Current and completed projects

Examples of current projects:

Secondary School Graduate Preferences for Bachelor Degrees and Institutions (HEPPP through NCSEHE)

Project team

Professor Trevor Gale
Dr Stephen Parker
Dr Tebeje Molla

About the Project

Project summary

This research is a study of student aspirations for higher education, derived from an analysis of Tertiary Admission Centre data on student preferences for higher education. It focuses on school impact on these preferences, particularly for students in schools from low socioeconomic status and regional/remote areas and particularly their preferences for TAFE degrees and fields of study. The research also identifies university degrees and fields of study that students see as comparable, and analyses students' adapted preferences following receipt of their final school results. The findings raise the prospect of inequalities, related to school attended, in student aspirations across degrees/institutions.
Contact

Further information please contact:

Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Leading Indigenous Cultural Inclusion Program (DEECD) 2014

Project team

Professor Brian Martin (Project Director)
Ms Rachelle McIvor (Project Manager)
Ms Karen Lovett
Dr Glenn Auld
Ms Julie Dyer

About the Project

The Leading Indigenous Cultural Inclusion program aims to provide principals and school leaders with the knowledge, understanding and skills to create and strengthen organisational conditions in their local school to ensure that Indigenous culturally inclusive practices are embedded in whole school operation and curriculum.

Participants will have access to key policies and research to understand Indigenous learners, develop culturally respectful Indigenous learning environments, and foster school leadership models where partnerships with the local Indigenous community are valued and developed.

This program is spread across 15 weeks to allow participants time to implement their learning in their schools. Four days are delivered intensively at face to face workshops.

An important feature of the Leading Indigenous Cultural Inclusion program is a two-day retreat at Deakin University's Institute of Koorie Education (IKE). The retreat will include a guided tour of the purpose built IKE situated on the land of the Wathaurong people. The idea of country and place is significant to Indigenous people and the retreat at IKE will support participants to gain a deeper appreciation of the Wathaurong's and other Indigenous peoples' special connection to the land and a community based model of education. The foundational learning acquired through the residential retreat will be supported through two further workshops and individual school visits.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Assessment of Students' Aged 3 to 12 for Development and Learning (IBO) 2014

Project team

Dr Dianne Toe (Academic Director)
Associate Professor Bonnie Yim
Dr Josephine Lang
Dr Louise Paatsch
Dr Brian Doig
Dr Wendy Jobling
Dr George Aranda

About the Project

The International Baccalaureate (IB) research department is seeking to understand how the IB PYP assesses progress of student learning. The aim of this project is to investigate how IB PYP World Schools define the purpose of educational assessment in their assessment policies and their assessment practices.

Specifically, the project will examine how IB PYP schools across the world:

  1. Understand the role of evidence in assessment and provide documentation of student growth of knowledge, understanding and skills;
  2. Provide evidence of students' progress in demonstrating the IB Learner Profile, and
  3. Understand the role of assessment for the purpose of gathering evidence based on a developmental model of teaching and use this to identify and provide learning pathways for students with respect to developmental outcomes.

The project will investigate the following:

  1. How PYP schools define educational assessment, and
  2. How teachers in PYP schools see the purpose of assessment and how they use assessment to plan for depth and rigor of learning.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Improving Social Inclusion through the Northern Bay Guarantee (SHELL) 2014 2015

Project team

Associate Professor Damian Blake
Ms Shevonne Vass (Research Fellow)

About the Project

Project summary

The Northern Bay Guarantee Program has been developed as part of Shell's new Social Investment strategy for its Australian operations. The program strategy focuses on increasing employability skills of young people aged 15 to 25 years old through direct provision of support for educational attainment. The impetus for the program is well supported by genral acceptance in research literature that increasing young people's participation in education and training has significant and long term benefits for their employability, health, well being and lifelong earnings. By focusing on the Northern Bay College Community, the Northern Bay Guarantee has potential to improve social inclusion and the health and well being outcomes of Geelong's Northern community. The program will run from January 2014 to December 2015.

Goal

The high end goal of the Northern Bay Guarantee Program is within two years (2014-2015), guarantee employment or a tertiary education to 26 vulnerable single parents aged between 15 to 25 years, following their successful completion of a nationally accredited training program.

Participants

Single parents aged 15 to 25 years old, living in the Northern suburbs of Geelong.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Women in Engineering (ORIGIN ENERGY) 2014

Project team

Dr Mahbub Sarkar
Professor Russell Tytler
Associate Professor Stuart Palmer

About the Project

Project summary

Origin Energy has commissioned Deakin University School of Education to answer the following research questions:

  1. Why are women not proportionally represented in engineering courses and what are deemed to be solutions.
  2. What are the critical issues in the education continuum from early childhood through to tertiary.

The project will aim to identify the causal factors and proven interventions.

The team will conduct a review of the factors affecting participation of women in engineering, covering the full extent of the STEM pipeline across the schooling years but focusing particularly on girls' exposure to and engagement with engineering across those years. The other focus for the review will be successful interventions that encourage particpation into the STEM pipeline, particularly the engineering pipeline.
Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Skilling the Bay (GFIP) 2014

Project team

Dr Linda Hobbs
Dr John Cripps Clark
Professor Christine Ure
Professor Russell Tytler
Associate Professor Peter Hubber
Associate Professor Colleen Vale

About the Project

This three-year project aims to increase the capacity of secondary schools and science teachers to teach contemporary science and technology using innovative teaching to increase student progression into Science, Technology, Engineering and Mathematics (STEM) pathways. This project builds on Greater Geelong's strengths in research, industry and technology to leverage Geelong based world class research centres (Australian Future Fibres Research and Innovation Centre, CSIRO Australian Animal Health Laboratory, CSIRO Materials Science & Engineering), as well as a series of innovative Deakin University STEM education research and development projects.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

National Exceptional Teachers for Disadvantaged Schools Program (QUT)

Project team

Dr Dianne Toe (Academic Director)
Dr Lynette Longaretti

About the Project

This national study has grown out of QUT's Exceptional Teachers for Disadvantaged Schools Program (ETDS). ETDS was designed in 2008 by Drs Jo Lampert and Bruce Burnett to address these issues by creating a pathway for high quality pre-service teachers to be fully prepared, professionally and personally, for roles within low SES schools. Deakin will work with the lead agenet, QUT alongside other providers in the program. The study will indentify high achieving pre-service teachers in the Bachelor of Education program and offer them a specialised curriculum and supported practicum experience in a network of partner schools where it is expected they will have the greatest impact. QUT has been provided funding from the Origin Foundation.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Examples of current and completed projects:

Pilot Professional Mentoring Program for Early Childhood Teachers

2011-2014

The Pilot Professional Mentoring Program for Early Childhood Teachers is delivered by Victoria University and Deakin University on behalf of the Department of Education and Early Childhood Development. The Program has been developed for beginning and/or professionally isolated early childhood teachers who want to receive professional mentoring. This program provides a valuable professional development opportunity for both service providers and individuals.

Program Structure for Mentees

  • Shared Learning Day 1
  • Shared Learning Day 2
  • Celebration Half Day
  • On-line Forums

Each Mentee is assigned a Mentor, with Mentors being assigned up to 5 Mentees to support throughout the program. Where possible Mentors are matched to Mentees in their local areas so there is an awareness of the impact of local issues/or in similar settings. However, Mentors may also be matched with Mentees in different service environments, and should be willing to adapt their approach to the particular challenges of the mentee's setting.

For further information contact Jenni Beahan EC.mentoring@vu.edu.au or phone 9919 7511

Ms Jenni Beahan
Project Coordinator (EC Pilot Mentoring Program)
School of Education
Victoria University
Phone: + 613 9919 7511
Fax: + 613 9919 7574
Email: jenni.beahan@vu.edu.au
Email: EC.Mentoring@vu.edu.au

Professor Andrea Nolan
Project Director (EC Pilot Mentoring Program)
School of Education
Deakin University

Primary Science Specialists Professional Learning Program 1 (Cohort 2) (DEECD) 2013 - 2014

Project team

Associate Professor Coral Campbell
Professor Russsell Tytler
Associate Professor Peter Hubber
Dr Gail Chittleborough
Dr Linda Hobbs
Dr Sandra Herbert
Dr Laura Barraza
Dr Wendy Jobling
Dr John Cripps Clark
Dr Lihua Xu
Dr Peta White
Mrs Kate Chealuck

About the Project

Project summary

This project is a funded by the Department of Education and Early Childhood Development (DEECD) and is the continuation of the 2011 - 2012 Primary Science Specialists Professional Learning program. The program will support the second cohort of primary science specialists with professional learning through engagement with university science specialists, new information and heightened pedagogical practice. The program will build teacher capacity and boost primary students' engagement and achievement in science. This initiative is designed to promote sustained improvement in schools beyond the life of the initiative. An important aspect of the program will be ongoing monitoring and discussion of participants' ideas and experience, which will form the basis of research into the nature and effectiveness of this innovative project. It is anticipated that data collected will be used to explore research questions around the expectations and perspectives of participants, the contexts within which they will be working, and the relevance and impact of particular aspects of the program on participants' confidence and their perceptions of their roles. The findings will inform not only the ongoing program but also future initiatives in supporting teachers of primary science.

Contact

Further information please contact:
Anne Savige, Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

DEEWR Longitudinal Teacher Education Workforce Study

Project team

Professor Diane Mayer (Project Leader/principal researcher)
Professor Brenton Doecke
Associate Professor Alex Kostogriz
Associate Professor Julianne Moss
Associate Professor Bernadette Walker-Gibbs
Dr Jodie Kline
Dr Sue North
Dr Pauline Ho (Research fellow and project manager)
Ms Phillipa Hodder (Research assistant)

About the Project

Project summary

The Longitudinal Teacher Education Workforce Study was funded by the former Australian Government Department of Education, Employment and Workplace Relations (DEEWR) under the Teacher Quality National Partnership.

This study provided a research framework to track teacher education graduates and capture workforce data. The framework derived from an existing longitudinal study (an ARC Linkage Project), involving surveys of 2010 teacher education graduates and principals in Victoria and Queensland. This was replicated with appropriate modifications and implemented in the other states and territories in 2011 in order to capture 2011 graduates. The LTEWS study tracked 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 generated 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.

There were two main components of this nation-wide longitudinal study:

  • Career progression from teacher education into and exiting from teaching employment.
  • Views over time on the relevance and effectiveness of teacher education for teaching employment.

Research Approval

Approval to conduct research in schools was provided by all relevant stakeholders.

(Deakin University (Human Ethics Advisory Group)

NSW Department of Education and Communities
South Australian Department of Education and Child Development
Western Australia Department of Education
Tasmanian Department of Education
Northern Territory Department of Education
ACT Department of Education

Archdiocese of Adelaide South Australia Catholic Education Centre
Archdiocese of Canberra and Goulburn Catholic Education Office
Archdiocese of Hobart Tasmanian Catholic Education Office
Archdiocese of Sydney Catholic Education Office
Archdiocese of Perth Catholic Education Office of Western Australia
Diocese of Armidale Catholic Schools Office
Diocese of Bathurst Catholic Education Office
Diocese of Broken Bay Catholic Schools Office
Diocese of Darwin Northern Territory Catholic Education
Diocese of Lismore Catholic Schools Office
Diocese of Maitland-Newcastle Catholic Schools Office
Diocese of Parramatta Catholic Education
Diocese of Wagga Wagga Catholic Schools Office
Diocese of Wilcannia -Forbes Catholic Education

Final Report

Expected to be published in 2014 and available via a weblink (date tbc).

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384
Research Assistant: Phillipa Hodder
Email: phillipa.hodder@deakin.edu.au or call (03) 5227 1488

LTWES logo

DEECD Evaluation of National Partnership (Teacher Quality, Supply and Retention) Initiatives

Project team

Professor Brenton Doecke (Co-project leader/principal researcher)
Dr Muriel Wells (Co-project leader/principal researcher)
Professor Russell Tytler
Professor Christine Halse
Associate Professor Julianne Moss
Associate Professor Bernadette Walker-Gibbs
Dr Glenn Auld
Associate Professor Damian Blake
Associate Professor Coral Campbell
Dr Brian Doig
Dr Linda Hobbs
Associate Professor Peter Hubber
Dr Wendy Kortman
Dr Jodie Kline
Mr Michael Long (University of Melbourne)
Dr Alan Marshall
Dr Anne-Marie Morrissey
Ms Barbara Preston
Dr Lyn Robinson (University of Melbourne)
Ms Anne Savige (Project manager)

About the Project

Project summary

The Evaluation of National Partnership (Teacher Quality, Supply and Retention) Initiatives was funded by the Victorian Government Department of Education and Early Childhood Development (DEECD).

Deakin University was commissioned by the DEECD to evaluate initiatives and programs funded by DEECD and by the Commonwealth's National Partnership (NP) Agreement to improve the quality, supply and retention of the teaching workforce. The project aim was to determine whether these workforce initaitives (12) had achieved their goals and properly met the needs of the Victorian school sector. The project is likely to inform policy by identifying what works well, what needs improvement, and any gaps and emerging issues that might need to be addressed.

The teacher quality, supply and retention programs evaluated in the project were:

DEECD initiaitives:

  1. Career Convert Program
  2. Mathematics and Science Graduate Scholarship
  3. Rural Retraining Program
  4. Science Graduate Scholarship
  5. Special Education Scholarship
  6. Student Teacher Practicum Scheme
  7. Teaching Scholarships Scheme

NP initiaitives:

  1. Career Change Program
  2. Graduate Pathways Scholarship
  3. Graduate Retention Incentives Program
  4. Indigenous Scholarship
  5. Indigenous Education Workers
  6. Special Education Scholarship

Research Approval

Approval to conduct research in schools was provided by all relevant stakeholders.

(Deakin University (Human Ethics Advisory Group)

Contact

Further information please contact:
Project Manager: Anne Savige
Email: anne.savige@deakin.edu.au or call on 9244-6384

Teach Next

Teach Next is an Australian Government initiative which provides an employment-based pathway into teaching for highly skilled professionals.

The program addresses ongoing teacher shortages in specialised subject areas and in hard to staff schools, particularly in regional areas.

Future programs

There will be no further intakes into the Teach Next program.

The Australian Government is considering other options for supporting alternative pathways into teaching.

Teach Next logo 
For information on existing programs contact:

Carmel Wilde
Project Co-ordinator
Telephone: (03) 5227 2197
Email:carmel.wilde@deakin.edu.au

VET providers, associate and bachelor degrees and disadvantaged learners (DIICCSRTE NVEAC) 2013

Project team

Professor Trevor Gale
Dr Shaun Rawolle
Dr Andrew Skourdoumbis
Dr Emma Charlton
Dr Stephen Parker
Ms Piper Rodd
Dr Steve Hodge (University of Ballarat)

About the Project

Project summary

This project is a National VET Equity Advisory Council bid and will investigate the impact for disadvantaged learners of TAFE Institutes and other VET providers delivering bachelor and associate degree qualifications. Specifically, the study will look at how successfully these providers are able to offer a more supported pathway for disadvantaged students to access higher education and meet industry needs through their applied orientation.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Transition to School Statement (NSW DET) 2013

Project team

Prof Andrea Nolan (Project Director)
Dr Anna Kilderry
Ms Celine Chao
Ms Marie Howard (National Director, Early Learning Services, Mission Australia)
Mr Ben Williams (National Operations Manager, NSW Department of Education)
Ms Evelyne Tadros (Regional Leader South Western Sydney, Mission Australia)

About the Project

Project summary

Victoria University, in collaboration with Mission Australia (MA) received funding by the NSW Department of Education to:

  1. Develop a transition statement and supporting guidance material for teachers, schools guide, parents/carers guide;
  2. Conduct a trial, evaluate results and prepare a report detailing the potential, if any, of the use of transition to school statements in NSW across a sample of services/schools.

The Methodology employed to develop the Transition Statement will incorporate three distinctive aspects.
These are:

  1. A review of the literature related to transition to school identifying the research evidence around a positive start to school and indicators of successful transitions, the identification and examination of existing 'Transition to school statements' and their evaluation (national and international) i.e. 'the Transition Learning and Development Statements' (in Victoria), and the examination of the Early Years Learning Framework (EYLF) and NSW-based documents which relate to transition.
  2. Interviews/discussions with government policy developers and personnel from other states who have carriage of the roll-out and evaluation of similar initiatives in other Australian states and territories. This will assist with early identification of possible 'pitfalls' in current models applied in other Australian states so the NSW 'Transition Statements' can avoid such issues.
  3. Discussions with the appointed Expert Reference Group for this project. The role of the Expert Reference Group is vital to ensure all relevant voices of key stakeholder groups are heard and taken into consideration in the development of the 'Transition Statement'. Mission Australia will chair this group and the Victoria University team members will document the group's responses to the questions that will guide both the development of the 'Transition Statement' and the accompanying Guides.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Examples of previous and completed projects:

Switched on Secondary Science Professional Learning (SOSSPL) 2010, 2011 and 2012

Project team

Professor Russell Tytler
Associate Professor Coral Campbell
Associate Professor Peter Hubber
Dr Gail Chittleborough
Dr Wendy Jobling
Dr Laura Barraza
Dr John Cripps Clark
Ms Filocha Haslam
Dr Paul Chandler
Mr Barry Plant
Ms Michelle Griffiths
Dr Robin Stark

About the Project

The purpose of the Switched On Secondary Science Professional Learning (SOSSPL) program is to build teacher capacity to improve student learning outcomes in secondary science. Research into the effectiveness of the program needs to focus on the change in the participating teachers' capacity to improve student learning outcomes. The research will explore:

  • Teachers' perceptions of the effectiveness of the program to support their professional learning
  • The extent to which a professional learning program of this design and duration is able to effect significant changes in teachers' beliefs about the nature of effective science teaching and learning
  • The impact of the program on teachers' classroom practice
  • Which aspects of the program design are successful in improving teacher practice
  • The way teachers are able to productively link the key ideas from this program representation, inquiry, e-learning, and assessment into a productive approach to teaching and learning.
  • The quality of student learning resulting from the classroom based project

Aims:

The Program will focus on:

  • How students learn science;
  • Teaching for understanding abstract science ideas;
  • Understanding and teaching the nature of science;
  • Engaging students in contemporary science;
  • Assessing understanding in science;
  • Using technology to support learning science; and
  • Supporting teachers to engage secondary students in contemporary sciences and associated careers through linking science learning to the real world.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email : anne.savige@deakin.edu.au or 9244-6384

Formative Evaluation Workplace Learning Coordinators programs (DEECD) 2010 and 2011

Project team

Dr Damian Blake (Project leader/principal researcher)
Dr Lauri Grace
Ms Shanti Wong

About the Project

Project summary

The Workplace Learning Coordinators Program commenced in July 2010 and was developed as a key initiative for increasing the number of young Victorians undertaking high quality workplace learning placements as a part of their education and training programs. The program seeks to improve opportunities for youth employment by improving the alignment between local industry employment needs and the provision of the Victorian Certificate of Applied Learning (VCAL) and Vocational Education and Training in Schools (VETiS). The program recognises the important role played by applied and workplace learning in achieving young people's improved engagement in education and training, and more successful transitions beyond school.

The focus of the evaluation is on how the program increases and enhances workplace learning opportunities for young people (including indigenous students), strategies that increase alignment between workplace learning opportunities, local industry needs and VET provision and the effectiveness of the current reporting framework.

Specifically, the key objectives of the WLC program are:

  1. To increase the number of young people undertaking workplace learning placements in places of employment, especially within those industries that provide strong vocational outcomes for young people.
  2. To increase the alignment between VCAL and VET provision and local industry needs.
  3. To increase the number of young Koorie people undertaking workplace learning placements.
  4. To generate and identify new workplace learning placement opportunities.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

School Business Managers Course (DEECD) 2010 and 2011

Project team

Professor Karen Starr (Team Leader)
Associate Professor Peter Smith
Ms Jackie Ingleby
Ms Jennie Turner
Associate Professor Elizabeth Stacey

About the Project

Project summary

Deakin University was commissioned by the DEECD to design, deliver and evaluate a state-wide support program for up to 80 school Business Managers. The focus of the program was to develop the leadership capacity of Business Managers in order to expand and improve the effectiveness of their roles as leaders within schools.

The Leadership for Business Managers program will enhance participants' capacity to:

  1. Examine leadership theory, style and strategy and the application of learning to manage their own performance as well as that of Education Support Staff;
  2. Proactively engage in the school improvement agenda;
  3. Develop strong and purposeful relationships in order to achieve school and system goals;
  4. Create organisational conditions through the promotion of innovative work practices that make the best use of Education Support Staff;
  5. Develop sound communication and negotiation skills to develop individual and collective capacity in order to improve student outcomes.

On completion of this module, participants will understand:

  1. The changing conception and expectations of School Business Managers;
  2. Their responsibility for the delivery of the DEECD goals for schools;
  3. How Business Managers can play an effective part in a school leadership team;
  4. Leadership theories and their attendant practices;
  5. Leadership practices and how they are developed and enhanced;
  6. Strategic planning and the importance of aligning business practices with the school's core business of teaching and learning;
  7. The principles of leading and managing major organisational change;
  8. How to lead and manage major change in schools and to overcome resistance to change;
  9. How to develop oneself and others in a leadership role;
  10. Essential effective communication and negotiation skills for school leadership;
  11. Innovative school business work practices from around the world;
  12. How school business connects with and enhances teaching and learning.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Refresher courses for teachers returning to government schools (DEECD) 2005 to March 2012

Project team

Dr Jo Raphael
Ms Carmel Wilde (Project Manager)
Mrs Gay Morris
Ms Jenny Mackay
Mr John Graham (Australian Education Union)
Mr Greg Duthie (Australian Education Union)
Ms Kim Daly (Australian Education Union)
Rowena Matcott (Australian Education Union)
Ms Helen Rix (Australian Education Union)
Mr Ross Dean (Australian Education Union)

About the Project

Project summary

Refresher courses are courses designed for qualified teachers wishing to return to teaching in Victorian government schools. The refresher courses are offered in metropolitan and country locations, and consist of 3 phases as follows:

  1. An Introductory phase which provides an overview of the major changes and directions in DEECD;
  2. A Targeted phase to meet the needs of individual participants;
  3. A Support on Employment phase for teachers who subsequently gain employment in a government school;
  4. Opportunities for classroom and school experience are provided through school visits.

The objectives of the refresher courses are to provide teachers returning to the profession with:

  1. An orientation to the profession and the organisation;
  2. Personal and professional support;
  3. Opportunities to develop the knowledge, skills and attitudes essential for effective teaching; and
  4. Opportunities to develop their skills in reflection and for empowerment, so they will go on developing as effective teachers.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Collaborative Literacy Learning Communities (CEOM)

Project team

Dr Anne Cloonan (Academic project leader/principal researcher)

About the Project

Project summary

Since 2010, approximarly 21 primary and secondary schools throughout the Archdiocese of Melbourne have participated in the Collaborative Literacy Learning Communities (CLLC) Professional Learning Project under the leadership of Dr Anne Cloonan in the School of Education. The central purpose of CLLC is to engage and supportschool literacy leaders and teachers to improve students' literacy learning outcomes. The program is strengthened by the establishment of learning communities to assist participants in teacher led inquiry and to foster leadership skills and practice. Teachers and literacy leaders have the option of gaining academic recognition of the professional learning in the CLLC by enrolling in post graduate units through Deakin University. The CEOM is very interested to support their school staff in gaining formal award course qualifications that will transfer literacy leadership into classrooms, and hopefully connect with other schools within the diocese.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Evaluation of the Yachad Accelerated Learning Program (DEECD) 2011)

Project team

Professor Brenton Doecke
Dr Brian Doig
Associate Professor Susie Groves
Dr Muriel Wells

About the Project

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.

The Yachad Accelerated Learning Project (YALP) is a targeted tutoring system to improve the literacy and numeracy outcomes for students in primary and secondary schools who have been identified as at risk.
YALP is based on practices developed in Israel, where issues of immigration, disparate ethnic communities and limited budgets have resulted in the development of innovative approaches to education.

YACHAD in Hebrew means together, which reflects the importance the project places on the achievements possible when working in partnership. In Australia, YALP is aimed at achieving improved literacy and numeracy for Indigenous and non Indigenous students in metropolitan, regional, rural and remote locations in Australia.

Final Report

Evaluation of Yachad Accelerated Learning Project, 2011

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Research and Development of Sexuality Education Module for Teacher Educators (DEECD): VIC HEALTH

Project team

Dr Deb Ollis
Associate Professor Lyn Harrison
Claire Maharaj (Research Assistant)
Laurel Mackenzie (Research Assistant)

About the Project

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.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

CQU Student Aspirations in Central Queensland: (Re)imagining higher education in low SES student futures (CQU) 2013

Project team

Professor Trevor Gale (Academic project leader/principal researcher)
Dr Stephen Parker
Dr Brian Doig
Ms Piper Rodd
Dr Greg Stratton
Mr Tim Sealey
Teresa Moore (CQ University)

About the Project

Project summary

This Project is directed at acquiring an understanding of the extent to which students' aspirations for higher education can be influenced over time. In particular, the Project is focused on developing these understandings in relation to students from low socioeconomic status (SES) backgrounds who are enrolled in Central Queensland primary and secondary schools. The Project has two aims.

  1. To identify the aspirations of CQUniversity Outreach Program participants (drawn from primary and secondary school students enrolled in Central Queensland schools and from low socioeconomic status (SES) backgrounds). This includes the identification of:
    • Their imagined futures, distinguishing between what they regard as 'desirable' and 'possible';
    • Whether these imagined futures include intentions to undertake and complete a university qualification and/or a life trajectory that implies a university qualification;
    • Whether and how their imagine futures change over time; and
    • The resources that 'capacitate' these imagined futures and students' relative privileging of some resources over others.
  2. To identify influences on the aspirations of CQUniversity Outreach Program participants, including whether and the extent to which their involvement in these Programs is influential in shaping their aspirations and whether and the extent to which they are differently influential.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Evaluation of the Professional Learning Flagship program: Leading Curriculum Change (AITSL) 2011

Project team

Professor Brenton Doecke
Dr Julianne Lynch
Associate Professor Julianne Moss
Dr Muriel Wells
Dr Joanne O'Mara

About the Project

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:

  1. The contract with UQ, including the close engagement with UQ to develop and implement round 1 of the program, and
  2. 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 a national 'flagship professional learning' program and how it could be improved.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Resource Booklet for Early Childhood Professionals: Talented and Gifted Children (DEECD) 2012

Project team

Dr Anne-Marie Morrissey
Dr Anne Grant (University of Melbourne)

About the Project

Project summary

This project will research and develop a resource booklet used by and for the Department of Education and Early Childhood Development (the Department) to support the practice of a range of early childhood professionals.  The project's aim is to address the gap in published information regarding young gifted and talented children published and will demonstrate strong association with current reforms such as the Victorian Early Years Learning and Development Framework (VEYLDF), the implementation of the Australian Curriculum and the Victorian Essential Learning Standards (AusVELS).

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Language Start-Up Grants (DEECD) 2012 - 2013

Project team

Dr Athena Vongalis-Macrow (Co-Director)
Dr Michiko Weinmann (Co-Director)
Sri Soejatminah

About the Project

The DEECD commissioned the Deakin team to evaluate the Languages Start Up Grants program, which was introduced in 2012 to support the Victorian Government's commitment to extend and support language education is schools. The evaluation will focus on how the initiative is working, for whom and in what circumstances, including a final report on the benefits and outcomes of the initiative.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Literacy and Numeracy Strategy: Literature Review (DEECD) 2013

Project team

Associate Professor Alex Kostogriz
Associate Professor Colleen Vale (Co-directors)
Associate Professor Damian Blake
Dr Trace Ollis
Dr Louise Paatsch
Dr Leicha Bragg
Dr Gaye Williams
Dr Glenn Auld
Dr Joanne O'Mara
Dr Sarah Ohi
Professor Bridie Raban, (Critical friend, University of Melbourne)

About the Project

Project summary

The Deakin team has been commissioned to conduct a Literature Review that will identify the best practice systems and processes from Australia and overseas, that deliver effective literacy and numeracy outcomes. The Literature Review will cover all education sectors including early childhood education and care settings, schools, post compulsory and adult education. It is expected that this paper will inform the government's reform agenda which places a strong emphasis on literacy and numeracy.

Contact

Further information please contact:
Anne Savige Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Early Years Education in the Primary Years Program (PYP): Implementation Strategies and Programme Outcomes (IBO) 2013

Project team

Dr Anne-Marie Morrissey
Dr Brian Doig
Ms Liz Rouse

About the Project

Project summary

This project explores school implementation strategies and learning outcomes associated with the early years stage of the IB Primary Years Program, and compares the principles and practices of the early years stage of the PYP with national standards and research-based findings regarding quality early childhood education.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Science Literacy in the International Baccalaureate Primary Years Program (PYP): NAP-SL Outcomes (IBO) 2012

Project team

Dr Coral Campbell
Dr Gail Chittleborough
Dr Brian Doig
Dr Wendy Jobling

About the Project

Project summary

The project will consider the performance of Year 6 students enrolled in the Primary Years Program (PYP) against the Australian Proficiency Standards for Science Literacy (ACARA 2003) and results from the 2012 National Sample Assessment in Science Literacy.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

The International Baccalaureate Diploma Program: Alignment with the Australian Curriculum and Australian Qualifications Framework (IBO) 2013 - 14

Project team

Dr Claire Charles (Co-Director)
Associate Professor Mary Dixon (Co-Director)
Associate Professor Julianne Moss
Associate Professor Peter Hubber

About the Project

Project summary

The research will explore the extent to which the IB Diploma Programme:

  1. Aligns with the 'Melbourne Declaration on Educational Goals for Young Australians;
  2. Meets the principles and practices outlined in the 'Shape of the Australian Curriculum';
  3. Provides for students to learn curriculum content (knowledge, skills and understandings), and achieve the standards described in the Senior Secondary Australian Curriculum documents for English, Mathematics, Science and History as well as other learning areas; and
  4. Meets the specifications for 'Senior Secondary Certificate of Education' outlined in the Australian Qualifications Framework (Second Edition).

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Primary Science Specialists Professional Learning Program 1 (Cohort 1) (DEECD) 2011 - 2012

Project team

Associate Professor Coral Campbell
Dr Gail Chittleborough
Professor Russell Tytler
Associate Professor Peter Hubber
Dr Laura Barraza
Dr Wendy Jobling
Dr John Cripps Clark
Dr Sandra Herbert
Mrs Kate Chealuck

About the Project

Project summary

Capacity building Professional Learning Program of 40 primary teachers to become primary science specialists.

The fifteen-day Primary Science Specialist Professional Learning Program was commissioned by the Department of Education and Early Childhood Development (DEECD) to provide teachers not only with a specialist program focussing on science teaching and learning, but also training in the use of Primary Connections materials, and leadership skills to foster change in schools.

The objective of the initiative is for schools to have science specialists working with both students and with teachers. Improvements in science teaching encourage children to become more engaged in science and as a result science learning outcomes will be enhanced. The role of the science specialists will be to build the capacity of other teachers to plan and implement science inquiry explorations in their own classrooms. Within the fifteen day program, Deakin developed and delivered eight high-quality, interactive, evidence-based professional learning days. The first five days, which were delivered in November 2011, developed the teachers' discipline-based science understanding and pedagogical content knowledge in science. A further three days, delivered in February 2012, focussed on enhancing participants' leadership capabilities to effectively manage change in schools, as a core aspect of the science specialist role.

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

Primary Science Specialists Professional Learning Program 2 (Cohort 1) (DEECD) 2013 - 2014

Project team

Associate Professor Coral Campbell
Professor Russsell Tytler
Associate Professor Peter Hubber
Dr Linda Hobbs
Dr Laura Barraza
Dr Wendy Jobling
Dr John Cripps Clark
Dr Sandra Herbert

About the Project

Project summary

This project is a funded by the Department of Education and Early Childhood Development (DEECD) and is the continuation of the 2011-2012 Primary Science Specialists Professional Learning program. The final five day program (2013) will support primary science specialists with further professional learning through engagement with university science specialists, new information and heightened pedagogical practice. The program will build teacher capacity and boost primary students' engagement and achievement in science. This initiative is designed to promote sustained improvement in schools beyond the life of the initiative. An important aspect of the program will be ongoing monitoring and discussion of participants' ideas and experience, which will form the basis of research into the nature and effectiveness of this innovative project. It is anticipated that data collected will be used to explore research questions around the expectations and perspectives of participants, the contexts within which they will be working, and the relevance and impact of particular aspects of the program on participants' confidence and their perceptions of their roles. The findings will inform not only the ongoing program but also future initiatives in supporting teachers of primary science

Contact

Further information please contact:
Anne Savige
Manager, CREFI - Partnerships and Engagement
Email: anne.savige@deakin.edu.au or 9244-6384

School based projects

  • Hallam Secondary College - Literacy Professional Learning workshops
  • Adass Israel School - Primary Science teachers professional development workshops
  • Warrnambool Whole School Approach
  • Colac Secondary College International Program Evaluation

For enquiries on current or future projects please contact
Anne Savige - Manager, Educational Projects

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