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

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Appendix 7: References and further reading ACARA (Australian Curriculum, Assessment and Reporting Authority) 2009, Curriculum Design, ACARA. Available at www.acara.edu.au Allen, G & Evans, M (eds) 2006, A Different Three Rs for Education: Reason, Rationality, Rhythm, Rodopi, Amsterdam. Australian Education Council 1989, The Hobart Declaration on Schooling, Australian Education Council, Hobart. Baird, J & Mitchell, I (eds) 1997, Improving the Quality of Teaching and Learning: An Australian Case Study – the PEEL Project, PEEL Group, Clayton. Bernard, M, Stephanou, A & Urbach, D 2007, ASG Student Social and Emotional Health Report, A Research Project conducted by the Australian Council for Educational Research, Australian Scholarships Group, October 2007. Available at www.asg.com.au Cummins, R 2006, Personal Wellbeing Index – Deakin University, Melbourne. Curriculum Corporation 2006, Implementing the National Framework for Values Education in Australian Schools: Report of the Values Education Good Practice Schools Project – Stage 1, Final Report, Department of Education, Science and Training, Canberra. Curriculum Corporation 2008, At the Heart of What We Do: Values Education at the Centre of Schooling – The Final Report of the Values Education Good Practice Schools Project – Stage 2, Department of Education, Employment and Workplace Relations, Canberra. David, J 2009, ‘Service learning and civic participation’, Educational Leadership, vol 66, no 8, pp 83–84. Davies, R & Dart, J 2005, The ‘Most Significant Change’ (MSC) Technique: A Guide to Its Use. Available at www.clearhorizon.com.au Deakin Crick, R 2006, Learning Power in Practice: A Guide for Teachers, Paul Chapman, London. Deakin Crick, R, Taylor, M, Tew, M, Samuel, E, Durant, K & Ritchie S 2005, A Systematic Review of the Impact of Citizenship Education on the Provision of Schooling, EPPI-Centre, Social Science Research Unit, Institute of London, London. Available at www.eppi.ioe.ac.uk/cms DEEWR (Department of Education, Employment and Workplace Relations) 2010, Social Inclusion, Commonwealth of Australia, Canberra. Available at www.socialinclusion.gov.au DEST (Department of Education, Science and Training) 2005, National Framework for Values Education in Australian Schools, Commonwealth of Australia, Canberra. Available at www.valueseducation.edu.au Dewey, J 1897, ‘My Pedagogic Creed by John Dewey’, School Journal, vol 54, pp 77–80. Dewey, J 1910, How We Think, DC Heath & Co, Boston. Dewey, J 1963, Experience and Education, Collier, New York. Eckersley, R 2008, Never Better – Or Getting Worse: The Health and Well-being of Young Australians, Australia21. Available at www.australia21.org.au Section 4: Appendices 133
Fraillon, J 2005, Measuring Student Well-being in the Context of Australian Schooling: Discussion Paper, Curriculum Corporation, Carlton South. Fullan, M 1999, Change Forces: The Sequel, Falmer Press, London. Fullan, M 2001, The New Meaning of Educational Change, Teachers College Press, New York. Hawkes, N, Values Based Education. Retrieved December 2009 from www.values-education.com/about.php Hill, B 2004, ‘Values Education in Schools: Issues and Challenges’, Keynote address at the National Values Education Forum, April 28. Kalantzis, M, Cope, B & the Learning By Design Project Group (LDPG) 2005, Learning by Design, Victorian Schools Innovation Commission & Common Ground, Melbourne. Kemmis, S & McTaggart, R (eds) 1988, The Action Research Planner, Deakin University, Waurn Ponds. Lipman, M 2003, Thinking in Education, 2nd edn, Cambridge University Press, Cambridge, pp 83–104. Lovat, T, Toomey, R, Clement, N, Crotty, R & Nielsen, T, 2009a, Values Education, Quality Teaching and Service Learning: A Troika for Effective Teaching and Teacher Education, David Barlow Publishing, Terrigal. Lovat, T, Toomey, R, Dally, K & Clement, N 2009b, Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience, Final Report to the Australian Government, Department of Education, Employment and Workplace Relations, Canberra. Available at www.curriculum.edu.au/verve MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) 1999, The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century, MCEETYA. Available at www.mceetya.edu.au/mceecdya/nationalgoals/index.htm MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) 2008, Melbourne Declaration on Educational Goals for Young Australians, MCEETYA. Available at www.mceetya.edu.au/ mceecdya/melbourne_declaration,25979.html McGrath, H & Noble, T 2003, Bounce Back! A Classroom Resiliency Program: Teacher’s Handbook, Pearson Longman, Frenchs Forest. Muir, K, Mullan, K, Powell, A, Flaxman, S, Thompson, D & Griffiths, M 2009, State of Australia’s Young People: A Report on the Social, Economic, Health and Family Lives of Young People, Report for the Office of Youth, Department of Education, Employment and Workplace Relations, Social Policy Research Centre, University of New South Wales, Sydney. Noddings, N 1992, The Challenge to Care in Schools : An Alternative Approach to Education, Teachers College Press, New York. Noddings, N 2006, Critical Lessons: What Our Schools Should Teach, Cambridge University Press, Cambridge, UK. Ritchie, R & Deakin Crick, R 2007, Distributing Leadership for Personalizing Learning, Continuum International Publishing Group, New York. Sandel, M 2009, Justice: What’s the Right Thing to Do, Farrar, Straus and Giroux, New York. Schmuck, R 1998, Practical Action Research for Change, Hawker-Brownlow Education, Cheltenham. Schön, D 1983, The Reflective Practitioner: How Professionals Think in Action. Avebury, Aldershot. 134 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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Beenleigh Believe, Achieve, Succeed
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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’.
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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
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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: How long have you worked in an educ
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