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"Edwards, Debra"
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Adapting to teaching and learning in open-plan schools
\"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\"--Jacket.
Book
Personalised learning: lessons to be learnt
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.
Journal Article
Personalising learning in open-plan schools
\"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.\"
Book
Personalised learning in the open classroom: The mutuality of teacher and student agency
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 conceptualized 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.
Journal Article
Student perceptions of personalised learning : development and validation of a questionnaire with regional secondary students
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: self-directed 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. [Author abstract]
Journal Article
Postnatal care
Essential Midwifery Practice: Postnatal Care summarises the important developments in postnatal care in relation to recent policy and guidance and relates the recommendations to midwifery practice in a clear and easily understood manner. With contributions from experts in the field, this practical text provides a resource for postnatal service provision in both hospital and community, offering a framework to assist midwives understand the background to care.
With a focus on a woman and family centred philosophy, and community engagement models of care, this text explores issues including clinical care within the postnatal period, transition into parenthood, empowering parents, morbidity and postnatal care, the healthy newborn, and engaging vulnerable women and families.
Essential Midwifery Practice: Postnatal Care forms part of a series of books that succinctly address the needs of practising midwives on a number of contemporary issues.
* Includes up to date information on recent policy, including NICE guidelines
* Written by respected experts in the field
* Focused on women and family centered care
* For both hospital and community midwives
eBook
Data Disclosure for Chemical Evaluations
Public disclosure of scientific data used by the government to make regulatory decisions for chemicals is a practical step that can enhance public confidence in the scientific basis of such decisions.
We reviewed the U.S. Environmental Protection Agency's (EPA) current practices regarding disclosure of data underlying regulatory and policy decisions involving chemicals, including pesticides. We sought to identify additional opportunities for the U.S. EPA to disclose data and, more generally, to promote broad access to data it uses, regardless of origin.
We recommend that when the U.S. EPA proposes a regulatory determination or other policy decision that relies on scientific research, it should provide sufficient underlying raw data and information about methods to enable reanalysis and attempts to independently reproduce the work, including the sensitivity of results to alternative analyses. This recommendation applies regardless of who conducted the work. If the U.S. EPA is unable to provide such transparency, it should state whether it had full access to all underlying data and methods. A timely version of submitted data cleared of information about confidential business matters and personal privacy should fully meet the standards of transparency described below, including public access sufficient for others to undertake an independent reanalysis.
Reliable chemical evaluation is essential for protecting public health and the environment and for ensuring availability of useful chemicals under appropriate conditions. Permitting qualified researchers to endeavor to independently reproduce the analyses used in regulatory determinations of pesticides and other chemicals would increase confidence in the scientific basis of such determinations.
Journal Article
The Natural History of Cigarette Smoking and Young Adult Social Roles
The relation between cigarette smoking (in adolescence and adulthood) and the occupancy of conventional adult social roles was investigated in the current study. Two alternative predictions for this relation were examined--\"role incompatibility\" (which predicts a negative relation between adolescent smoking and adult role occupancy) and \"pseudomaturity\" (which predicts a positive relation between adolescent smoking and adult role occupancy). Processes of role selection and role socialization were examined using data from a longitudinal study of smoking from adolescence to young adulthood. Both pseudomaturity and role incompatibility predictions found some support in the data, and the two views could be reconciled by considering the student role as the key transition into other adult statuses. Implications for the study of social roles and substance use are discussed.
Journal Article
Access to Chemical Data: Lutter et al. Respond
[...]in those cases where conduct of a second experiment may be impossible or infeasible, review and reanalysis of the first study's data is still a meaningful step along the \"reproducibility spectrum,\" assists in understanding the differences between competing analyses, and \"may be sufficient to verify the quality of the scientific claims\" (Peng 2011; see also Ioannides and Khoury 2011; Santer et al. 2011).
Journal Article
Personalised learning in the open classroom: The mutuality of teacher and student agency
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.
Journal Article