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Faculty staff currently hold a number of exciting grants with government agencies and industry partners. These grants exemplify the Faculty's commitment to integrating practice and theory in research that "makes a difference".

This page contains a listing of Government and Industry grants (Cat. 2 & 3 plus Cat. 1 non-ARC) awarded within the faculty for first year funding 2011. (Projects receiving funds from ARC Linkage partners do not appear in this list - see ARC funding).

Other annual lists: 2007 2008 2009 2010 2012 2013

Full listing of all Government and Industry grants (Cat. 2 & 3) awarded within the faculty for first year funding 2007 - 2013

Projects do not end at the completion of the funding timeframe. The project team consolidates the research material into publication format and this process normally continues well past the funding cessation date, therefore many of the projects below where funding has ceased, will still be current.

Faculty of Arts and Education research projects with first year funding 2011

DEEWR Longitudinal Teacher Education Workforce Study
The Longitudinal Teacher Education Workforce Study is being funded by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) under the Teacher Quality National Partnership.
DEEWR funding 2011, 2012, 2013
Deakin Team: Prof D Mayer, Prof R Bates, Prof B Doecke, Assoc Prof J Moss, Assoc Prof B Walker-Gibbs, Assoc Prof A Kostogriz, Dr J Kline, Subcontracted researcher: Dr S North (Melbourne Graduate School of Education), Centre for Research on Education Systems. Project Manager: Pauline Ho. RA: Phillipa Hodder.
Project Summary: This study provides a research framework to track teacher education graduates and capture workforce data. The framework derives from an existing longitudinal study (an ARC Linkage Project), involving surveys of 2010 teacher education graduates and principals in Victoria and Queensland. This will be replicated with appropriate modifications and implemented in the other states and territories in 2011 in order to capture 2011 graduates. The proposed LTEWS will track all 2011 teacher education graduates in Australia through a series of surveys over a two-year period, collecting data on the impact of pre-service and in-service education and experiences on teacher quality, supply and distribution. It will generate data relating to teacher shortages, career trajectories and aspirations, and the impact of significant social and economic events on teacher labour markets. The analyses of the data is likely to inform national teacher reforms being developed and implemented under the National Partnerships program.

Preparing our pre-service teachers to teach sexuality education: research and development module
Dr D Ollis, Assoc Prof L Harrison
Department of Health (Vic) funding 2011, 2012
Administering Organisation: Deakin University
Project Summary: This project will research and develop a module for The Department of Health. The study will look at policy, practices and strategies for meeting the needs of pre-service teachers who are delivering sexuality health education in schools and will develop a module that will meet the needs of key stakeholders and that can be readily used and adapted by any university that is preparing pre-service teachers to teach sexuality education.

Evaluation of National Partnership (Teacher Quality, Supply and Retention) Initiatives
Prof B Doecke, Dr M Wells, Prof R Tytler, Prof C Halse, Assoc Prof J Moss, Assoc Prof B Walker Gibbs, Assoc Prof P Hubber, Assoc Prof D Blake, Assoc Prof C Campbell, Dr W Kortman, Dr J Kline,  Dr B Doig, Dr L Hobbs, Dr G Auld, Mr A Marshall, Melbourne Graduate School of Education, Centre for Research on Education Systems, Mr M Long and external consultant Ms B Preston. RAs: Ms K Tregenza, Ms R Haselden and Ms S Nailer.
DEECD funding 2011, 2012, 2013
Administering Organisation: Deakin University
Project Summary:This project will evaluate National Partnership and Victorian government initiatives to improve teacher quality, supply and retention. The evaluation will result in advice and recommendations that will inform the Victorian Government’s future teacher workforce strategies and policy agenda. The initiatives to be evaluated are: DEECD initiatives to improve the availability of teachers (a) in selected subject areas; and (b) in some rural schools that have proved difficult to staff, and initiatives currently being trialled as part of the National Partnership Agreement on Improving Teaching Quality (TQNP). Collectively these initiatives are designed to strengthen the Victorian schools’ workforce through attracting and retaining high quality teachers. Their effectiveness will be assessed over the next two years.

Evaluation of the professional learning flagship program: leading curriculum change
Prof B Doecke, Dr J Lynch, Assoc Prof J Moss, Dr M Wells, Dr J O’Mara,
Australian Institute for Teaching and School Leadership (AITSL) funding 2011
Administering Organisation: Deakin University
Project Summary: The evaluation will advise on the efficiency of the professional learning flagship program in terms of development and delivery and how well AITSL has managed (a) the contract with UQ, including the close engagement with UQ to develop and implement round 1 of the program, and (b) the stakeholder engagement and communications strategies including the associated contracts AITSL has entered into. Importantly the evaluation will provide a credible public assessment of AITSL’s provision of national ‘flagship professional learning’ and how it could be improved.

Researching leadership protocols, communication and decision making in school improvement
Dr Shaun Rawolle, Prof Russell Tytler, Dr Louise Paatsch, Dr Carol Campbell, Dr Muriel Wells
DEECD (Barwon South Network) funding 2011, 2012
Administering Organisation: Deakin University
Project Summary:
The research involves a study of a short term School Improvement Cycle model being adopted across 23 schools in the Barwon South Network, focussing on the links between the web of decision making processes around each individual school improvement plan, and classroom practices.  The research is designed to contribute to the network, to the broader public and to the researchers in specific and strategic ways. First, the research focuses on the process of school improvement as it is happening in the regional network. The network and principals will be better placed to understand how well these change processes are functioning and will have data and advice to inform future school improvement cycles. This is increasingly important in light of high stakes testing and comparisons between schools. For the broader public the research will produce benefits in providing a research model to support data-driven changes in classroom practice linked to school improvement, which will impact on the learning of students in schools. The ultimate benefits will therefore be research that enhances improvements in network and school performance based on student learning.

Evaluation of the Yached Accelerated Learning Program YALP
Prof. B Doecke, Assoc/Prof. S Groves, Dr M Wells;, Mr B Doig
DEECD funding 2011
Administering Organisation: Deakin University
Project Summary: Evaluation of a 10 minute one on one accelerated learning program for at risk students (including indigenous and non-indigenous students) at 8 schools in the Shepparton and Benalla areas

Enriched Relations: Cultural Diplomacy in Australian-Indian relations, past and present
Prof. D Lowe,
Australia India Institute funding 2011
Administering Organisation: Deakin University
Project Summary: This project was funded subsequent to an ADRI convened 2010 workshop in New Delhi. In the wake of the workshop, the Australia India Institute awarded a research grant for a large conference on public diplomacy and Australian-Indian relations. The event entitled Public Diplomacy in Theory and Practice: Culture, Information and Interpretation in Australian-India Relation was held in New Delhi on 8-9 April, 2011 and convened jointly with the University of Delhi.

An investigation of the role of text-based computer-mediated conversations in facilitating peer relationships.
Dr L Paatsch, Dr D Toe,
Telematics Trust funding  2011-2012
Administering Organisation:  Deakin University
Project Summary: Real time text based computer mediated (TBCM) conversations (applications such as Instant Messenger, Facebook Chat) have become a popular method of one-to-one communication among young people. Media attention has focused on cyber bullying but there is some research that suggests this form of conversation is positive, even liberating, and can promote friendship and build self esteem. TBCM conversations may play an important role in facilitating peer relationships for students with hearing loss, who find face-to-face conversation with hearing peers challenging. Research is needed to investigate the similarities and differences between face-to-face and TBCM conversation for hearing and deaf students and to explore how the text based computer medium might facilitate the formation of peer relationships. In addition, the impact of literacy skills on the interpretation of text based conversation is unknown and may impact on how these conversations facilitate friendship. The findings from this research will help teachers to capitalise on the use of this medium for promoting social skills, finetuning pragmatic skills, and purposeful development of literacy skills using the vehicle of TBCM conversation, with a particular focus on the middle years of schooling

Non-DU led projects

Pilot State-wide Professional Mentoring Program for Early Childhood Teachers
Assoc Prof. Andrea Nolan, Ms Catherine Hamm, Ms Jan Hunt, Ms Jenny Aitken, Mr John McCartin, Mr Brian Doig, Ms Louise Laskey, Dr Anne-Marie Morrissey, Dr Sarah Ohi, Ms Liz Rouse,
DEECD funding 2011, 2012
Administering Organisation: Victoria University
Project Summary: This project involves the delivery and evaluation of a pilot mentoring program for 360 beginning or professionally isolated early childhood teachers and training of 72 mentors. It involves a substantial research component to inform the Department and other stakeholder about the range and effectiveness of mentoring provisions for early childhood teachers in Victoria, including the Pilot Study. The outcomes of this project will inform the development of future mentoring programs for early childhood teachers in this state, in the context of the expected transition of the registration of early childhood teachers from Early Childhood Australia to the Victorian Institute of Teaching (VIT). The findings will support effective planning by VIT and the Department, for the future mentoring of teachers in the unique contexts of early childhood education and care settings. 

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