Becky Shelley, PhD (2003), University of Tasmania, is Deputy Director of the Peter Underwood Centre at the University of Tasmania. She is a political scientist who publishes on political economy, comparative analysis, and social policy. Her publications include Democratic Development in East Asia (Routledge, 2005).Kitty te Riele, PhD (2003), University of Sydney, is Professor and Deputy Director of the Peter Underwood Centre at the University of Tasmania. Her publications on education include Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice (Sense, 2015).Natalie Brown, PhD (2000), University of Tasmania, is Director of the Peter Underwood Centre. Natalie’s research is in STEM education, higher education and professional learning. Her publications include Educational Research and Professional Learning in Changing Times (Brill, 2012).Tess Crellin, First Class Hons (2009), University of Sydney, is a Research Assistant at the Peter Underwood Centre at the University of Tasmania. Her publications include contract research reports for the Centre, and magazine articles in Lume.

• ForewordFrances UnderwoodList of Figures and TablesNotes on Contributors1 The Transformative Potential of EducationBecky Shelley, Kitty te Riele, Natalie Brown and Jodee WilsonPART 1: Themes and ConceptsVignette A: Learning Outside SchoolEllie Kearnes, Denise Delphin and Tristam Fitzallen (with Tess Crellin)2 Lateral Violence in Aboriginal Communities: From Awareness to TransformationsYvonne Clark and Karen Glover3 Building Strong and Supportive Communities: Developing a Child StandpointSharon Bessell4 What Do We Really Mean by Educational Attainment?Katrina Beams and Natalie BrownPART 2: Enabling Success in LearningVignette B: Exploring Successful Learning with Lucas and Lily: What Can a School-University Partnership Offer to Enhance the Education of Senior Secondary Students and Prepare Them for What’s Next in Their Learning?Jess Woodroffe, Tom Viney, Michael Craw, Lily Spencer and Lucas Long5 Using the Practice of Statistics to Design Students’ Experiences in STEM EducationNoleine Fitzallen and Jane Watson6 Pedagogies in Science Education for Social JusticeBarbara Kameniar and Jacinta Duncan7 A Framework for Quality Flexible Learning ProgramsKitty te RielePART 3: Identity, Well-Being and LearningVignette C: Students as Agents of ChangeBrodie Kennedy, Sophie Reid and Sue Stack8 Learning with the Children’s UniversityBecky Shelley, Georgia Sutton and Karen Eyles9 Beyond Me-Ism: Teamwork, Team Building and Cooperation in Flexible Learning EnvironmentsFiona MacDonald, Bethany Easton and Dorothy Bottrell10 The Transformative Power of Gratitude in EducationKerry Howells11 Passport to Better Health and Education Outcomes for Tasmania’s ChildrenAndrew P. Hills, Megan Gibson and Trevor Brown12 HealthLit4Kids: Building Health Literacy from the School Ground UpRose Nash, Shandell Elmer and Richard OsbornePART 4: Collaboration and PartnershipVignette D: The Power of Collaboration and Partnership: Stories of the Brooker HighwayEmily Bullock and Kate Gross13 The Spatialities of School-Parent-Community EngagementElaine Stratford, Sue Kilpatrick, Robin Katersky Barnes, Gemma Burns and Sarah Fischer14 Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and NetworksLouisa Ellum15 Transforming Trajectories for Disadvantaged Young Children: Lessons from Tasmania’s Child and Family CentresNick Hopwood16 Cultivating Professional Learning Partnerships in TasmaniaAbbey MacDonald and Katie WightmanAfterwordJulian Sefton-GreenIndex

Becky Shelley, PhD (2003), University of Tasmania, is Deputy Director of the Peter Underwood Centre at the University of Tasmania. She is a political scientist who publishes on political economy, comparative analysis, and social policy. Her publications include Democratic Development in East Asia (Routledge, 2005).Kitty te Riele, PhD (2003), University of Sydney, is Professor and Deputy Director of the Peter Underwood Centre at the University of Tasmania. Her publications on education include Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice (Sense, 2015).Natalie Brown, PhD (2000), University of Tasmania, is Director of the Peter Underwood Centre. Natalie’s research is in STEM education, higher education and professional learning. Her publications include Educational Research and Professional Learning in Changing Times (Brill, 2012).Tess Crellin, First Class Hons (2009), University of Sydney, is a Research Assistant at the Peter Underwood Centre at the University of Tasmania. Her publications include contract research reports for the Centre, and magazine articles in Lume.

• ForewordFrances UnderwoodList of Figures and TablesNotes on Contributors1 The Transformative Potential of EducationBecky Shelley, Kitty te Riele, Natalie Brown and Jodee WilsonPART 1: Themes and ConceptsVignette A: Learning Outside SchoolEllie Kearnes, Denise Delphin and Tristam Fitzallen (with Tess Crellin)2 Lateral Violence in Aboriginal Communities: From Awareness to TransformationsYvonne Clark and Karen Glover3 Building Strong and Supportive Communities: Developing a Child StandpointSharon Bessell4 What Do We Really Mean by Educational Attainment?Katrina Beams and Natalie BrownPART 2: Enabling Success in LearningVignette B: Exploring Successful Learning with Lucas and Lily: What Can a School-University Partnership Offer to Enhance the Education of Senior Secondary Students and Prepare Them for What’s Next in Their Learning?Jess Woodroffe, Tom Viney, Michael Craw, Lily Spencer and Lucas Long5 Using the Practice of Statistics to Design Students’ Experiences in STEM EducationNoleine Fitzallen and Jane Watson6 Pedagogies in Science Education for Social JusticeBarbara Kameniar and Jacinta Duncan7 A Framework for Quality Flexible Learning ProgramsKitty te RielePART 3: Identity, Well-Being and LearningVignette C: Students as Agents of ChangeBrodie Kennedy, Sophie Reid and Sue Stack8 Learning with the Children’s UniversityBecky Shelley, Georgia Sutton and Karen Eyles9 Beyond Me-Ism: Teamwork, Team Building and Cooperation in Flexible Learning EnvironmentsFiona MacDonald, Bethany Easton and Dorothy Bottrell10 The Transformative Power of Gratitude in EducationKerry Howells11 Passport to Better Health and Education Outcomes for Tasmania’s ChildrenAndrew P. Hills, Megan Gibson and Trevor Brown12 HealthLit4Kids: Building Health Literacy from the School Ground UpRose Nash, Shandell Elmer and Richard OsbornePART 4: Collaboration and PartnershipVignette D: The Power of Collaboration and Partnership: Stories of the Brooker HighwayEmily Bullock and Kate Gross13 The Spatialities of School-Parent-Community EngagementElaine Stratford, Sue Kilpatrick, Robin Katersky Barnes, Gemma Burns and Sarah Fischer14 Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and NetworksLouisa Ellum15 Transforming Trajectories for Disadvantaged Young Children: Lessons from Tasmania’s Child and Family CentresNick Hopwood16 Cultivating Professional Learning Partnerships in TasmaniaAbbey MacDonald and Katie WightmanAfterwordJulian Sefton-GreenIndex

Becky Shelley, PhD (2003), University of Tasmania, is Deputy Director of the Peter Underwood Centre at the University of Tasmania. She is a political scientist who publishes on political economy, comparative analysis, and social policy. Her publications include Democratic Development in East Asia (Routledge, 2005).Kitty te Riele, PhD (2003), University of Sydney, is Professor and Deputy Director of the Peter Underwood Centre at the University of Tasmania. Her publications on education include Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice (Sense, 2015).Natalie Brown, PhD (2000), University of Tasmania, is Director of the Peter Underwood Centre. Natalie’s research is in STEM education, higher education and professional learning. Her publications include Educational Research and Professional Learning in Changing Times (Brill, 2012).Tess Crellin, First Class Hons (2009), University of Sydney, is a Research Assistant at the Peter Underwood Centre at the University of Tasmania. Her publications include contract research reports for the Centre, and magazine articles in Lume.

• ForewordFrances UnderwoodList of Figures and TablesNotes on Contributors1 The Transformative Potential of EducationBecky Shelley, Kitty te Riele, Natalie Brown and Jodee WilsonPART 1: Themes and ConceptsVignette A: Learning Outside SchoolEllie Kearnes, Denise Delphin and Tristam Fitzallen (with Tess Crellin)2 Lateral Violence in Aboriginal Communities: From Awareness to TransformationsYvonne Clark and Karen Glover3 Building Strong and Supportive Communities: Developing a Child StandpointSharon Bessell4 What Do We Really Mean by Educational Attainment?Katrina Beams and Natalie BrownPART 2: Enabling Success in LearningVignette B: Exploring Successful Learning with Lucas and Lily: What Can a School-University Partnership Offer to Enhance the Education of Senior Secondary Students and Prepare Them for What’s Next in Their Learning?Jess Woodroffe, Tom Viney, Michael Craw, Lily Spencer and Lucas Long5 Using the Practice of Statistics to Design Students’ Experiences in STEM EducationNoleine Fitzallen and Jane Watson6 Pedagogies in Science Education for Social JusticeBarbara Kameniar and Jacinta Duncan7 A Framework for Quality Flexible Learning ProgramsKitty te RielePART 3: Identity, Well-Being and LearningVignette C: Students as Agents of ChangeBrodie Kennedy, Sophie Reid and Sue Stack8 Learning with the Children’s UniversityBecky Shelley, Georgia Sutton and Karen Eyles9 Beyond Me-Ism: Teamwork, Team Building and Cooperation in Flexible Learning EnvironmentsFiona MacDonald, Bethany Easton and Dorothy Bottrell10 The Transformative Power of Gratitude in EducationKerry Howells11 Passport to Better Health and Education Outcomes for Tasmania’s ChildrenAndrew P. Hills, Megan Gibson and Trevor Brown12 HealthLit4Kids: Building Health Literacy from the School Ground UpRose Nash, Shandell Elmer and Richard OsbornePART 4: Collaboration and PartnershipVignette D: The Power of Collaboration and Partnership: Stories of the Brooker HighwayEmily Bullock and Kate Gross13 The Spatialities of School-Parent-Community EngagementElaine Stratford, Sue Kilpatrick, Robin Katersky Barnes, Gemma Burns and Sarah Fischer14 Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and NetworksLouisa Ellum15 Transforming Trajectories for Disadvantaged Young Children: Lessons from Tasmania’s Child and Family CentresNick Hopwood16 Cultivating Professional Learning Partnerships in TasmaniaAbbey MacDonald and Katie WightmanAfterwordJulian Sefton-GreenIndex