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Open plan schools --- Interest centers approach to teaching --- Learning center approach to teaching --- Open classroom approach to teaching --- Open education --- Open schools --- Open-space plan schools --- Education --- Free schools --- Individualized instruction --- Experimental methods --- Open plan schools.

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Teaching --- Onderwijssystemen --- Opvoedkunde --- Pédagogie --- Systèmes d'enseignement --- Open plan schools --- -#SBIB:37H0 --- 452.2 --- onderwijsbeleid --- onderwijskunde --- onderwijspraktijk --- onderwijsstijlen --- onderwijsstructuur --- 453.9 --- Interest centers approach to teaching --- Learning center approach to teaching --- Open classroom approach to teaching --- Open education --- Open schools --- Open-space plan schools --- Education --- Free schools --- Individualized instruction --- Pedagogie --- Experimental methods --- #SBIB:37H0

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Educational innovations --- Language arts (Elementary) --- Open plan schools --- Interest centers approach to teaching --- Learning center approach to teaching --- Open classroom approach to teaching --- Open education --- Open schools --- Open-space plan schools --- Education --- Free schools --- Individualized instruction --- Language arts --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Experimental methods --- Study and teaching (Elementary) --- Study and teaching --- Innovations --- Technological innovations

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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.

Education. --- Open plan schools -- Australia -- Victoria -- Case studies. --- Education --- Social Sciences --- Education - General --- Adult education --- Research. --- Study and teaching. --- Pedagogy --- Adult education research --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Open plan schools. --- Interest centers approach to teaching --- Learning center approach to teaching --- Open classroom approach to teaching --- Open education --- Open schools --- Open-space plan schools --- Free schools --- Individualized instruction --- Experimental methods

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"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.".

Education - General --- Education --- Social Sciences --- Open plan schools --- Individualized instruction --- Education, Secondary --- Differentiation (Education) --- Individual instruction --- Interest centers approach to teaching --- Learning center approach to teaching --- Open classroom approach to teaching --- Open education --- Open schools --- Open-space plan schools --- Education. --- Education, general. --- Tutors and tutoring --- Individualized education programs --- Mastery learning --- Free schools --- Experimental methods --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Secondary. --- Individualized instruction. --- Open plan schools. --- High school education --- High school students --- Secondary education --- Secondary schools --- Teenagers --- High schools --- Education (Secondary)