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

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learning of teachers in Australian schools’. Guided by this brief, the VASP was initiated to take the national values education agenda one step further. In October 2008 Curriculum Corporation, on behalf of DEEWR, invited all Australian schools to apply (in clusters of 3 to 10 schools) for funding to conduct their VASP cluster projects. Initially 14 clusters were selected, according to a set of VASP selection criteria and the quality of cluster applications. The selected clusters included schools from rural, remote and metropolitan areas, and their project proposals presented the best fit for the VASP objectives and special areas of interest. The cluster projects were to run from December 2008 until the end of October 2009, approximately eight months of effective school implementation time. Table 1: Values in Action Schools Project clusters Australian Juvenile Detention Centres School Cluster Beenleigh Believe, Achieve, Succeed Cluster Catholic Schools of the Clarence Cross Border Values Community Far North Queensland Cluster Flinders Park–Whyalla Link Values Cluster Greater Brisbane Schools – Values Education through Service Learning Lanyon Cluster of Schools Maroondah Education Coalition Melbourne Eastern Regions Values Cluster Palmerston Values Cluster Reporting Values Cluster Skoolaborate Cluster Southern Highlands Schools of NSW Tasmanian Values Cluster ACT, NSW, Qld, SA, Tas 10 centres Qld 4 schools NSW 10 schools NT, SA, Tas, WA 6 schools Qld 3 schools SA 3 schools Qld 10 schools ACT 5 schools Vic 3 schools Vic 8 schools NT 4 schools WA 3 schools NSW, Qld, Vic 5 schools NSW 7 schools Tas 4 schools Engaging the Disengaged Out of Apathy Resilience, Wellbeing and Learning Values through ICT and Philosophy Living Values, Living Relationships Transitions: Values-based Approaches Embedding Values Education through Service Learning Values Investigators: Teachers and Students Researching Values Together Youth Voice: Fostering Inclusiveness, Respect and Tolerance Improving Teacher Practice through Values Education Living and Growing Our Values Values in Action: Building Resilience and Inclusion The Values Exchange Learning and Acting for Poverty Connecting Communities Section 1: Looking for the impacts of values education 15
On the matter of method In common with the VEGPSP projects, the VASP methodology included: • the action research model to guide cluster projects • engagement and attachment of teacher-educator University Advisors to support each cluster • guidelines, templates and face-to-face briefing sessions to support cluster projects • collaborative support to clusters from jurisdictional, Catholic education and independent schools sector officers • a scheduled project reporting regime. In addition to these common building blocks, the VASP methodology was augmented by several new approaches, designed to gather more evidence about the impacts of effective values education practice: • Quantitative data sets – Pre- and post-project teacher perception surveys were conducted across all 15 clusters to capture teachers’ perceptions about their role in values education before and after the enactment of values projects. • Collection of a broad range of ‘artefacts’ from the cluster work – Each cluster project gathered a range of data relating to their specific projects, which included student work samples and artefacts, student survey data, school newsletters, units of work, attendance and other school environment data, as well as teacher and parent observations. • The use of the Most Significant Change (MSC) technique of gathering project participant accounts of change. The action research process of the VASP The VASP involved participants in an ongoing action research cycle marked by four phases: reflect, design/plan, act and evaluate/observe. This reflexive cycle is illustrated in Figure 2. reflect reflect reflect reflect observe plan observe plan act act continual improvement Figure 2: The action research cycle, based on Kemmis & McTaggart 1988; Schmuck 1998 16 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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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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Key outcomes • Students demonstra
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weekend to draft the new units of w
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Cross Border Values Community North
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Far North Queensland Cluster Queens
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The reach of the values work into c
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I think that the project’s change
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The service-learning projects were
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Lanyon Cluster of Schools Australia
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done, great, that’s fantastic’.
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The first of these was a forum wher
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the Cluster Coordinator to keep all
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Palmerston Values Cluster Northern
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anxieties through a values prism, u
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all going through this, working out
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Skoolaborate Cluster New South Wale
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that, yes, maybe interacting in a v
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I believe the most significant chan
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students’ responses and developme
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118 Giving Voice to the Impacts of
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Appendices Appendix 1: Background t
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The VASP is distinguished from thes
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Cluster selection for the VASP One
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Appendix 3: The Values in Action Sc
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Appendix 4: The Values in Action Sc
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Appendix 6: Teacher survey demograp
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How long have you worked in an educ
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Fraillon, J 2005, Measuring Student
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