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

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selection of the most significant stories from this collection, and an explanation of why these stories are significant to the action that has been taken. This view sees stories as a form of inductive data because stories provide an authentic context for sharing and discussing experience. People naturally tell stories; they remember stories; and they can sometimes relay difficult messages through the story form. And when applied in school contexts with groups of parents, teachers and students, the technique delivered rich and diverse responses. The MSC technique was introduced to clusters at the beginning of the project and was administered towards the end of cluster project activity. The project participants – teachers, students and parents – generated more than 200 stories of significant change from their values education projects. After an extended process of discussion and selection, both at the local cluster level and finally at the Evaluation Summit, participants selected six stories that they thought represented the most significant change from the VASP cluster projects. This selection of the MSC stories is important for several reasons. It aids dialogue between participants on a deep level, focuses their attention on what they wanted to and tried to achieve in the project, and helps them to clarify what they value in relation to these objectives. In the process of selecting the most significant changes, participants identify domains of change: first at an individual level and community level; then in terms of unexpected forms of change; and last the lessons learned from the project. This process of reaching consensus highlights the many facets of the project and its impact on different participants, and forms the basis of wider communication and feedback on the project outcomes. Section 1: Looking for the impacts of values education 19
ACTIVITY Submission of project design and project plans STAGE ONE: Scoping the project design (School clusters in collaboration with Curriculum Corporation) PURPOSE Ensure that projects align with objectives and principles Basic understanding of context for VASP research Research of the VASP • pre and post surveys • Most Significant Change (MSC) story collection • observational data Participatory action research • School-based data collection STAGE TWO: Data collection (Curriculum Corporation Research of the VASP Schools/clusters – Participatory action research) Document evidence of outcomes MSC selection process held in each cluster STAGE THREE: Reflection, interpretation, rethinking, revising (School clusters) Expand understanding of impact of projects Expand understanding of intention of the projects Explore ways to enhance the effectiveness of the projects Evaluation Summit • overview of VASP findings • presentation from each cluster on project and achievements • selection of stories from across all participating clusters STAGE FOUR: Evaluation, reflection (Curriculum Corporation, Cluster representatives, University Advisors, State and Territory officers) Consider usefulness of findings in meeting objectives of VASP Make judgements about the impact of the VASP Figure 3: Applying an action research cycle to the Values in Action Schools Project 20 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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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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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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