Engaged Learning

Our vision is to understand and promote teaching and assessment practices that are inclusive and beneficial for all students. As learning is a complex, ongoing process, we employ innovative and multidisciplinary approaches to understand factors influencing learning and produce evidence of student learning and achievement. These methods include innovative approaches, such as data analytics, eye tracking, student voice, and visual ethnography to understand the learning processes of individuals.

We engage in systematic investigation of teacher practices and student engagement across multiple contexts, including early childhood, primary, secondary, and alternative education settings. Our research evidence of learning and assessment is used to inform policy and practice, so that all students can experience greater success and achieve their full potential.

Research in the SELB Engaged Learning strand investigates the many varied components that contribute to this agenda, including:

  • Cognitive processes of diverse learners
  • Formative, standardised and summative assessment practices
  • Individual, social and environmental factors influencing learning
  • Student experiences of schooling

 

Upcoming Events

SELB Learning2Read Forum, April 18th 12.30-5.30pm, E551 Education Precinct

 

Current Projects

Recent publications

‘Once upon a time’: Examining ability grouping and differentiation practices in cultures of evidence based decision-making

(2019) ‘Once upon a time’: Examining ability grouping and differentiation practices in cultures of evidence based decision-making. Cambridge Journal of Education, 49(3), pp. 329-348.
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Designing out barriers to student access and participation in secondary school assessment

Linda J. Graham, Haley Tancredi, Jill Willis, Kelli McGraw (2018) Designing out barriers to student access and participation in secondary school assessment. The Australian Educational Researcher, 45,(1), pp.103–124.

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Diverse perspectives on student agency in classroom assessment

, , & Van der Kleij, Fabienne Michelle (2018) Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher, 45(1), pp. 1-12.
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Vision screening outcomes of Grade 3 children in Australia

, , , & (2017) Vision screening outcomes of Grade 3 children in Australia: Differences in academic achievement. International Journal of Educational Research, 83, pp. 154-159.
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Engaged Learning strand leaders