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Personalised learning in the open classroom: The mutuality of teacher and student agency.

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Title: Personalised learning in the open classroom: The mutuality of teacher and student agency.
Authors: DEED, CRAIG1, COX, PETER1, DORMAN, JEFFREY2, EDWARDS, DEBRA1, FARRELLY, CATHLEEN1, KEEFFE, MARY1, LOVEJOY, VALERIE1, MOW, LUCY1, SELLINGS, PETER2,3, PRAIN, VAUGHAN1, WALDRIP, BRUCE2,4, YAGER, ZALI1,5
Source: International Journal of Pedagogies & Learning. Aug2014, Vol. 9 Issue 1, p66-75. 10p. 1 Diagram, 1 Chart.
Subject Terms: *Open plan schools, *Open learning, *Teacher-student relationships, *Classroom environment, *Problem solving, *Problem-based learning
Abstract: 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]
Copyright of International Journal of Pedagogies & Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Personalised learning in the open classroom: The mutuality of teacher and student agency.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Pedagogies+%26+Learning%22">International Journal of Pedagogies & Learning</searchLink>. Aug2014, Vol. 9 Issue 1, p66-75. 10p. 1 Diagram, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Open+plan+schools%22">Open plan schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Open+learning%22">Open learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink>
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  Data: 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]
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  Data: <i>Copyright of International Journal of Pedagogies & Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/18334105.2014.11082020
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        Type: general
      – SubjectFull: Open learning
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      – SubjectFull: Teacher-student relationships
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              Text: Aug2014
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