List of Titles

A fine romance? Developing a transformational school-university partnership

- Goriss-Hunter, Anitra, Sellings, Peter, Lenk, Karen, Scash, Melinda

Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
Date: 2021
Type: Text , Journal article
Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
Full Text:
Reviewed:
Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.

Adapting to teaching and learning in open-plan schools

- Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce, Yager, Zali

Authors: Prain, Vaughan , Cox, Peter , Deed, Craig , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Waldrip, Bruce , Yager, Zali
Date: 2014
Type: Text , Book
Full Text: false
Reviewed:
Description: 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{u2013}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.

Assessing student–generated representations to explore theory–practice connections

- Sellings, Peter

Authors: Sellings, Peter
Date: 2018
Type: Text , Book chapter
Relation: Evidence-Based Learning and Teaching : A Look into Australian Classrooms Chapter 10 p. 113-122
Full Text: false
Reviewed:
Description: Assessment is an integral part of the learning cycle and is necessary to determine where students are currently at, how to move them to the next level of understanding and to make judgements about whether or not learning has occurred. Assessment becomes formative assessment when the teacher uses it to modify the teaching or learning that occurs next.

Characterising personalising learning

- Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce

Authors: Prain, Vaughan , Cox, Peter , Deed, Craig , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Waldrip, Bruce
Date: 2016
Type: Text , Book chapter
Relation: Personalising Learning in Open-Plan Schools Chapter 1 p. 3-25
Full Text: false
Reviewed:
Description: 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.

Competence, confidence and attitudes as factors in mathematics learning and teaching for Pre-service Teachers

- Brandenburg, Robyn, Sellings, Peter

Authors: Brandenburg, Robyn , Sellings, Peter
Date: 2015
Type: Text , Book chapter
Relation: Teaching for Tomorrow Today Chapter 40 p.351-360
Full Text: false
Reviewed:
Description: The mathematical ‘landscape’ (Meaney & Lange, 2012) that constitutes pre-service teacher education is complex. Pre-service teachers enter undergraduate education courses with diverse expectations and experiences in mathematics, varying degrees of mathematical content knowledge (MCK) based on their pre-program school studies and assumptions about their roles as learners, graduates and teachers of mathematics. These University students also arrive with various attitudes to mathematics, and to mathematics education courses (Beswick, 2006, Henderson, 2012) and there is extensive research literature that suggests unless pre-service teacher have their attitudes and assumptions challenged they will ultimately teach in the same ways that they were taught (Brandenburg, 2008). Such differing attitudes and emotional responses are due to previous experiences in mathematics and the research suggests that, if the attitudes are negative they can be very difficult to change. If such negative attitudes do not change, they can also affect the way that pre-service teachers take responsibility for their own mathematical learning and the way that they teach students in their classes once they are fully qualified to do so (Henderson, 2012).

Quick View

Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy

- Sellings, Peter, Felstead, Karen, Goriss-Hunter, Anitra

Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
Date: 2018
Type: Text , Journal article
Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
Full Text:
Reviewed:
Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.

Explaining Newton's laws of motion : Using student reasoning through representations to develop conceptual understanding

- Waldrip, Bruce, Prain, Vaughan, Sellings, Peter

Authors: Waldrip, Bruce , Prain, Vaughan , Sellings, Peter
Date: 2013
Type: Text , Journal article
Relation: Instructional Science Vol. 41, no. 1 (2013), p. 165-189
Full Text: false
Reviewed:
Description: The development of students' reasoning and argumentation skills in school science is currently attracting strong research interest. In this paper we report on a study where we aimed to investigate student learning on the topic of motion when students, guided by their teacher, responded to a sequence of representational challenges in which their representational claims functioned as both process and product for reasoning about this topic. This qualitative case study entailed collection of data through classroom observation, transcripts of student/teacher interactions, and interviews with teacher and students. We found that students participated in various reasoning processes in generating and critiquing their own and other students' representations on the topic of motion, contributing to positive engagement with the topic and conceptual understanding. We identified several pedagogical principles that support this learning. © 2012 Springer Science+Business Media B.V.

Quick View

Information communication technology in schools : students exercise ‘Digital Agency’ to engage with learning

- Goriss-Hunter, Anitra, Sellings, Peter, Echter, Adele

Authors: Goriss-Hunter, Anitra , Sellings, Peter , Echter, Adele
Date: 2022
Type: Text , Journal article
Relation: Technology, Knowledge and Learning Vol. 27, no. 3 (2022), p. 785-800
Full Text:
Reviewed:
Description: In contemporary society nationally and internationally, the use of Information Communication Technologies (ICTs) has become a vitally important component in the workforce, recreationally, and in schools. In Australia, as in many countries, there is a nation-wide priority within education systems that endeavours to ensure that in an increasingly digital world, students possess the ICT skills to participate fully in their schooling and, later in contemporary society. While progress has been made towards achieving these goals, research demonstrates that there is a general loss of engagement and confidence in ICT tasks as student progress through school systems. In order to explore what students currently in secondary schools think and feel about their use and engagement levels regarding ICTs, this paper draws on a pilot project conducted in Australian schools. This pilot study found that agency and design-based pedagogy concerning the use of ICTs were key factors in engaging students and promoting learning. To further explore the findings of the project, the authors have formulated a model of Digital Agency. This term, ‘Digital Agency’ is defined as the students’ experience of autonomous technology learning in the classroom. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.

New practices, new knowledge and future implications for learning in open-plan settings for low ses students

- Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce, Yager, Zali

Authors: Prain, Vaughan , Cox, Peter , Deed, Craig , Edwards, Debra , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Waldrip, Bruce , Yager, Zali
Date: 2014
Type: Text , Book chapter
Relation: Adapting to Teaching and Learning in Open-Plan Schools Chapter 12 p. 195-204
Full Text: false
Reviewed:
Description: In this book we have identified many BEP implementation effects, some expected and others less predictable. We also recognise that many effects and outcomes have arisen from altered conditions since the development of the BEP's original goals nine years ago. In summarising these findings we are particularly interested in focusing again on new knowledge about the relationship between up-scaled learning communities and learning and wellbeing for predominantly low SES students. In this chapter we review our major findings, addressing each of the research questions posed in chapter 1. 1. What are the individual and combined effects of the proposed strategies on students' academic efficacy, performance, and wellbeing? 2. What are the effects of these strategies on teachers' and students' practices and beliefs about effective learning? 3. What do teachers and students perceive as enablers and challenges in this educational initiative? 4. What are the theoretical and practical implications of this study for a systemic approach to addressing effective schooling for similarly disadvantaged students?

Personalised learning in the open classroom: The mutuality of teacher and student agency

- Deed, Craig, Cox, Peter, Dorman, Jeffrey, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Prain, Vaughan, Waldrip, Bruce, Yager, Zali

Authors: Deed, Craig , Cox, Peter , Dorman, Jeffrey , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Prain, Vaughan , Waldrip, Bruce , Yager, Zali
Date: 2014
Type: Text , Journal article
Relation: International Journal of Pedagogies & Learning Vol. 9, no. 1 (2014), p. 66-75
Full Text: false
Reviewed:
Description: In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualised as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other's choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts. [ABSTRACT FROM AUTHOR]

Personalised learning: lessons to be learnt

- Prain, Vaughan, Cox, Peter, Deed, Craig, Dorman, Jeffrey, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce, Yager, Zali

Authors: Prain, Vaughan , Cox, Peter , Deed, Craig , Dorman, Jeffrey , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Waldrip, Bruce , Yager, Zali
Date: 2013
Type: Text , Journal article
Relation: British Educational Research Journal Vol. 39, no. 4 (2013), p.
Full Text: false
Reviewed:
Description: Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self-regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case.

Quick View

Remaking Schooling through Open-Plan Settings

- Prain, Vaughan, Cox, P, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter, Waldrip, Bruce

Authors: Prain, Vaughan , Cox, P , Deed, Craig , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Sellings, Peter , Waldrip, Bruce
Date: 2015
Type: Text , Book chapter
Relation: Personalising Learning in Open-Plan Schools p. 221-229
Full Text: false
Reviewed:
Description: In assessing a major educational reform of the kind enacted in the BEP, many questions are raised, requiring comprehensive, evidence-based answers. Was the original Plan well-conceptualised and effectively enacted to meet the needs of these twenty-first century learners? What are the short-term and long-term effects of this major reorganisation of schooling? What are the gains and losses (if any) of this approach? To what extent were initial goals achieved, and enacted strategies effective, and why? How sustainable are the emerging signs of positive changes to student academic attainment and wellbeing? What are lessons for like contexts and future schooling? Elsewhere (Prain et al., 2014), we have sought to answer some of these questions around BEP goals, implementation strategies, and outcomes, including key enablers and constraints.

Student perceptions of personalised learning : development and validation of a questionnaire with regional secondary students

- Waldrip, Bruce, Cox, Peter, Deed, Craig, Dorman, Jeffrey, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Prain, Vaughan, Sellings, Peter, Yager, Zali

Authors: Waldrip, Bruce , Cox, Peter , Deed, Craig , Dorman, Jeffrey , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Prain, Vaughan , Sellings, Peter , Yager, Zali
Date: 2014
Type: Text , Journal article
Relation: Learning Environments Research Vol. 17, no. 3 (2014), p. 355-370
Full Text: false
Reviewed:
Description: This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability. © 2014, Springer Science+Business Media Dordrecht.

Showing items 1 - 16 of 16