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Giving Voice to the Impacts of Valu
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Giving Voice to the Impacts of Valu
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Acknowledgements The Values in Acti
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sharing professional expertise; par
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interventions and, ultimately, futu
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from action. Evidence gathered from
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These projects complement the compr
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how the class had ‘evolved’ and
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12 Giving Voice to the Impacts of V
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Looking for the impacts of values e
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On the matter of method In common w
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Evaluation of VASP projects This ph
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ACTIVITY Submission of project desi
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The participatory and reflective na
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Story 2: Teacher story I think the
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Story 4: Student story Basically my
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It was significant for me because..
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More voices of Most Significant Cha
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Story 9: Student story I’ve had t
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I thought it was interesting that t
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36 Giving Voice to the Impacts of V
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Impacts of the Values in Action Sch
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Australian Juvenile Detention Centr
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Another reflection from a school le
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Interestingly, this general trend t
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It is perhaps not surprising then t
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left some gasping. There were some
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said: ‘I liked the fact that this
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Since we have been doing this thing
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Evidence indicates that student age
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Other students revealed how learnin
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How do students in your school act
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Impact 4: Connectedness The impact
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Other examples of collaborative par
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One reflective comment from a teach
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- Page 73 and 74: Impact 5: Transformation Change and
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- Page 79 and 80: Collaborative student artwork - Eva
- Page 81 and 82: Accounts of the VASP cluster projec
- Page 83 and 84: The national gatherings proved an i
- Page 85 and 86: Beenleigh Believe, Achieve, Succeed
- Page 87 and 88: Key outcomes • Students demonstra
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- Page 91 and 92: Cross Border Values Community North
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- Page 95 and 96: The reach of the values work into c
- Page 97 and 98: I think that the project’s change
- Page 99 and 100: The service-learning projects were
- Page 101 and 102: Lanyon Cluster of Schools Australia
- Page 103 and 104: done, great, that’s fantastic’.
- Page 105 and 106: The first of these was a forum wher
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- Page 111 and 112: anxieties through a values prism, u
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- Page 115 and 116: Skoolaborate Cluster New South Wale
- Page 117 and 118: that, yes, maybe interacting in a v
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- Page 121: students’ responses and developme
- Page 125 and 126: Appendices Appendix 1: Background t
- Page 127 and 128: The VASP is distinguished from thes
- Page 129 and 130: Cluster selection for the VASP One
- Page 131 and 132: Appendix 3: The Values in Action Sc
- Page 133 and 134: Appendix 4: The Values in Action Sc
- Page 135 and 136: Appendix 6: Teacher survey demograp
- Page 137 and 138: How long have you worked in an educ
- Page 139 and 140: Fraillon, J 2005, Measuring Student