Abstract
Promoting student voice in school learning is now broadly advocated to enhance the quality and personalised nature of this learning (Beattie, 2012; Elias, 2010; Mitra & Gross, 2009). In this chapter we report on a program where Year 8 low SES students participated in peer formative assessment in a humanities inquiry-based project, where they chose both the type and context of learning activities, and were taught by three teachers in an open-plan setting.
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Sellings, P., Waldrip, B., Prain, V., Lovejoy, V. (2015). Using Student Voice in Social Studies/Humanities to Personalise Learning. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_10
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DOI: https://doi.org/10.1007/978-94-6300-193-9_10
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