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dc.contributor.authorAldridge, Jill
dc.contributor.editorBarry Fraser, Kenneth Tobin, Campbell McRobbie
dc.date.accessioned2017-01-30T14:19:57Z
dc.date.available2017-01-30T14:19:57Z
dc.date.created2013-03-21T20:01:06Z
dc.date.issued2012
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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/38390
dc.identifier.doi10.1007/978-1-4020-9041-7_81
dc.description.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.

dc.publisherSpringer
dc.titleOutcomes-focused learning environments
dc.typeBook Chapter
dcterms.source.startPage1257
dcterms.source.endPage1273
dcterms.source.titleSecond International Handbook of Science Education (Part Two)
dcterms.source.isbn9781402090400
dcterms.source.placeDordrecht, The Netherlands
dcterms.source.chapter48
curtin.department
curtin.accessStatusFulltext not available


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