Outcomes-focused learning environments
|dc.contributor.editor||Barry Fraser, Kenneth Tobin, Campbell McRobbie|
|dc.identifier.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.|
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.
|dc.title||Outcomes-focused learning environments|
|dcterms.source.title||Second International Handbook of Science Education (Part Two)|
|dcterms.source.place||Dordrecht, The Netherlands|
|curtin.accessStatus||Fulltext not available|