc_num | 898893005 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Sense Publishers, |
| record_format | marc |
| spelling | Adapting to teaching and learning in open-plan schools / edited by Vaughan Prain [and more]. Rotterdam : Sense Publishers, 2014. ©2014 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes bibliographical references and index. 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. Online resource; title from PDF title page (SpringerLink, viewed February 3, 2015). ""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""; ""TEACHERSâ€? PROFESSIONAL LEARNING"" ""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 Studentsâ€? Perceptions of Personalised Learning""; ""Designing Data Collection""; ""Samples""; ""Instrumentation""; ""Data Analysis ""; ""DEVELOPING THE PERSONALISED LEARNING EXPERIENCE QUESTIONNAIRE"" 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 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 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 Open plan schools Australia Victoria Case studies. Education. http://id.loc.gov/authorities/subjects/sh85040989 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education fast Open plan schools fast Victoria fast https://id.oclc.org/worldcat/entity/E39QbtfRDdrtgyXybc3cCkCJ9c Case studies fast Case studies. lcgft http://id.loc.gov/authorities/genreForms/gf2017026140 Études de cas. rvmgf Prain, Vaughan, editor. http://id.loc.gov/authorities/names/n2004007552 has work: Adapting to teaching and learning in open-plan schools (Text) https://id.oclc.org/worldcat/entity/E39PCGW4yxcWfK4tgwXtdDtmgq https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=929422 Volltext |
| spellingShingle | Adapting to teaching and learning in open-plan schools / ""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"" ""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"" 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 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 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 Open plan schools Australia Victoria Case studies. Education. http://id.loc.gov/authorities/subjects/sh85040989 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education fast Open plan schools fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85040989 http://id.loc.gov/authorities/genreForms/gf2017026140 |
| title | Adapting to teaching and learning in open-plan schools / |
| title_auth | Adapting to teaching and learning in open-plan schools / |
| title_exact_search | Adapting to teaching and learning in open-plan schools / |
| title_full | Adapting to teaching and learning in open-plan schools / edited by Vaughan Prain [and more]. |
| title_fullStr | Adapting to teaching and learning in open-plan schools / edited by Vaughan Prain [and more]. |
| title_full_unstemmed | Adapting to teaching and learning in open-plan schools / edited by Vaughan Prain [and more]. |
| title_short | Adapting to teaching and learning in open-plan schools / |
| title_sort | adapting to teaching and learning in open plan schools |
| topic | Open plan schools Australia Victoria Case studies. Education. http://id.loc.gov/authorities/subjects/sh85040989 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education fast Open plan schools fast |
| topic_facet | Open plan schools Australia Victoria Case studies. Education. EDUCATION Administration General. EDUCATION Organizations & Institutions. Education Open plan schools Victoria Case studies Case studies. Études de cas. |
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| work_keys_str_mv | AT prainvaughan adaptingtoteachingandlearninginopenplanschools |