Research
Faculty of Arts and Education
ARC Discovery Grants
Prof JA Blackmore; A/Prof DN Hayes
Redesigning schools and school leadership: an Australian comparative case studyProf RW Tytler; Prof VR Prain; A/Prof BG Waldrip; Dr PJ Hubber
The role of representation in learning scienceARC Linkage Grant
A/Prof CA Beavis; Prof CM Bradford; Dr JA O'Mara; Dr C Walsh
Literacy in the digital world of the twenty-first century: learning from computer games
C. Hickey, L. Harrison, J. Lindsay and P. Kelly
'What a great night': The cultural drivers of drinking practices among 14-24 year-old Australians (DrinkWise)
Dr Ruth Arber and Prof Jill Blackmore
Impact of internationalisation on secondary schooling and teachersProf Jill Blackmore, Prof Ann Taket, Dr Leonie Rowan, Dr Christopher Hickey, Mr Bernard Marshall
Improving student outcomes in socially disadvantaged communities through inter-agency collaborationDr Chris Hickey, Prof Boyd Swinburn, Ms Lisa Gibbs
"It's your body": Transferring sensitive body composition knowledge in schools
ARC Discovery Grants
Evans, T., Macauley, P. & Pearson, M. Development of Australian PhD programs
Galitis, I. DEST Doctoral Studies Award (Department of Education, Science and Training)
R. Tytler
Identifying best practice exemplars from the Australian School Innovation in Science, Technology and Mathematics (ASISTM) Project (Department of Education, Science and Training)
Evans, T. Evans, T and Honan, E. PNG Curriculum reform implementation project (CRIP) impact study 6 extension (COLLEY)
McLeod, J. Disenfranchised youth, class conflict and social change (Canadian Social Sciences and Humanities Research Council of Canada)
Tytler, R. ICT to support Literacy and Numeracy In Rural Schools (Association of Independent Schools Victoria)
White, S. Improving student teachers’ teaching and learning of Science, Mathematics and Technology through a school based unit (Australian Science in Schools, Technology and Mathematics (ASISTM)
G. Williams
The role of optimism in facilitating collaborative mathematical problem-solving activity
ARC Discovery Grant
McWilliam, E, Taylor, P and Evans, T.
The Impact of Risk Management on Higher Degree Research Policy and Pedagogy in Australian UniversitiesARC Linkage Grant
Komesaroff, L, Hyde, M and Bagaric, M.
A comparison of anticipated benefits and the personal, educational and social outcomes of cochlear implantation in deaf childrenVickers, M, Downes, T, Lynch, J, Reid, C, Rowan, L. and Harris, C.
From high school to higher education: Gendered pathways in information, communication and computer technology education
Evans, T and Honan, E. PNG Curriculum reform implementation project (CRIP) impact study 6 activity
McGrath, H. Review of Anti-Bullying policy and practice
Tytler, R, Mousley, J and Mays, H. Victorian SiMERR Hub
Hickey, C. Motivation and engagement of boys: evidence based teaching practices, University of Western Sydney
ARC Discovery Grant
McWilliam, E, Taylor, P and Evans, T.
The Impact of Risk Management on Higher Degree Research Policy and Pedagogy in Australian Universities, Australian Research Council, Project - Discovery - ProjectsSantoro, N, Reid, J and McConaghy, C.
Indigenous Teachers: Understanding their Professional Pathways and Career Experiences, Australian Research Council, Project - Discovery - ProjectsSullivan, P, Mousley, J and Zevenbergen, R. Differentiated Pedagogies: Strategies for Teaching Mathematics to Maximise Success for All Students
T Evans, M Pearson & P Macauley
Research capacity-building: the development of Australian PhD programs in national and emerging global contexts
The creation of new ideas and knowledge through research underpins social, cultural and economic change, therefore, sustaining appropriate research capacity is fundamentally important. The key issue facing doctoral education in the 21st century is how to build research capacity appropriate for an emergent global context. This project investigates the ways PhD programs develop research capacities for post-War nation-building through to contemporary globalisation. It is founded on the analysis of a database of every PhD awarded by Australian universities, followed by fourteen case-studies of the development, nature and processes of Australian doctoral programs established between the 1940s and 1990s in selected fields of study.
DP0771591 Prof JA Blackmore; A/Prof DN Hayes
Redesigning schools and school leadership: an Australian comparative case study
2007 : $70,000,
2008 : $70,000,
2009 : $70,000
This project on school redesign addresses an urgent need identified in Government and OECD reports for schools
and systems to redesign in order to be more responsive to multiple social and economic pressures while
addressing significant disparities between schools. Longitudinal case studies with a focus on schools in particularly
challenging circumstances will reconceptualize the relationship between sustainable school reform, leadership,
student learning and school-community relationships. These are all policy priority areas. Communication strategies
aim to inform policymakers, professional associations, the new National Institute for Quality Teaching and School
Leadership, and schools about how to conceptualise and sustain reform.
DP0770999 Prof RW Tytler; Prof VR Prain; A/Prof BG Waldrip; Dr PJ Hubber
The role of representation in learning science
2007 : $120,000,
2008 : $88,000,
2009 : $109,000
School science is a core area for the future prosperity and health of Australia. Poor student attitudes to science and low involvement in post compulsory science are of national concern. This project, by taking a fresh perspective on key learning issues in middle years science, when student attitudes and future plans are being forged, has the
potential to lay the groundwork for more successful learning, increased retention into post compulsory science, and enhanced public science literacy. By focusing on effective and innovative pedagogies and assessment strategies the project has the capacity to enhance science students' capacity for innovation, potentially laying the groundwork for increased productivity in the longer term.
LP0775072 A/Prof CA Beavis; Prof CM Bradford; Dr JA O'Mara; Dr C Walsh
Literacy in the digital world of the twenty-first century: learning from computer games.
INDUSTRY PARTNERS: Department of Education & Training, Australian Centre for the Moving Image, The Victorian Association for the Teaching of English
2007 : $ 64,000, 2008 : $ 40,000, 2009 : $ 47,000
The creation of a literate and tech-savvy workforce and community is essential to Australia's future prosperity. By helping teachers better understand and teach ICT-enabled forms of text and literacy, drawing on insights from young people's actual engagement with digital culture in their leisure hours, the project will help strengthen young Australians' capacity to critically evaluate and use ICTs for effective learning and communication. This project will help produce the skills, knowledge and orientations necessary to create smart information use, through developing and strengthening young people's uses and understandings of ICT-based forms of text and literacy.
'What a great night': The cultural drivers of drinking practices among 14-24 year-old Australians (DrinkWise)
C. Hickey, L. Harrison, J. Lindsay and P. Kelly
This project aims to gather important qualitative information about the cultural drivers of alcohol consumption by young people in Australia. While there is a substantial amount of quantitative information available on alcohol consumption patterns there is limited information on why different groups of young people consume alcohol in high-risk, risky or low-risk ways. More nuanced qualitative and socio-cultural research is required to tell us not only what is going on, but why. Our aim is to provide this knowledge which will be a crucial platform for developing effective public health interventions on youth drinking in Australia.
The research will be conducted in inner and outer suburban settings plus provincial and rural locations in Victoria. The integration of the findings from these studies in different settings with different populations will ensure that the key cultural drivers of youth drinking are identified. This knowledge will aid the development of appropriate and effective public health interventions on the drinking practices among 14-24 year old Australians.
Summary
This project is a knowledge management project. It’s about getting more information to the right people to build knowledge about e-learning and generate change. It’s about helping people use better electronic tools and systems to cope with information overload.
Funding Source
TAFE Frontiers: 2004
Publication
(in progress)
Summary
The project is conducting research related to the professional development of AFL players, and the relationships between this professional development and player performance. Of interest are two related concerns: How professional footballers prepare themselves for a life after football; how professional footballers develop balance in their lives so that their performance as professionals is enhanced.
Funding Source
Australian Football League: 2004
Publications
(in progress)
Summary
The School Based New Apprenticeship (SBNA) Cluster Coordinator Project was established in 2004 with joint funding from the SGR LLEN and 16 secondary schools, and other local stakeholders. The review:
Funding Source
Smart Geelong Region LLEN: 2004
Publication
Dalton, J. (2004), Report of the Review of the Smart Geelong Region LLEN School Based New Apprenticeship Cluster Coordinator Project, May, 2003.
LEARNING STYLES, PREFERENCES, STRATEGIES: RELEVANCE AND GOOD PRACTICE IN VET
STUDENT EXPERIENCES OF WORK PLACEMENT IN SCHOOL-BASED VOCATIONAL PROGRAMS
WORKING AND LEARNING IN VET IN THE KNOWLEDGE ERA: PROFESSIONAL DEVELOPMENT FOR THE FUTURE, 2003-2004
AUSTRALIAN COUNCIL OF DEANS OF EDUCATION: BLURRING THE BOUNDARIES IN EDUCATION, 2003
EVALUATION OF THE EDUCATION & TRAINING PARTNERSHIPS WITH INDUSTRY STRATEGY PROJECT, 2003-2004
BUILDING FLEX ABILITY: CRITICAL ISSUES IN FLEXIBLE LEARNING FOR VET MANAGERS
WORKBASED LEARNING IN THE CONTEMPORARY AUSTRALIAN VET SECTOR: A RE-APPRAISAL
STRATEGIES TO DEVELOP THE PREPAREDNESS OF LEARNERS & THEIR WORKPLACES FOR FLEXIBLE DELIVERY
ANALYSIS OF THE IMPACT OF CHANGES TO ABSTUDY ON INDIGENOUS STUDENTS
MODELS OF WORKPLACE TRAINING AND ASSESSMENT FOR RURAL VICTORIA
DEVELOPING LEARNING STRATEGIES FOR TRAINING PACKAGES FOR VET IN SCHOOLS - ENGINEERING INDUSTRY
ASSESSING SKILLS GAPS AND DEVELOPING EDUCATION AND TRAINING PRIORITIES FOR THE GEELONG ACC REGION
VOCATIONAL EDUCATION AND TRAINING IN SCHOOLS: LOCAL STRATEGIES AND MARKETING
ESSENTIAL SERVICES MAINTENANCE OPERATOR AVTS PILOT PROJECT - STAGE ONE EVALUATION
INFORMING NEW APPRENTICESHIPS THROUGH STUDIES OF INDIGENOUS SPECIFIC TRAINING PROJECTS
Summary
The research is being undertaken in six VET provider locations throughout Victoria, South Australia, and Western Australia.
The purposes of this research are several:
Funding Source
National Centre for Vocational Education Research: 2003-2004
Publications
Smith, P. & Dalton, J. (2004), Learning Styles: Relevance and Good Practice in VET, NCVER, Adelaide, May 2004.
http://www.ncver.edu.au/publications/1600.html
http://www.ncver.edu.au/publications/1554.html
Summary
In 2003 the Department of Education, Science and Training engaged in an exercise to map Australia’s science and innovation system. The objective of the mapping exercise was to develop an overview of the Australian science and innovation system as a whole covering funding and expenditure, public and private sector players, roles linkages, resources and priorities. This initiative assisted in building a detailed picture of Australia’s research effort and enabled the Commonwealth, State and Territory governments, research institutions and industry to be more informed when making decisions on the allocation of resources.
To help illustrate key findings and/or highlight important aspects of Australia’s science and innovation system a small number of case studies were developed. In this regard the department commissioned Associate Professor John Henry to develop a case study on Australia’s Cooperative Research Centre for Aboriginal Health and its predecessor the CRC for Aboriginal and Tropical Health. The case study illustrated how the Aboriginal Health CRC has used the CRC model to build public-private and university-service industry partnerships and cross border co-operation in addressing public good research and development.
Funding Source
DEST: 2003
Publication
Henry, J. (2003), Cooperative Research Centres for Aboriginal Health 1997-2003: A Case Study in Public Good Research, A report prepared for the Science and Innovation Mapping Study, pp.1-26, Department of Education, Science & Technology, Canberra.
Summary
This project involved 13 secondary school teachers and coordinators of VET in School (VETiS) programs in 8 Australian secondary schools. These teachers were interviewed to ascertain the level of engagement with contemporary workplaces and the nature of the barriers faced in forming and maintaining contact with these workplaces. The research identified considerable operational barriers associated with time constraints and relevant professional development. The research also identified barriers for teachers in embracing VETiS teaching and coordination as a long term career option.
Funding Source
Deakin University, Faculty of Education: 2003
Publication
Dalton, J. & Smith, P. J. (2003), Vocation education and training in secondary schools: challenges of identity and inclusion, RIPVET, Deakin University, Geelong.
Summary
This project was undertaken with the Geelong Regional Vocational Education Council. The research was based on 466 secondary students who had participated in a vocational education and training in school (VETiS) program. The research compared the experiences and perceptions of students who had undertaken work placement with those who had not. The research supported claims that work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.
Funding Source
RIPVET: 2003
Publication
Dolheguy, R., Dalton, D., Wilde, C. & Henry, J. (2003), Geelong Region VET Student Survey: School & Post-School Pathways; VET in Schools & Workplacements, Geelong Region Vocational Education Council, Geelong, May 2003.
Smith, P. J., Dalton, J. & Dolheguy, R. (2004) ‘Student experiences of work placement in school-based vocational programs’, Education & Training, vol. 46, no. 5, pp. 262-268, Emerald Group Publishing Ltd.
Summary
In 2003 the Work Readiness Skills Development Course was developed through a collaboration between the Jobs Pathways Program (JPP), Jobs - A New Approach (JANA) and the SGR LLEN. This Course was trialled with a number of VCAL sites as a component of the preparation VCAL students would undertake prior to being interviewed for their Work placement.
The aims of the evaluation were:
Funding Source
Smart Geelong Region LLEN: 2003
Publication
Henry, J. & Dalton, J., & Tregenza, K. (2003), JPP/JANA Work Readiness Skills Development: Course Evaluation Report, April 2003.
Summary
The focus of this project was to research and investigate new models of professional development which take into account the way people maintain and upgrade their professional skills within a knowledge economy. Individual and team processes of knowledge workers were investigated along with ways in which these processes can be linked to contemporary social/educational and/or knowledge management theories. Models and processes were developed for input into the planning and future national policy directions for professional development for the vocational education and training (VET) sector.
Funding Source
ANTA: 2003
Publications
Andrews, K., (2003), Professional Development Models for the Future Project: A Review of Selected Knowledge-Focused Literature, ANTA.
Andrews, K., Henry, J., & Smith, P., (2004), Professional Development Models for the Future Project Discussion Paper 1: Capabilities for the Knowledge Era, ANTA
Henry, J. & Smith, P., (2003), Professional Development Models for the Future Project Discussion Paper 2: Contemporary Models for Professional Development in the Knowledge Era, ANTA
Henry, J., with Andrews, K., (2004), Working and Learning in VET in the Knowledge Era: Final Report, ANTA
Summary
This project involved the development of a discussion paper for the ACDE. The writing team was Professor Shirley Grundy and Associate Professor John Henry. The team focused on post-compulsory education and training as the domain of formal education within which institutional partnerships were developing apace.
Funding Source
Australian Council of Deans of Education: 2003
Publication
Henry, J., with Grundy, S., (2004), Blurring the Boundaries in Education: towards a more seamless system of post-compulsory education, ACDE, Melbourne.
Summary
The aim of the project was to develop a Pedagogical Framework for Teachers of Later Years Students with particular attention given to teacher classroom practice focussing on strategies to engage students at risk of not completing Year 12 or its equivalent.
The lead agent for this project was the Consultancy and Development Unit of the Faculty.
Funding Source
Victorian Department of Education & Training: 2003-2004
Publication
A Teaching and Learning Framework for the Later Years of Schooling: Final Report, Consultancy and Development Unit, Deakin University, April, 2004
Summary
The aim of Project was to grow the involvement of industry and employers in education and training programs with a view to developing shared responsibility for the vocational preparation of Geelong’s young people and their transition to sustainable employment. Implicit in this was the strengthening of the training culture in the region and the development of life-long learning within the Geelong community.
The “Education and Training Partnerships with Industry” Project had three parts and was designed to ensure that a range of agencies in the Geelong Region had the opportunity to participate. In this way, it was anticipated that a shared vision and approach would be developed in order to support all young people in this region and their employment aspirations.
An Action Research Framework was used and a range of learning activities were planned including 3 Forums with all Project leaders to discuss themes and issues emerging from their project work and to support one another. A Dissemination Conference was held at the end of the Project to share the learning with relevant stakeholder groups in the Region.
RIPVET) was engaged to facilitate meetings of all those involved in the Project. Site visits were also conducted to enable the key learning to be derived from individual projects and to capture essential learning as it occurred throughout the Project
Funding Source
Smart Geelong Region LLEN: 2003
Publications
Henry, J., Dalton, J., & Tregenza, K. (2004), ETPIS Project: Summaries of Individual Projects, March 2004.
Henry, J., Dalton, J., & Tregenza, K. (2004), Key Learning from the ETPIS Project, March.
Henry, J., (2004), A Resource for Participatory Action Research, SRG LLEN.
Summary
The research developed a detailed conceptualisation of applied learning for young people from its current location in the post compulsory years of secondary schooling in Victoria and from the national and international literature on curriculum developments which attempt to address more broadly the learning needs of youth. This conceptual development addressed the pedagogical, curriculum and assessment dimensions associated with learning.
Funding Source
Faculty of Education, Deakin University: 2003
Publications
Henry, J., Dalton, J., Walsh, J., Tregenza, K. (2004), Re-conceptualising Applied Learning: its pedagogical, curriculum and assessment dimensions, March 2004.
Summary
The Victorian Certificate of Applied Learning (VCAL) was introduced on a trial basis in 2002, and is currently subject to statewide adoption. As a new post compulsory qualification sitting alongside the VCE, it aims to increase the study choices and pathways for young people into work and further education. Three Further Developments within the Victorian Certificate of Applied Learning (VCAL) were trialled in 2003. These were Themed VCAL, VCAL for Diverse Needs and VCAL Extension. These were trialled in 19 sites across Victoria.
The foci of the evaluation were:
For Themed VCAL:
For VCAL for Diverse Needs:
For VCAL Extension:
Six case studies were included in the Final Report
Funding Source
Victorian Qualification Authority: 2003-2004
Publications
Henry, J., Dalton, J., Walsh, J., & Wilde, C. (2003), VCAL Evaluation Interim Advice, July 2003.
Henry, J., Dalton, J., Walsh, J., & Wilde, C. (2004), VCAL Evaluation Final Report Volumes 1 & 2, April 2004.
Summary
Undertake research into the principal factors that aid and/or inhibit the application of the outcomes from a volunteer’s lifelong learning (what is brought to emergency service volunteer work and what is accrued as a consequence of the volunteer activity). The research is directed at enhancing personal gains for volunteers, increasing emergency service capability, and returning benefit to a volunteer’s employer. It is proposed that an emergency service organisation be approached, such as the Country Fore Authority (CFA) in Victoria, to host the research.
This project focuses upon a tangible way in which all stakeholders can achieve added, and abiding, value from volunteerism. It is directed to enhancing the valuing of the knowledge and skill assets of volunteers. By this strategy, the volunteer’s effectiveness is increased across all aspects of their life and added advantage accrues to them, to their employer and to others in the community. Case studies will be written to inform and motivate others. These case studies will be reporting upon local level action to achieve local goals.
A suggested model for enhancing the value, with respect to emergency service application, of the total assembly of the outcomes from a volunteer’s learning will be developed.
Funding Source
Emergency Management Australia Institute: 2002-2003
Publications
Henry, J. & Hughes, L. (2003), Volunteers: making the most of learning, Final Report of Making the most of what a volunteer knows and can do as a contribution to retention Project, pp. 1-105, Emergency Management Australia, Canberra, June, 2003.
Hughes, L. & Henry, J. (2003), Volunteers as a learning bridgehead to the community, The Australian Journal of Emergency Management, Vol. 18, No. 4., November 2003.
Summary
The evaluation methodology commissioned by National LearnScope Steering Committee employed two integrated approaches - survey methods and a case study approach to evaluation called Generalisating from Case Studies.
These two methods for data collection were integrated through a common LearnScope Reporting Framework. This Reporting Framework was developed by the Evaluation Team after close consultations with the National LearnScope Coordinator and the State and Territory LearnScope Management Team. An Evaluation Reference Group, with membership from the National, State/Territory and RTO levels of LearnScope was formed in late 2001 to advise the Evaluation Team throughout the course of the Evaluation.
The LearnScope Reporting Framework included the key issues identified by the National and State/Territory LearnScope management committees for the evaluation of the LearnScope Project and the RTO-hosted staff development projects funded in 2002.
Funding Source
Australian National Training Authority: 2002 - 2003
Publications
Smith, P. & Henry, J. (2002), Evaluation of LearnScope 2002 Preliminary Analysis of Project Report, ANTA, August.
Henry, J., Smith, P. & Ayre M. (2003), Evaluation of LearnScope 2002 Final Report Volumes 1 & 2, pp. 1-43 & pp.1-104, ANTA, January 2003.
Summary
The Connecting Through the Middle Years Project was an initiative of the Department of Education and Training, Victoria and VicHealth that set out to improve the connectedness of young people to schools. The Project’s aims were:
Phase 1 of the Project involved five Victorian Government schools - three secondary and two primary - in 2001-2002. Phase 2 involved Victorian Government twenty schools - seven primary schools, one P-12 school and twelve secondary schools.
The evaluation design used as primary data sources responses from questionnaires and interviews with principals, vice-principals, advocate teachers and advocate students. Selected case studies of the implementation of the Project in individual schools were undertaken. The evaluation explored emerging issues that affected the success of the Project.
Funding Source
Department of Education and Training: 2002-2003
Publications
Henry, J., Barty, K. & Tregenza, K. (2002), Middle Years Phase one Evaluation Report 2002, August 2002
Henry, J., Barty, K. & Tregenza, K. (2003), Middle Years Phase two Evaluation Report 2002 Volumes 1 (pdf - 692k) & Volumes 2 (pdf - 297k), March 2003
Summary
The Victorian Certificate of Applied Learning (VCAL) is a new post compulsory qualification that aims to increase the study choices and pathways for young people into work and further education. It has been designed for students in Years 11 and 12, and will provide a complementary qualification to the Victorian Certificate of Education (VCE). The VCAL was introduced on a trial basis in 2002 involving twenty two pilot sites at fifteen government secondary colleges, five Catholic secondary colleges and two TAFE Institutes. These VCAL pilot sites were located in nine Local Learning and Employment Network (LLEN) regions across Victoria.
The evaluation assessed the delivery and impact of the VCAL trial on participating students and on the trial site providers; documented and evaluated the range of VCAL learning programs offered across the trial sites. This included the identification of successful strategies of delivery; best practice models and approaches; innovative funding and resource arrangements; and strategic partnerships. In addition, the evaluation recommended on policy and operational issues critical to the successful statewide implementation of the VCAL in 2003.
Ten case studies were included in the Final Report.
Funding Source
Victorian Qualification Authority: 2002
Publications
Henry, J., Dalton, J., Walsh, J., Wilde, R. & Wilde, C. (2002), VCAL Evaluation Interim Report, August 2002.
Henry, J., Dalton, J., Walsh, J., Wilde, R. & Wilde, C. (2003), VCAL Evaluation Final Report Volumes 1 & 2, February 2003.
Summary
This Innovations Project focuses on a number of key areas:
• Identification of the learner characteristics of flexible learners in a VET environment
• Investigation, trailing and evaluation of selected online learning style inventories
• Development of an online instrument to help measure learner dependency
• Development of an online instrument to help measure environmental factors, motivational levels and general learner characteristics
Funding Source/Year
TAFE Frontiers 2000-2002
Publications
TAFE frontiers - Learner Type Indicator (LTI) - 2002 (online questionnaire)
TAFE frontiers - Flexible Learning Management Support Indicator (MSI) - 2002 (online questionnaire)
Summary
This Project provides assistance to the Murray Valley Aboriginal Cooperative Ltd, Robinvale for the Kids Health Program funded under the Indigenous Parenting and Family Well Being Initiative overseen by the Commonwealth Department of Family and Community Services. The assistance services of the Project involve:
Funding Source/Year
Department of Family and Community Services 2001-2002
Publications
Internal documents.
Summary
This project was an advisory consultancy to the LearnScope National Coordinator, the National, State and Territory LearnScope Management Committee, and ANTA based LearnScope Project Officers. The focus of the consultancy was to develop an appropriate evaluation design to meet the objectives of LearnScope 2002
Funding Source/Year
LearnScope 2000
Publications
Internal papers
Summary
The area of focus for this Project is to provide assistance to teachers and Aboriginal teaching assistants in the establishment of an early literacy curriculum facilitating the acquisition of Standard Australian English. The Project is exploring school-based professional development approaches in remote communities involving small teams of teachers, assistant teachers and community members.
Funding Source/Year
Kimberley Region Catholic Education Office 2001
Publications
Henry, J. (2001), Resources for School Based Professional Development Program, Catholic Education Office, Kimberley Region.
Summary
The research question of this project is how does the CRCATH undertake, manage and disseminate research in such a way as to maximise health outcomes from research?
The LINKS project is a strategic initiative of the CRCATH focused on the actualisation of the Indigenous research reform agenda. The focus of the project is on institutional responses to reform initiatives in Indigenous health research.
The research work is being conducted through a ‘generalising from case studies’ approach connected to an action research-based professional development process involving the CRC and its consortium partner organisations - Danila Dilba Biluru Butji Binnilutlum Medical Service Aboriginal Corporation, Central Australian Aboriginal Congress Inc., Territory Health Services, Menzies School of Health Research, Flinders University of SA and Northern Territory University.
Funding Source/Year
CRCATH 2000-2003
Publications
Henry, J., Dunbar, T., Arnott, A., Scrimgeour, M., Matthews, S., Murakami-Gold, L. & Chamberlain, A., (2002) Indigenous Research Reform Agenda: Positioning the Cooperative Research Centre for Aboriginal & Tropical Health, Links Monograph Series no. 1, pp.1-25, CRCATH, Casuarina, NT.
Henry, J., Dunbar, T., Arnott, A., Scrimgeour, M., Matthews, S., Murakami-Gold, L. & Chamberlain, A., (2002) Indigenous Research Reform Agenda: Rethinking Research Methodologies, Links Monograph Series no. 2, pp. 1-35, CRCATH, Casuarina, NT.
Henry, J., Dunbar, T., Arnott, A., Scrimgeour, M., Matthews, S., Murakami-Gold, L. & Chamberlain, A., (2002) Indigenous Research Reform Agenda: Changing Institutions, Links Monograph Series no. 3, pp.1-20, CRCATH, Casuarina, NT.
Matthews, S., Scrimgeour, M., Dunbar, T., Arnott, A., Chamberlain, A., Murakami-Gold, L. & Henry, J., (2002) Indigenous Research Reform Agenda: Promoting the Use of Health Research, Links Monograph Series, no. 4, pp.1-17, CRCATH, Casuarina, NT.
Dunbar, T., Arnott, A., Scrimgeour, M., Henry, J. & Murakami-Gold, L. (2003), CRCATH 1997-2002: Working towards change in Indigenous health research, CRCAH Research Report, pp. 1-68, CRCATH, Casuarina, NT.
Henry, J., Dunbar, T., Arnott, A., Scrimgeour, M. & Murakami-Gold, L. (2004), Indigenous Research Reform Agenda: A review of the literature, Links Monograph Series no. 5, pp.1-68, CRCATH, Casuarina, NT
Summary
The project researched the feasibility of quantifying and characterising VET courses delivered off-shore and enumerating and profiling students who enrol in them, The focus in the project was to develop and test the feasibility of a process for regular data collection, the protocols associated with the confidentiality of the data, and suggested ways of proceeding to a systematic data collection procedure.
The project was managed by the National Centre for Vocational Education Research.
Funding Source/Year
Australian Education International 2001
Publications
Loveder, P., Smith, P., Fairweather, P., Hardy, M. & Blake, J. (2001) Feasibility study on quantifying and characterising VET courses delivered off-shore and enumerating and profiling students who enrol in them, Report to Australian Education International by NCVER, Adelaide
Summary
The project researched and developed a set of staff development resources for VET managers, focussing on critical issues in flexible learning. TAFE frontiers in Victoria was the client for this project, which was managed by John Mitchell & Associates, Sydney.
Four staff development guides were produced:
Funding Source/Year
TAFE frontiers 2001
Publications
TAFE frontiers (2001) Building flexAbility: Focus on Leadership, Melbourne, TAFE Frontiers.
Summary
The project re-appraised the nature and value of workbased learning as a methodology for national staff development in the VET sector throughout the 1990s, with particular reference to staff development initiatives from 1997 to the present, and a consideration of the possibilities for the future.
From this analysis, unique features of workbased learning identified in the literature and developed by VET practitioners through their involvement in recent staff development projects were identified thereby extending understandings of workbased learning and its key contemporary features.
Funding Source/Year
Framing the Future - 2000-2001
Publications
Henry, J., (2001), Work Based Learning and Professional Development in the Vocational Education and Training Sector of Australia: A Literature Review, Reframing the Future, Adelaide, Australia.
Henry, J., Mitchell. J. and Young S. (2001), Workbased Learning in the Contemporary VET Sector: a Re-appraisal, Reframing the Future, Adelaide, Australia.
Summary
While the flexible delivery of training in workplaces is widely acknowledged as a powerful tool to aid the development of skills and knowledge, there is evidence both from research and practice that there are some barriers to its successful implementation. These barriers focus into two major identifiable areas.
First, the research literature and anecdotal evidence clearly identifies that learners in workplaces may not always be ready for the self-directed forms of learning that underpin successful flexible delivery. There is evidence that learner preferences are predominantly for instructor-led programs of instruction engaged with in social environments. There is also evidence that the detailed strategies of self-directed learning may not be well developed in these learners.
Second, there is also research and anecdotal evidence that enterprises are not necessarily clear about the sorts of processes and policies that they need to have in place to support effective flexible delivery. There are issues associated with the value placed on flexible learning within enterprises; its competition with production imperatives; and the accessibility of human, physical and learning resources needed to support flexible learning. There are also issues about the new skills that trainers and supervisors may need to acquire to develop and support flexible learners.
This research was designed to identify strategies that may be available to support learner development and workplace development, and that are feasible for implementation in operating workplaces faced with different sets of competing priorities. Additionally, the research was designed to provide a basis for making recommendations for the implementation of feasible strategies. The report provides a number of suggestions of strategies and their implementation.
Funding Source/Year
National Centre for Vocational Education Research Ltd (NCVER) - 2000-2001
Publications
Smith, P.J., Wakefield, L. & Robertson, I. (2001) Preparing for flexible delivery: learners and their workplaces, National Centre for Vocational Education Research, Adelaide.
Smith, P.J., Wakefield, L., & Robertson, I. (2001) ‘Testing the feasibility of strategies to enhance flexible delivery in the workplace’, paper presented to the Australian Vocational Education and Training Association Conference, Adelaide, March.
Robertson, I., Smith, P., & Wakefield, L. (2001) ‘Evaluating strategies to improve flexible delivery in the workplace’, paper delivered to the Learning for Work Conference, Griffith University, December.
Smith, P.J., Wakefield, L., & Robertson, I. (2001) ‘Strategies to enhance flexible delivery in the workplace - work in progress’, paper presented to the NCVER Conference, Deakin University, July.
http://www.ncver.edu.au/publications/763.html
Summary
The project:
Funding Source/Year
TAFE Frontiers - 2000-2001
Publications
Henry, J., (2001), Adult Multicultural Education Services: a diversifying education and training provider, TAFE frontiers, Melbourne, Australia.
Henry, J., (2001), Chisholm Southern Westernport Learning Network: a strategic intervention, TAFE frontiers, Melbourne, Australia.
Henry, J., (2001), Sunraysia Institute of TAFE: responding to the rural training market as a flexible training provider, TAFE frontiers, Melbourne, Australia.
Henry, J., (2001) Learning @ Telstra - Design: blended delivery in an online environment, TAFE frontiers, Melbourne, Australia.
Henry, J. (2001), Case Studies Thematic Report, TAFE frontiers, Melbourne, Australia.
Henry, J., (2001), Model of Organisational Preparedness for Flexible Delivery, TAFE frontiers, Melbourne, Australia.
Henry J. (2001), Organisational Development Needs Hierarchy, TAFE frontiers, Melbourne, Australia.
Henry, J. (2001), Flexible Services Guide, TAFE frontiers, Melbourne, Australia.
Smith, P, (2001), Support Services for Flexible Delivery: Literature Review, TAFE frontiers, Melbourne, Australia.
Wakefield, L. and Henry, J., (2001) RMIT University: seamless academic management involving online technology, TAFE frontiers, Melbourne, Australia.
Summary
This project undertook regional consultations with Indigenous teaching and support units at tertiary institutions. Data gathering continued throughout semester 1, 2000. The researchers reported on the key effects of ABSTUDY 2000 on mature age Indigenous students, developed a substantiated case for the retention and further development of a special Indigenous student support scheme and identified changes to be made in the short term to ABSTUDY 2000 to ameliorate its negative impact on mature age students.
Funding Source/Year
Aboriginal & Torres Strait Islander Commission (ATSIC) - 2000
Publications
Brabham, W., Henry, J, and Saunders, E., (2000), The Impact of ABSTUDY 2000 on Mature Age Indigenous Tertiary Students, ATSIC, Canberra, Australia.
Summary
The researchers completed a research project which established a methodological and literature-based set of resources for future research in the utilization of New Learning Technologies in the VET sector.
The researchers:
Funding Source/Year
Open Training Services: New Learning Technologies (Collaborative Research) Project - 1999
Publications
Smith, P. and Henry, J. (2000), Case Studies in New Technologies, TAFE Frontiers, Melbourne, Australia.
Summary
The project analysed the impact of policy changes to ABSTUDY on Indigenous students according to the following terms of reference:
Funding Source/Year
Aboriginal & Torres Strait Islander Commission (ATSIC) - 1999
Publications
Brabham, W. and Henry, J. (1999), ABSTUDY 2000: Analysis of the Impact of Proposed Changes, ATSIC, Canberra, Australia.
Summary
The project focused on the delivery of VET training in:
The project involved:
Funding Source/Year
Open Training Services (OTS) Flexible Training Project - 1998-99
Publications
Evans, T., Mason, R. and Quinlan, J. (1999), Models of Workplace Training and Assessment for Rural Victoria, Open Training Services, VUT.
Summary
This project :
Funding Source/Year
Curriculum Corporation - 1998
Publications
Summary
The project was one of three consolidation studies projects in which researchers were asked to review research literature and provide consolidated findings which met the needs of stakeholders, in particular policy makers and practitioners.
The research was conducted by RIPVET and covered the following issues:
Funding Source/Year
National Centre for Vocational Education Research Ltd (NCVER) - 1998
Publications
Smith, P. & Smith, S.N. (1999), The Internationalisation of Vocational Education and Training, NCVER.
http://www.ncver.edu.au/publications/251.html
Summary
This project was submitted to DEETYA and the Geelong Area Consultative Committee (ACC) in conjunction with a companion Project, Assessing Unemployment and Labour Market Data in November 1997. Both projects were funded in 1998 with RIPVET undertaking the Project Assessing Skills Gaps and Developing Education and Training Priorities for the Geelong ACC Region. The companion project was managed by the Gordon Institute of TAFE and was undertaken by the Employment & Training Group independently of RIPVET.
The research for Project Assessing Skills Gaps and Developing Education and Training Priorities for the Geelong ACC Region involved the assessing and analysis of demographic and education and training statistical information, and the in-depth interviewing of industry personnel, small business personnel and employees, apprentices and trainees. These data were analysed and interpreted according to the project brief.
Funding Source/Year
DEETYA & Geelong Regional Area Consultative Committee - 1998
Publications
Henry, J. & Smith, P., (1998), Assessing Skills Gaps and Developing Education and Training Priorities for the Geelong ACC Region, DEETYA & Geelong ACC, contains the processed statistical outcomes and the results of the interviewing component. The researchers developed from the interview data an Index of Importance to enable within industry sector and between industry sector comparisons to be made.
The above report has a compendium volume in which the relevant statistical data for the research are compiled - Smith, P. (1998) Assessing Skills Gaps and Developing Education and Training Priorities for the Geelong ACC Region - Statistical Compilation, DEETYA & Geelong ACC
Summary
This project was commissioned by the Geelong Regional Vocational Council (GRVEC) to assist the development of VET in schools. The project involved the identification of staff development and resource needs to support VET in schools.
Funding Source/Year
Geelong Regional Vocational Education Council - 1998
Summary
This project was separately funded but included within the ‘Informing New Apprenticeships, through Specific Training Projects Project’. The project focussed on Kimberley Region case study sites. These sites were remote communities.
This project was managed by the Centre for Teaching & Learning in Diverse Contexts, NTU. The submission for this project was coordinated and developed through RIPVET.
Funding Source/Year
DEETYA & Western Australian Aboriginal Affairs Department - 1998
Publications
Torres, P. and Arnott, A. (1998), Growing it up in the Community, Case Study of the Essential Services Maintenance Operators (ESMO) Traineeship, DEETYA, Commonwealth of Australia.
Summary
The research involved detailed case studies of five entry-level Indigenous-specific traineeships implemented as pilot projects over the period 1993 to 1998. The case study sites were in Cherbourg, Queensland, Sydney, NSW, Adelaide and Port Augusta, South Australia, and in the Kimberley Region of Western Australia.
From the case study research innovative approaches to the implementation of traineeships were identified. The research then involved a consideration of the implications of these identified good practices to the implementation of training for Indigenous Australians under the New Apprenticeship System.
This project was jointly managed by RIPVET and the Deakin Institute of Koorie Education.
Funding Source/Year
DEETYA Evaluations and Monitoring Branch - 1998
Publications
Henry, J. (1998),Continuing Indigenous Specific Traineeships.: Final Report of Informing New Apprenticeships Through Indigenous Specific Training Projects, DEETYA, Commonwealth of Australia.
Ellis, B. and Taylor, A. (1998), Reeled in - to a Real Job?, Case Study of Aboriginal Tour Guides Traineeship, Port Augusta SA, 1996-1996, DEETYA, Commonwealth of Australia.
Rigney, A. and Brabham, W. (1998), Towards a New Way: Stage 4, Case Study of the Aboriginal and Torres Strait Islander Education Worker Traineeship, 1995-1998, DEETYA, Commonwealth of Australia.
Henry, J. and Parsons J. (1998), Accessing the Media Industry, Case Study of the Traineeship in Indigenous Television Production, 1995-1997, DEETYA, Commonwealth of Australia.
Ingra, C. and Clark, T. (1998), Constructions of Work and Training, Case Study of Construction Industry Traineeship at Cherbourg, DEETYA, Commonwealth of Australia.
