List of Titles

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.

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?

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.

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]

Critical measurement issues in the assessment of social media influence on body image

- Jarman, Hannah, McLean, Sian, Griffiths, Scott, Teague, Samantha, Rodgers, Rachel, Paxton, Susan, Austen, Emma, Harris, Emily, Steward, Trevor, Shatte, Adrian, Khanh-Dao Le, Long, Anwar, Tarique, Mihalopoulos, Cathrine, Parker, Alexandra, Yager, Zali, Fuller-Tyszkiewicz, Matthew

Authors: Jarman, Hannah , McLean, Sian , Griffiths, Scott , Teague, Samantha , Rodgers, Rachel , Paxton, Susan , Austen, Emma , Harris, Emily , Steward, Trevor , Shatte, Adrian , Khanh-Dao Le, Long , Anwar, Tarique , Mihalopoulos, Cathrine , Parker, Alexandra , Yager, Zali , Fuller-Tyszkiewicz, Matthew
Date: 2022
Type: Text , Journal article , Review
Relation: Body Image Vol. 40, no. (2022), p. 225-236
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Description: Progress towards understanding how social media impacts body image hinges on the use of appropriate measurement tools and methodologies. This review provides an overview of common (qualitative, self-report survey, lab-based experiments) and emerging (momentary assessment, computational) methodological approaches to the exploration of the impact of social media on body image. The potential of these methodologies is detailed, with examples illustrating current use as well as opportunities for expansion. A key theme from our review is that each methodology has provided insights for the body image research field, yet is insufficient in isolation to fully capture the nuance and complexity of social media experiences. Thus, in consideration of gaps in methodology, we emphasise the need for big picture thinking that leverages and combines the strengths of each of these methodologies to yield a more comprehensive, nuanced, and robust picture of the positive and negative impacts of social media. © 2022 Elsevier Ltd

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