The review commences by defining the concept of student-centred schooling
and the various learning and educational theories that underpin related
research. The authors present a model comprising six core elements of
learning environments that student-centred schools demonstrate, with a focus
on leadership. They also link their findings to the five professional practices in
AITSL’s Australian Professional Standard for Principals to illustrate how these
leadership practices drive and sustain student-centred schools.
Drawing from Viviane Robinson’s work on the dimensions of student-centred
school leadership, together with several further dimensions identified through
an environmental scan of literature, the authors consider how and in what ways
student-centred schools make the difference.