List of Titles

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
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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.

Using the student perceptions of assessment questionnaire (SPAQ) to develop an assessment typology for science classes

- Dorman, Jeffrey, Waldrip, Bruce, Fisher, Darrell

Authors: Dorman, Jeffrey , Waldrip, Bruce , Fisher, Darrell
Date: 2008
Type: Text , Journal article
Relation: Foundation Journal of Science Education Vol. 9, no. 1 (2008), p. 13-17
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Description: This article reports research conducted on students’ perceptions of assessment in science classes in Queensland and Western Australia. A specially developed instrument, the Student Perceptions of Assessment Questionnaire (SPAQ) which assesses Congruence with Planned Learning, Authenticity, Student Consultation, Transparency, and Diversity was used to collect data from 3,055 students. Hierarchical cluster analysis resulted in a four cluster solution being accepted. While one cluster of 799 students held positive perceptions of assessment, another cluster of 640 students held negative views. The SPAQ allows for a greater focus on classroom-based perceptions of assessment rather than crude external accountability measures that decontextualise classroom assessment.

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.
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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.

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
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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.

Students' perceptions of assessment process : questionnaire

- Waldrip, Bruce, Fisher, Darrell, Dorman, Jeffrey

Authors: Waldrip, Bruce , Fisher, Darrell , Dorman, Jeffrey
Date: 2008
Type: Text , Conference paper
Relation: 5th International Conference on Science, Mathematics and Technology Education. Science Mathematics and Technology Education: Beyond Cultural Boundaries
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Description: Research aimed at developing and validating an instrument to assess middle school students’ perceptions of assessment was conducted. Following a review of literature, a tentative 6-scale instrument of 48 items was trialled with a sample of 320 students in 7 Australian schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a 5-scale instrument called the Student Perceptions of Assessment Questionnaire (SPAQ). The scales of the SPAQ are Congruence with Planned Learning, Authenticity, Student Consultation, Transparency, and Diversity. A sample of 3,098 students in 150 classrooms was used to validate the final SPAQ.

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
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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?

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
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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.

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
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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
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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.

Interpersonal behaviour styles of primary education teachers during science lessons

- Fisher, Darrell, den Brok, Perry, Waldrip, Bruce, Dorman, Jeffrey

Authors: Fisher, Darrell , den Brok, Perry , Waldrip, Bruce , Dorman, Jeffrey
Date: 2011
Type: Text , Journal article
Relation: Learning Environments Research Vol. 14, no. 3 (2011), p. 187-204
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Description: This study reports the first development in Australia of primary science teacher typologies of teacher–student interpersonal behaviour, which was measured by students’ perceptions using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary-school teachers and which were similar to types found with Australian secondary-school science teachers. The present study investigated the extent to which typologies found in earlier studies also apply to primary teachers. A cluster analysis was used to determine Australian typologies and to compare these with earlier findings. Prior typologies could only be partially confirmed, and the found typology of six styles was able to explain variance in both student outcomes and perceptions of cultural elements of the learning environment.

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
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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]

Identifying exemplary science teachers through their students' perceptions of the assessment process

- Waldrip, Bruce, Fisher, Darrell, Dorman, Jeffrey

Authors: Waldrip, Bruce , Fisher, Darrell , Dorman, Jeffrey
Date: 2009
Type: Text , Journal article
Relation: Research in Science and Technology Education Vol. 27, no. 1 (2009), p. 117-129
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Description: This paper reports on part of a large-scale study aimed at examining students’ perceptions of assessment. This paper will report on a study utilising mixed methodology in 150 Australian middle school classrooms. The purpose of the study described in this paper was to use the Students’ Perceptions of Assessment Questionnaire on Teacher Interaction (SPAQ) to identify and describe exemplary science teachers. With a sample of over 3000 science students, the reliability of the SPAQ scales ranged from 0.62 to 0.82. The exemplary teachers were identified as those whose students’ perceptions were more than one standard deviation above the mean on three of the five scales of Congruence with planned learning, Transparency, Authenticity, Student consultation, and Diversity. The construct validity of the SPAQ to identify these exemplary teachers was confirmed through interviews with students and these views are reported in the article.

Changing primary students' perceptions of teacher interpersonal behaviours in science

- Waldrip, Bruce, Reene, Paula, Fisher, Darrell, Dorman, Jeffrey

Authors: Waldrip, Bruce , Reene, Paula , Fisher, Darrell , Dorman, Jeffrey
Date: 2008
Type: Text , Journal article
Relation: Research in Science Education Vol. 38, no. 2 (2008), p. 213-235
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Description: The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions. This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’ perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their perception of the classroom environment as a result of these implemented strategies.

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