Melbourne Graduate School of Education - Research Publications

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    The Role of Evaluative Thinking in the Success of Schools as Community Hubs
    Paproth, H ; Clinton, JM ; Aston, R (Springer Nature Singapore, 2023)
    Abstract Evaluative thinking (ET) is a construct of growing interest in education research due to its potential influence on the implementation of strategies, initiatives, and interventions. It is of particular importance in evidence-based practice. ET is often associated with the use of data, evidence-based decision making, and conducting evaluation activities. Research in this field indicates that an organisation and staff that think and act evaluatively are more likely to interrogate outcomes, question assumptions, and adapt program design and delivery. Given the nature and organisational structures of Schools as Community Hubs (SaCH) it is suggested that ET is an essential factor in the success of SaCH. This chapter will explore the research base regarding ET and the potential for ET to influence the success of SaCH.
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    Are Schools as Community Hubs Worth It?
    Aston, R ; Clinton, JM ; Paproth, H (Springer Nature Singapore, 2023)
    Abstract Understanding return on investment is a common priority for evaluating schools that operate as hubs for their community. Seeking answers to questions like, ‘are we getting adequate returns on our investment?’ and ‘when and where do we need to invest resources to maximise returns?’ is paramount to ensuring the sustainability of school as community hubs (SaCH) because they require ongoing funding to achieve their purported benefits for students, families and residents in local school communities. Economic evaluation designs that enable investment in SaCH to be compared with tangible benefits as well as future cumulative benefits will be explained and compared in this chapter. The discussion will be supported with examples that include practical strategies from economic evaluations of SaCH conducted in Australia and internationally where Social Return on Investment, Cost Benefit Analysis and Value for Money designs have been adopted.
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    An Evaluation Framework for Schools as Community Hubs
    Clinton, JM ; Aston, R ; Paproth, H (Springer Nature Singapore, 2023)
    Abstract The Building Connections: Schools as Community Hubs project is concerned with increasing social value within communities through understanding the development, merit, worth and significance of schools that engage with the community. This process involves identifying the multiple components of such schools developed with diverse target groups across a range of community settings. In this context, assessing the program implementation process is essential to capturing and documenting the realities of a school's planning, development, and implementation as a community hub. This chapter outlines an evaluation framework generated to document the development and implementation of community hub schools, as well as their effectiveness and efficiency. It argues that the evaluation process is essential for initial development, ongoing sustainability, and future scaling. The proposed framework builds on an adapted form of the Centers for Disease Control (CDC) Framework for Program Evaluation (2011). This CDC Framework provides an overarching theoretical evaluation framework that facilitates collaboration with all stakeholders and encourages the development of a learning environment and feedback as a part of the evaluation. The model emphasises the process of engagement and outcomes, and seeks to describe the realities of implementation in complex contexts to explain outcomes.
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    Evaluation of the Implementation of the Australian Professional Standards for Teachers: Final Report
    Clinton, J ; Dinham, S ; Savage, G ; Aston, R ; Dabrowski, A ; Gullickson, A ; Calnin, G ; Arbour, G (Centre for Program Evaluation, The University of Melbourne, 2015-12-22)
    This Report presents the overall findings obtained from the three-year evaluation conducted between 2013 and 2015. As the final report on the Evaluation, it builds progressively upon the findings of the interim reports, adding new analysis to generate deeper insights into the implementation of the Standards, and inform the development of recommendations. The report provides the overall findings on the implementation of the Standards among stakeholders within the education profession including, but not limited to, teachers, school leaders, pre-service teachers and teacher educators, as well as those working within regulatory authorities, sector education offices, and professional and principal association members.
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    The Evaluation of the Implementation of the Australian Professional Standards for Teachers: Interim Report on Baseline Implementation 2013 Key Findings
    Clinton, ; Dinham, ; Lingard, ; Gullickson, ; Savage, ; Arbour, ; ASTON, RF ; Calnin, ; Arifin, (The University of Melbourne, 2014-08-01)