Giving Voice to the Impacts of Values Education The Final Report of ...

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In which type of school do you mainly work Type of school Pre-project Post-project Per cent Count Answered Per cent Count Answered Primary school 47.8% 149 312 52.2% 107 205 Secondary school 25.0% 78 312 23.9% 49 205 Combined 9.3% 29 312 8.8% 18 205 Primary/Secondary school Other 17.9% 56 312 15.1% 31 205 In which educational sector are you employed Sector Pre-project Post-project Per cent Count Answered Per cent Count Answered Government 73.4% 229 312 73.2% 150 205 Catholic 22.4% 70 312 23.4% 48 205 Independent 1.0% 3 312 2.9% 6 205 Other 3.2% 10 312 0.5% 1 205 In which Learning Areas are you involved Learning areas Pre-project Post-project Per cent Count Answered Per cent Count Answered Primary generalist 52.6% 164 312 57.6% 118 205 Primary specialist 5.8% 18 312 4.4% 9 205 Arts 16.0% 50 312 13.2% 27 205 English 26.3% 82 312 21.0% 43 205 ESL 5.8% 18 312 2.9% 6 205 Health and Physical Education 17.9% 56 312 11.2% 23 205 LOTE 3.5% 11 312 1.0% 2 205 Mathematics 23.1% 72 312 17.1% 35 205 Religious Education 6.1% 19 312 4.4% 9 205 Science 13.5% 42 312 9.8% 20 205 SOSE/HSIE (including History, Geography, Environmental Education, Economics) 24.4% 76 312 19.5% 40 205 Technology 18.9% 59 312 17.1% 35 205 Other 17.9% 56 312 16.1% 33 205 Section 4: Appendices 131
How long have you worked in an education-related job Years in education Pre-project Post-project Per cent Count Answered Per cent Count Answered Less than 5 years 16.0% 50 312 17.6% 36 205 5–10 years 23.1% 72 312 22.0% 45 205 10–20 years 19.2% 60 312 20.0% 41 205 More than 20 years 41.7% 130 312 40.5% 83 205 What formal teacher training have you had in values education Formal training in values education Pre-project Post-project Per cent Count Answered Per cent Count Answered Pre-service 12.8% 40 312 9.8% 20 205 In-service 53.2% 166 312 57.6% 118 205 Post-graduate 9.6% 30 312 13.7% 28 205 None 33.3% 104 312 25.9% 53 205 132 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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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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Values in Action Teacher Survey 1 -
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Impact 5: Transformation Change and
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Professional transformation was als
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How is values education addressed i
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Collaborative student artwork - Eva
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Accounts of the VASP cluster projec
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The national gatherings proved an i
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Page 87 and 88: Key outcomes • Students demonstra
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Page 91 and 92: Cross Border Values Community North
Page 93 and 94: Far North Queensland Cluster Queens
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
Page 107 and 108: the Cluster Coordinator to keep all
Page 109 and 110: Palmerston Values Cluster Northern
Page 111 and 112: anxieties through a values prism, u
Page 113 and 114: all going through this, working out
Page 115 and 116: Skoolaborate Cluster New South Wale
Page 117 and 118: that, yes, maybe interacting in a v
Page 119 and 120: I believe the most significant chan
Page 121 and 122: students’ responses and developme
Page 123 and 124: 118 Giving Voice to the Impacts of
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: Appendix 6: Teacher survey demograp
Page 139 and 140: Fraillon, J 2005, Measuring Student
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