TY - BOOK ID - 14224893 TI - Personalising Learning in Open-Plan Schools AU - Prain, Vaughan. AU - Cox, Peter. AU - Deed, Craig. AU - Edwards, Debra. AU - Farrelly, Cathleen. AU - Keeffe, Mary. AU - Lovejoy, Valerie. AU - Mow, Lucy. AU - Sellings, Peter. AU - Waldrip, Bruce. PY - 2015 SN - 946300193X 9463001921 9463001913 PB - Rotterdam : SensePublishers : Imprint: SensePublishers, DB - UniCat KW - Education - General KW - Education KW - Social Sciences KW - Open plan schools KW - Individualized instruction KW - Education, Secondary KW - Differentiation (Education) KW - Individual instruction KW - Interest centers approach to teaching KW - Learning center approach to teaching KW - Open classroom approach to teaching KW - Open education KW - Open schools KW - Open-space plan schools KW - Education. KW - Education, general. KW - Tutors and tutoring KW - Individualized education programs KW - Mastery learning KW - Free schools KW - Experimental methods KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Education, Secondary. KW - Individualized instruction. KW - Open plan schools. KW - High school education KW - High school students KW - Secondary education KW - Secondary schools KW - Teenagers KW - High schools KW - Education (Secondary) UR - https://www.unicat.be/uniCat?func=search&query=sysid:14224893 AB - "How can widely acknowledged challenges facing regional secondary schools with high concentrations of low SES students, ineffectual curricula, and poor levels of student engagement, attendance, and wellbeing, be addressed? In this book we report on key outcomes of the Bendigo Education Plan that aimed to improve the academic attainment and wellbeing of 3000 regional secondary students. This Plan entailed rebuilding four Years 7-10 colleges, and developing a differentiated and personalised curriculum, with teachers team-teaching in open-plan settings. We analyse how and why teachers and students adapted to these new practices. We focus on both generic changes in the schools, around the use of ICTs and the organisation of the curriculum, and on specific approaches to teaching and learning in English, mathematics, science, social studies and studio arts. This book provides research-based guidelines on how the curriculum can be renewed and enacted effectively in these and like schools. In analysing a large-scale attempt to address the challenge of making learning personalised and meaningful for this cohort of students, our book addresses larger questions about quality secondary curriculum and successful teacher professional learning support.". ER -