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Abstract

Australian students’ performance on national and international literacy assessmentshas declined since 2000, while teachers in contemporary classrooms contend withconditions of increased complexity and uncertainty. In July 2017, the AustralianGovernment commissioned a panel of experts to provide advice on how to improveAustralian students’ achievement and school performance. The panel concluded thatAustralian schools must support every student to realise their full learning potentialthrough an increased emphasis on personalised student learning and collaborativeteacher practices. This paper outlines a case study of complexities and infuencesin enabling and constraining a local curriculum innovation in literacy that soughtto personalise learning and promote teacher collaboration in conditions of constantchange and disruption. Named Literacy Toolbox, this initiative was developed byYear 7 and 8 literacy leaders at a Tasmanian secondary school to increase studentagency and enhance teaching around a model of deprivatised or shared practice. Thefndings provide insight for education researchers and schools regarding the challenges and opportunities of attempts to enact personalised learning and co-teachingin the current context.

Item Type:	Article
Authors/Creators:	Thomas, DP and Emery, S and Prain, V and Papageorgiou, J and McKendrick, A-M
Keywords:	Personalised learning, deprivatised practice, co-teaching, secondary education, school-university partnerships
Journal or Publication Title:	Australian Educational Researcher
Publisher:	Springer Netherlands
ISSN:	0311-6999
DOI / ID Number:	https://doi.org/10.1007/s13384-018-0295-6
Copyright Information:	Copyright 2019 The Australian Association for Research in Education, Inc.
Related URLs:	Google Scholar: Thomas, DP UTAS Profile: Thomas, DP UTAS Profile: Emery, S
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