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    Outcomes-focused learning environments

    Access Status
    Fulltext not available
    Authors
    Aldridge, Jill
    Date
    2012
    Type
    Book Chapter
    
    Metadata
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    Citation
    Aldridge, Jill M. 2012. Outcomes-focused learning environments, in Fraser, B.J. and Tobin, K.G. and McRobbie, C.J. (ed), Second International Handbook of Science Education, pp. 1257-1276. Dordrecht: Springer.
    Source Title
    Second International Handbook of Science Education (Part Two)
    DOI
    10.1007/978-1-4020-9041-7_81
    ISBN
    9781402090400
    URI
    http://hdl.handle.net/20.500.11937/38390
    Collection
    • Curtin Research Publications
    Abstract

    In countries around the world, there has been much attention given to the benefits and problems related to outcomes-focused education. Although the media, politicians, educators and parents all seem to have opinions about outcomes-focused education, unfortunately, very little of this is based on any evidence. The dearth of literature and research related to the implementation of outcomes-focused education makes it difficult for various stakeholders to make informed decisions and to form opinions that go beyond anecdotal or subjective information. Consequently, this study at a senior college in Western Australia was initiated for the purpose of monitoring the evolution of the learning environment as administrative staff and teachers implemented an outcomes-focused learning environment. This chapter reviews the concept and principles of outcomes-focused learning environments. The chapter then focuses on the successes and challenges of an innovative new post-compulsory secondary school in Western Australia which was committed to creating an outcomes-focused curriculum. Major research aims included: (1) developing and validating the Technology-Rich Outcomes-Focused Learning Environment Inventory TROFLEI; and (2) evaluating the effectiveness of educational programs at the school in terms of classroom environment.

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