Faculty of Education - Research Publications
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ItemInnovative Learning Environments and Teacher Change Project Phase One Report 2016-2017(ILETC Project, 2017)The ILETC project presents a unique opportunity for a team of experts in education and architecture from across governments, schools, business and academia to co-design new solutions to the challenges of delivering 21st century learning to students in Australia and New Zealand. The Innovative Learning Environments and Teacher Change project (ILETC) commenced officially in June 2016. The aim of this 4 year project is to build understanding of how physical classroom space impacts on learning and how best to support teachers in making the most of the spaces in their schools. It will develop resources and strategies to support educators, school leaders, policy makers and architects in developing and inhabiting new learning spaces. In its busy first 18 months the project has not only accomplished all planned milestones, but has achieved extensive engagement with partners, teachers, architects and researchers both within Australasia and internationally. This highly efficient and collaborative, cross-disciplinary group has maximised the expertise of the project team and partners in building a comprehensive base of evidence about teaching in innovative learning spaces in Australasia. The group has made it a priority to not only conduct their research in an open and transparent way, with regular newsletter updates, blog posts and articles, but to publish findings as soon as data is analysed and share these with an ever growing following of educators, designers and other researchers. This report provides a summary of the project’s activities, findings and engagement in the first 18 months of research. It draws together the many outputs, events, media and activities to highlight some of the key discoveries and how these inform the next stage of investigations.
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ItemEnhancing Student Wellbeing: A review of research for Catholic Education Melbourne(Catholic Education Office/ Youth Research Centre, MGSE, 2017-09-20)As part of the review of the literature, 280 papers were reviewed at abstract level using key education data bases including A+ Education, ERIC and INFORMIT (for the Australian context) using the search terms wellbeing OR well being OR well-being in combination with the following terms: safe*, inclus*, Catholic, relation*, divers*, teach*, learn*, voice, empower*, SEL, socialemotional learning. 120 were identified as valuable to inform the development of a framework, including some following on from references identified in the papers in the original search. Subsequent consultation with the CEM team led to the identification and inclusion of a further 32 documents with a focus on sub-themes, including religion and spirituality.
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ItemROBOTS AND THE DELIVERY OF CARE SERVICES(ANZOG, 2018)
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ItemResearching Young Lives: Methodologies, Methods, Practices and Perspectives. Volume 1.(Youth Research Centre, 2018)Within each report, each case study is a snapshot of an actual research project currently being conducted in the YRC. Our researchers are sharing their experiences and offering their advice for conducting social research in an increasingly complex and diverse societal environment. The practices presented in this series of research reports reflect the innovative and contemporary research methodologies and methods undertaken by YRC staff and students. Some of the methods illustrated here are traditional but employed in new ways; while other methodologies and methods depart from conventional research practices to cover more innovative practices to investigate and understand the multidimensional ways of being young in the twenty-first century.
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ItemResearching Young Lives: Methodologies, Methods, Practices and Perspectives. Volume 2.(Youth Research Centre, 2018)Within each report, each case study is a snapshot of an actual research project currently being conducted in the YRC. Our researchers are sharing their experiences and offering their advice for conducting social research in an increasingly complex and diverse societal environment. The practices presented in this series of research reports reflect the innovative and contemporary research methodologies and methods undertaken by YRC staff and students. Some of the methods illustrated here are traditional but employed in new ways; while other methodologies and methods depart from conventional research practices to cover more innovative practices to investigate and understand the multidimensional ways of being young in the twenty-first century.
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ItemChanging the Life Trajectories of Australia's Most Vulnerable Children - Report No. 2 The first twelve months in the Early Years Education Program: An initial assessment of the impact on children and their primary caregivers(Melbourne Institute of Applied Economic and Social Research, 2018)This report presents initial findings on the impact on children and their primary caregivers after twelve months of enrollment in the Early Years Education Program (EYEP). EYEP is a model of early years care and education targeted at the particular needs of children who are exposed to significant family stress and social disadvantage. Children who participate in EYEP are offered three years of care and education (50 weeks per year, five hours per day each week). Key features of EYEP are high staff/child ratios, qualified and experienced staff, an infant mental health consultant in the team and a rigorously developed curriculum. A relationship-based pedagogy is used to ensure that children are ready for learning. The ultimate objective of EYEP is to ensure that at-risk and vulnerable children realise their full potential and arrive at school developmentally and educationally equal to their peers. The impact of EYEP is being evaluated through a Randomised Controlled Trial (RCT) as part of the Early Years Education Research Program (EYERP); otherwise referred to in this report as the ‘EYEP trial’. Children for whom consent was given to participate in the EYEP trial were randomly assigned into either an intervention group who were enrolled in EYEP or to a control group. Estimates of the impact of EYEP on children and their primary caregivers are derived from comparisons of outcomes between the intervention group and the control group. Measurement of outcomes described in this report took place twelve months after entry to the trial.
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ItemType and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1( 2017)Innovative Learning Environments (ILEs), celebrated by some for the ‘transformational’ educational opportunities they may provide, raise questions whether the anticipated pedagogical value of these ‘non-traditional’ spaces is based on idealised visions of teaching and learning rather than sound evidence. Before such complex issues can be efficiently addressed, evidence of the actual ‘state of play’ of ILEs is required. This report provides results of a survey disseminated to over 6000 school principals in Australia and New Zealand (NZ). Participants were invited to provide their perceptions of (1) the types of learning spaces in their schools; (2) the types of teaching approaches observed in those spaces; (3) the degree to which teachers in those spaces utilised progressive ‘mind frames’; and (4) the degree to which students engaged in ‘deep’ as opposed to ‘surface’ learning in those spaces. With a response rate of 14%, the 822 responses provided unique data on the distribution, use, and perceived impact of use of particular learning environment typologies in these Australasian regions. Findings, based on principals’ perceptions, indicated that in this sample of schools: (1) traditional classrooms were the dominant classroom type, amounting to approximately 75% of all spaces; (2) the dominant teaching approach was characteristics of teacher-led pedagogies; (3) participants from schools with a higher prevalence of traditional classroom spaces reported a lower assessment along the teacher mind frame continuum, with the reverse in more flexible learning spaces; and (4) students in traditional classrooms exhibited less deep learning characteristics, with the opposite in more flexible learning environments. The study concluded that while this research was dependent on the perceptions of leading teachers, the response rate and framing of the questions indicates that there existed evidence of a relationship between types of learning environments, teaching practices, teacher mind frames, and student deep learning. This technical report does not argue generalizable results, nor the existence of demonstrable causal relationships between spatial types and pedagogic approaches/types of learning. Such discussion and further analysis will stem from this technical report. It does, however, provide a detailed overview of the structure, implementation and results from a large-scale survey that focused on such issues. This constitutes an evidence-based platform for future discussion and academic inquiry about the opportunities and challenges surrounding the use and practice of ILEs in Australia and NZ. The direction of this enquiry may, conceivably, extend to questioning if more flexible learning environments facilitate, encourage or allow the types of learning and teaching characteristics being sought by policy and educational specialists, and proponents of ‘21st century learning skills’.
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ItemA Report on Trends in Senior English Text-lists( 2018)The purpose of this project is to investigate text-list trends in the Senior Victorian English curriculum between 2010 and 2019. It involves the collation and analysis of 360 texts according to a range of factors, including: text-type, setting, protagonist, themes, and author. It addresses the research question: What are the trends in VCE English text lists between 2010 and 2019? The project addresses the implications of these trends, and advocates for greater diversity when it comes to discussions about which texts should be included in the senior English curriculum.