TY - BOOK ID - 7838740 TI - Adapting to Teaching and 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. AU - Yager, Zali. PY - 2014 SN - 9462098220 9462098247 9462098239 PB - Rotterdam : SensePublishers : Imprint: SensePublishers, DB - UniCat KW - Education. KW - Open plan schools -- Australia -- Victoria -- Case studies. KW - Education KW - Social Sciences KW - Education - General KW - Adult education KW - Research. KW - Study and teaching. KW - Pedagogy KW - Adult education research KW - Education, general. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Open plan schools. 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 - Free schools KW - Individualized instruction KW - Experimental methods UR - https://www.unicat.be/uniCat?func=search&query=sysid:7838740 AB - 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. ER -