Faculty of Education - Research Publications

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    Working their way to school completion: School-Based Apprenticeships and Traineeships for young Australians
    Clarke, K ; KLATT, M ; Dulfer, N ; Cruickshank, E ; Smith, E ; Gonan, P ; Foley, A (Australian Scholarly Publishing, 2015)
    This paper is part of a three-year longitudinal study of School-Based Apprenticeships and Traineeships (SBATs), which seeks to explore the nature and effectiveness of SBATs as a pathway from school to sustainable occupational employment. This paper discusses past and current policy trends and objectives represented by various Australian jurisdictions. It focuses on building a detailed illustration of the learner profile of SBATs and the type of occupations and qualifications being undertaken at school. This analysis was achieved through statistical analysis of two Combined Unit Record Files (CURFs) obtained from National Centre for Vocational Education Research (NCVER). This quantitative work builds the basis for future work future qualitative work exploring the motivations, expectations and experiences of SBAT learners.
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    An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education
    Cahill, H ; Kern, M ; Dadvand, B ; Walter Cruickshank, E ; Midford, M ; Smith, C ; Farrelly, A ; Oades, L (University of Malta, 2019)
    Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on ‘the ecology of relations’ that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes.