VASP

Research

The Final Product

A research report on the VASP to the Australian government Department of Education, Employment and Workforce Training [November, 2009].

[cf. Values Education, Good Practice Schools Project, Stage 2 Report, 2008, in your folders].

Two levels of research

1. Research of the VASP collated by the VASP researcher.

2. Participatory Action Research

conducted by the cluster schools in the VASP.

Interim and Final reports

1. Research of the VASP

Online pre and post surveys to teachers. [February and October].

Most Significant Change technique

[Evaluation Summit, October, 2009.]

Observational data [collected and collated by VASP researcher during initial briefing session and de-briefing meetings with project managers].

Pre and Post Surveys

National Framework for Values Education in Australian Schools, Commonwealth of Australia, 2005.

Informed by the 10 principles of ‘Good Practice Schools’ [Values Education, Good Practice Schools Project, Stage 2, 2008 ].

’

Most Significant Change Technique

Helps to identify unexpected changes. Helps to clarify the values that institutions

feel are the most important. Is a participatory form of monitoring. Encourages analysis of data [“why is this

change more important than another?”]. Builds capacity in analysing data and impact. Delivers a rich picture of what is happening.

Key Questions

What attitudes and beliefs about values education do teachers hold at the beginning of the VASP and at the end of the VASP?

Key Questions cont.

How are Cluster schools participating in the ‘action’ of the VASP?

What was the most significant change that emerged from the VASP?

Why was this the case?

Evidence

Quantitative analyses of survey responses [pre and post] to discern any trends in the data.

Analysis of patterns and themes in observational data to ascertain participants’ engagement in all aspects of the ‘action’ cycle.

Analysis of the MSC stories to evaluate the outcomes of values in ‘action.’

2. Participatory Action Research

Conducted by cluster schools.

Takes place at the level of School/Classrooms/Communities

Reflective practice as Action-based research

…any systematic inquiry conducted by teachers, administrators…or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn.

(Mills, 2003).

A cycle of evaluation and action

identify an issue; plan for change; collect data; reflect on these data; plan for change; implement; evaluate the outcomes. (Schmuck,1998).

the ongoing role of the teacher as reflective practitioner.

(Schön, 1995).

See Kemmis & McTaggart, 1988; Mills, 2003; Schmuck, 1998.

See Kemmis & McTaggart, 1988; Mills, 2003; Schmuck, 1998.

Key Questions

What ‘action’ have we embarked upon? What difference do we want to make? What evidence do we have that this is

important or necessary? What data will we need to gather to

evaluate the ‘action’ we have taken and the outcomes of this?

What difference did we make? How do we know this?

Examples of data

The use of formalised research tools such as surveys and interviews.

Catholic Schools of the Clarence Cluster.

Flinders Park -Whyalla Values Cluster. Melbourne Eastern Region Values

Cluster.

Examples of data Student work samples; samples ofteacher planning & assessment; studentreflections[diaries; blogs]; teacher reflectionson ‘action’ and any notable outcomes;observations.

Enhancing Values Education through Service-Learning Cluster.

Mentoring the Yumi Way Cluster. Values in Action: Building Resilience and Inclusion Cluster. Australian Juvenile Detention Cluster. Cross-Border Values Community. Maroondah Education Cluster.

Examples of data

Visual documentation [photographs;digital stories; film].

The Skoolaborate Cluster. Lanyon Cluster of Schools. Civics and Citizenship Networking Cluster. The Beenleigh Believe, Achieve, Succeed

Cluster.

Turning data into evidence

Southern Highlands of NSW

DATA EVIDENCE

Ongoing student reflection [interviews, personal journals, blogging, informal and formal discussions.

Regular teacher review meetings.

Ongoing teacher reflection [video focus groups using key questions].

Post survey instruments.

Closer relationships between schools[ teachers, students and their families].

Improved quality of teaching as a result of PD.

Broadening of student awareness of others and their needs.

More insightful student perception.

Increased student engagement.

Synthesis: Final Report

Synthesis of all data to locate key findings.

Presentation of case examples to support key findings.

A note…

Anecdotal data [cf.‘Observe’].

Reflection ‘in’ action.Reflection ‘on’ action.

[Schön, 1995].