New practices, new knowledge and future implications for learning in open-plan settings for low ses students

Abstract

In this book we have identified many BEP implementation effects, some expected and others less predictable. We also recognise that many effects and outcomes have arisen from altered conditions since the development of the BEP's original goals nine years ago. In summarising these findings we are particularly interested in focusing again on new knowledge about the relationship between up-scaled learning communities and learning and wellbeing for predominantly low SES students. In this chapter we review our major findings, addressing each of the research questions posed in chapter 1. 1. What are the individual and combined effects of the proposed strategies on students' academic efficacy, performance, and wellbeing? 2. What are the effects of these strategies on teachers' and students' practices and beliefs about effective learning? 3. What do teachers and students perceive as enablers and challenges in this educational initiative? 4. What are the theoretical and practical implications of this study for a systemic approach to addressing effective schooling for similarly disadvantaged students?.