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Lining Up the Ducks: Personalising Education and the Challenges it Poses for a School's Leadership

Keamy, Kim (2009) Lining Up the Ducks: Personalising Education and the Challenges it Poses for a School's Leadership. International Journal of Learning, 16 (2). pp. 245-256. ISSN 1447-9494

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Abstract

In Australia, Victoria’s Department of Education and Early Childhood Development has encouraged educational institutions and systems to respond to the global movement of personalising learning in ways – both pedagogically and organisationally – that support the diverse personal aspirations of learners. An evaluation of the leadership structure of a large, regional independent school came at a time when the school was initiating some ideas in relation to personalising learning; ideas that also coincided with innovations that the school had already made with its middle years students. Focus group discussions took place to identify issues and a Web-based survey was utilised to explore the ideas further with all staff. Staff members highlighted the challenges and tensions arising from the seemingly constant introduction of innovations without any parallel processesto ensure organisational and curriculum coherency across the school. In this paper, the research design is described and the responses from staff are discussed as they relate to the concept of personalised learning. The focus of the paperis upon the organisational and curriculum issues confronting the school’sleadership in order for the school to become the vibrant learning community to which it aspires

Item Type: Article
Uncontrolled Keywords: ResPubID24537, educational leadership, personalised learning, middle years, research, integrated curriculum, secondary school curriculum
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
Related URLs:
Depositing User: VUIR
Date Deposited: 30 Nov 2012 05:41
Last Modified: 30 Nov 2012 05:41
URI: http://vuir.vu.edu.au/id/eprint/10309
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Citations in Scopus: 1 - View on Scopus

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