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Supporting Adolescent Learning and Development Using Applied Learning Pedagogies in a Regional Secondary School: An Evaluation of a Pilot Program

Supporting Adolescent Learning and Development Using Applied Learning Pedagogies in a Regional... Abstract: Pedagogies to develop autonomy and social responsibility in early adolescent learners persist as an ongoing agenda for schools. This paper reports on one Australian regional secondary college’s pilot program to improve learner engagement in one year 8 class using applied learning principles across the curriculum. In late 2006, participating students in this applied learning initiative were interviewed in small groups, their parents surveyed, and their home group teacher interviewed. Overwhelmingly, student perspectives strongly endorsed the pilot program and were consistent with parent and teacher observations of these same students’ feelings toward engagement within the program. This article details adolescents’ self-reported significant learning, locating them within a wider discourse of secondary school curriculum and current knowledge about early adolescent learners. This article also provides particular reference to the applied learning principles around which the pilot program was conceived and framed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Supporting Adolescent Learning and Development Using Applied Learning Pedagogies in a Regional Secondary School: An Evaluation of a Pilot Program

The High School Journal , Volume 94 (1) – Dec 30, 2010

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
Publisher site
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Abstract

Abstract: Pedagogies to develop autonomy and social responsibility in early adolescent learners persist as an ongoing agenda for schools. This paper reports on one Australian regional secondary college’s pilot program to improve learner engagement in one year 8 class using applied learning principles across the curriculum. In late 2006, participating students in this applied learning initiative were interviewed in small groups, their parents surveyed, and their home group teacher interviewed. Overwhelmingly, student perspectives strongly endorsed the pilot program and were consistent with parent and teacher observations of these same students’ feelings toward engagement within the program. This article details adolescents’ self-reported significant learning, locating them within a wider discourse of secondary school curriculum and current knowledge about early adolescent learners. This article also provides particular reference to the applied learning principles around which the pilot program was conceived and framed.

Journal

The High School JournalUniversity of North Carolina Press

Published: Dec 30, 2010

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