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Using student voice in Social Studies/Humanities to personalise learning


Sellings, P and Waldrip, BG and Prain, V and Lovejoy, V, Using student voice in Social Studies/Humanities to personalise learning, Personalising Learning in Open-Plan Schools, Sense Publishers, V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy L Mow, P Sellings, B Waldrip (ed), Rotterdam, pp. 163-180. ISBN 978-94-6300-191-5 (2015) [Research Book Chapter]

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Copyright 2015 Sense Publishers

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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. The students assessed their peers’ presentations and also self-assessed their work, with some co-regulated support through the use of teacher-provided rubrics. The teachers believed it was a valuable learning opportunity, in that students had a heightened sense of owning their learning and, as we will argue, had a personalised learning experience that developed their capacities as independent self-aware learners.

Item Details

Item Type:Research Book Chapter
Keywords:student voice, social studies, humanities, open-plan setting
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Waldrip, BG (Professor Bruce Waldrip)
ID Code:121457
Year Published:2015
Funding Support:Australian Research Council (LP100200179)
Deposited By:Education
Deposited On:2017-09-29
Last Modified:2017-12-04

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