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Inclusive, engaged learning: New momentum in engagement policy and practice in Tasmania

Citation

Thomas, JK and Triffit, J and te Riele, KM, Inclusive, engaged learning: New momentum in engagement policy and practice in Tasmania, Proceedings of Education Transforms 2017, 12-14 July 2017, Hobart, Tasmania, pp. 30-31. (2017) [Conference Extract]

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Abstract

Student Engagement is a key issue in Tasmanian schools and has been attributed to poor school retention, academic achievement and conduct. While well intentioned, previous responses to low engagement in Tasmanian schools have lacked a consistent, systemic, evidence based approach, resulting in an unsustainable ad-hoc reaction to this important aspect of Education.

Over the last three years, momentum has been building to address student engagement throughout Tasmanian schools. The Tasmanian Department of Education has recently released new student engagement and retention policy and procedure documents which outline a proactive, system wide approach to improving engagement at all levels. This important step has been coupled with the formation of a state-wide working group including administrative, practitioner and research experts in the area of engagement.

This presentation discusses how the new strategic direction and the expertise, together with recent funding announced in the recent state budget, will allow for the policy and procedure documents to be enacted, evaluated and refined. It is our hope that this new momentum will enable inclusive, engaged learning to be available for all students in Tasmanian schools and provide the best chance for some of our most marginalised young people.

Item Details

Item Type:Conference Extract
Keywords:Engagement, flexible Learning options, retention
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning not elsewhere classified
Author:Thomas, JK (Dr Jeffrey Thomas)
Author:te Riele, KM (Professor Kitty te Riele)
ID Code:124053
Year Published:2017
Deposited By:Education
Deposited On:2018-02-07
Last Modified:2018-02-09
Downloads:0

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