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By Frederique Hatier

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35 Discrim’t Validity (Mean Correl’n) B. WALDRIP, P. JIN YU The extent that students perceive they have differentiated learning opportunities. The extent to which students believe that teaching and learning in their schools are effective. Self-Report on Disruptive Behaviour Individualisation Effective Teaching and Learning Opportunity for Personal and The extent to which students feel they can receive professional support or be Social Behaviour involved in school committees. The extent to which students have a positive affect due to school.

1) points to (a) the difficulty of achieving teacherled interventions that have marked positive effects on student responses to the scales, and (b) the averaging out effect of such a large sample. As we report in subsequent quantitative data in this chapter, there were gains in academic achievement in these schools compared to similar schools in the national sample, but these gains were not mirrored in PLEQ responses. This perhaps reflects the ambitious, broad-brush scope of the PLEQ’s account of contributing dimensions to personalising learning.

Implications from this emergent model are discussed in subsequent chapters. CONCLUSIONS In this chapter we have reported on the development, validation and implementation of a survey, the Personalised Learning Experience Questionnaire (PLEQ), to monitor students’ perceptions of the extent to which their learning environment was personalised. We note that it was one of the first instruments to establish, using structural equation modelling, the complex interaction among a wide range of factors that impact on personalisation of learning, academic efficacy and student wellbeing.

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