Show simple item record

dc.contributor.authorAldridge, Jill
dc.contributor.editorBarry Fraser, Kenneth Tobin, Campbell McRobbie
dc.identifier.citationAldridge, 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.titleOutcomes-focused learning environments
dc.typeBook Chapter
dcterms.source.titleSecond International Handbook of Science Education (Part Two)
dcterms.source.placeDordrecht, The Netherlands
curtin.accessStatusFulltext not available

Files in this item


This item appears in the following Collection(s)

Show simple item record