| Figures | ||
| A.1 | Anonymous ‘postcard’ testimonials provided by one of the Children’s University Tasmania participants in 2016. | 14 |
| 4.1 | Attainment rates, Year 12, by socio-economic status, all schools (Report on Government Services, 2018). | 56 |
| 4.2 | Number of students awarded the Tasmanian Certificate of Educational Achievement (TCEA) (TASC Annual Report 2017). | 58 |
| 4.3 | The percentage of actual Year 12 students achieving the TCE, qualifications certificate and completing units of VET in Tasmania (2015–2017) (TASC, 2018). | 59 |
| 5.1 | Interrelated big ideas underlying statistics (Watson et al., 2018, p. 126). Reproduced from https://topdrawer.aamt.edu.au/Statistics/Big-ideas with permission. | 76 |
| 5.2 | Plot of class data for hand-made licorice (photograph by Suzie Wright). | 79 |
| 5.3 | Play Doh TM Fun Factory Extruder (reproduced with permission). | 79 |
| 5.4 | Plot of class data for machine-made licorice (photograph by Suzie Wright). | 80 |
| 5.5 | The Heat Activity (photograph by Suzie Wright). | 81 |
| 5.6 | Worksheet for recording and representing the data. | 81 |
| 5.7 | Class results for the heat activity (photograph by Suzie Wright). | 82 |
| 5.8 | Interaction with digital technology. | 83 |
| 5.9 | Representations to analyse survey data. | 84 |
| 5.10 | Catapult (photograph by Bruce Duncan). | 85 |
| 5.11 | TinkerPlots display of one group’s catapult data and data for the entire class. | 85 |
| 5.12 | Student plot of data for the two trials using TinkerPlots. | 86 |
| 5.13 | Class plot of data for the two trials using TinkerPlots. | 86 |
| 5.14 | Carrying out the viscosity trials to solve a mystery (photograph by Suzie Wright). | 87 |
| 5.15 | TinkerPlots distribution used to solve the mystery concentration. | 88 |
| 5.16 | Measuring lava flow down the volcano (photograph by Suzie Wright). | 88 |
| 5.17 | TinkerPlots distribution of data and prediction of time to reach 10 sections. | 89 |
| 5.18 | Designs and prototypes of seed dispersal devices (photographs by Suzie Wright). | 90 |
| 5.19 | Testing the seed dispersal mechanisms (photographs by Suzie Wright). | 90 |
| 5.20 | Data from class seed dispersal trials sorted by design-type. | 91 |
| 5.21 | The engineering design process in conjunction with the practice of statistics. | 91 |
| 5.22 | Carrying out the plant growth trials (photographs by Suzie Wright). | 92 |
| 5.23 | Data from the plant growth trials. | 93 |
| 5.24 | Spinners. | 93 |
| 5.25 | Results from using a TinkerPlots spinner. | 94 |
| 5.26 | A mystery spinner in TinkerPlots. | 95 |
| 6.1 | GTAC planning session: key understandings to be explored by students. | 106 |
| 7.1 | Framework for quality flexible learning programs (from te Riele, 2014, p. 47). | 126 |
| C.1 | Brodie: “What we want to do is paint the canteen stairs in rainbow colours …”. | 142 |
| C.2 | “It will stay. People can see it. LGBTQI will be accepted.”. | 142 |
| 8.1 | How good are you at school work compared to other students your age? (n = 159, % of Children’s University Tasmania participants and non-participants). | 155 |
| 8.2 | How often in the last two weeks have you felt pleased about having achieved something? (n = 159, % of Children’s University Tasmania participants and non-participants). | 157 |
| 9.1 | Findings, staff survey, responses to question: At this Flexi, professional wellbeing means … (101 respondents). | 172 |
| 9.2 | Findings, student survey, responses to question: Flexis do lot of things to support your wellbeing. How important are the following things to you? … (293 respondents). | 175 |
| 12.1 | Three dimensions of health literacy – the individual, services/organisations (schools) and community. | 214 |
| 12.2 | HealthLit4Kids artefact – carton of calm. | 217 |
| D.1. | The Stories of the Brooker Highway Youth Editorial Team: a group of high school students who assisted with the editing and layout of the Stories of the Brooker Highway book. (Photograph by Kate Gross/The Story Island Project). | 230 |
| 13.1 | The spatial core of school-parent-community engagement programs (based on Cleveland & Fisher, 2014; Family-School and Community Partnerships Bureau, n.d.). | 241 |
| 15.1 | Dialectic relationships between activity, practice and community. | 277 |
| Tables | ||
| 4.1 | ARR of full time secondary students, all schools (per cent) 2017. | 55 |
| 6.1 | School ICSEA data 2015–2016. Please note that the average ICSEA for schools in Australia is 1000. | 104 |
| 6.2. | Relationship among Fraser’s three dimensions of justice, Productive Pedagogies and the pedagogic practices utilized during GTAC sessions. | 113 |
| 7.1 | The landscape of flexible learning provision in Australia. | 123 |
| 7.2 | Case study programs. | 125 |
| 8.1 | Survey results for Children’s University Tasmania participants and non-participants 2017 (Mann-Whitney U test (n = 159), SPSS). | 156 |
| 10.1 | Outcomes of qualitative analysis of survey and focus group data. | 189 |
| 12.1 | Nutbeam’s classification of health literacy (2000). | 212 |
| 12.2 | The Ophelia (Optimising Health Literacy and Access) principles (Beauchamp et al., 2017). | 216 |
| 12.3 | HealthLit4Kids evidenced response to the Ophelia Principles. | 220 |
| 12.4 | A health literate school looks like, feels like and does things like. … | 222 |
| 13.1 | Schools’ spatialities and their relationship to school-parent-community engagement. | 236 |
| 15.1 | Evidence of change on different planes. | 271 |
List of Figures and Tables
In: Harnessing the Transformative Power of Education
Editors:
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Becky Shelley
Becky Shelley
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Kitty te Riele
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Natalie Brown
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Tess Crellin
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