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

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Values in Action Teacher Survey 1 - Pre-project Survey What role does the teacher play in values education Think about your own role as a teacher of values education. Indicate your level of agreement or disagreement with the following statements. What role does the teacher play in values education Pre-project teacher survey I am conscious of my own role in modelling positive values to students I am confident with teaching values to students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I teach values explicitly I integrate values education into all aspects of students’ learning I feel I have more responsibility than parents to teach about values I am inspired by the insight students have into their own and others’ values I enjoy teaching students about values I use specific values education resources in my teaching I need more professional development about values education Values in Action Teacher Survey 2 - Post-project Survey I provide opportunities for students to explore and articulate their values What role does I foster the values teacher awareness play outside in values the classroom education Think about your own role as a teacher of values education. Indicate your level of agreement or disagreement with the following statements. Strongly agree Agree Neutral Disagree Strongly disagree What role does the teacher play in values education Post-project teacher survey I am conscious of my own role in modelling positive values to students I am confident with teaching values to students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I teach values explicitly I integrate values education into all aspects of students’ learning I feel I have more responsibility than parents to teach about values I am inspired by the insight students have into their own and others’ values I enjoy teaching students about values I use specific values education resources in my teaching I need more professional development about values education I provide opportunities for students to explore and articulate their values I foster values awareness outside the classroom Figure 5: Results of teacher perception surveys Strongly agree Agree Neutral Disagree Strongly disagree Section 2: Impacts of the Values in Action Schools Project 43
Interestingly, this general trend towards strong agreement/agreement does not apply to the items that ask whether the respondent feels he/she has more responsibility than parents to teach about values (possibly indicating a greater awareness of the mutual nature of this responsibility), and if the respondent feels he/she needs more professional development on values education (perhaps suggesting that the VASP provided substantial opportunities for professional learning, or that similar opportunities had been taken up previously). The development of students’ awareness of values and action was supported through the many entry points they had into values education across the clusters, such as youth forums, poverty forums, outreach programs, values summits, values expos, arts-based performances, virtual communication, storytelling, literature studies, and inquiries into Asian religions and human rights. Many of these integrated and crosscurricular perspectives were student-centred and encouraged student agency (discussed in detail below). These varied learning contexts provided students with opportunities for sustained and deep reflection on their values, as seen here in the following student work samples: Student work sample, Catholic Schools of the Clarence 44 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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Page 5 and 6: Acknowledgements The Values in Acti
Page 7 and 8: sharing professional expertise; par
Page 9 and 10: interventions and, ultimately, futu
Page 11 and 12: from action. Evidence gathered from
Page 13 and 14: These projects complement the compr
Page 15 and 16: how the class had ‘evolved’ and
Page 17 and 18: 12 Giving Voice to the Impacts of V
Page 19 and 20: Looking for the impacts of values e
Page 21 and 22: On the matter of method In common w
Page 23 and 24: Evaluation of VASP projects This ph
Page 25 and 26: ACTIVITY Submission of project desi
Page 27 and 28: The participatory and reflective na
Page 29 and 30: Story 2: Teacher story I think the
Page 31 and 32: Story 4: Student story Basically my
Page 33 and 34: It was significant for me because..
Page 35 and 36: More voices of Most Significant Cha
Page 37 and 38: Story 9: Student story I’ve had t
Page 39 and 40: I thought it was interesting that t
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Page 43 and 44: Impacts of the Values in Action Sch
Page 45 and 46: Australian Juvenile Detention Centr
Page 47: Another reflection from a school le
Page 51 and 52: It is perhaps not surprising then t
Page 53 and 54: left some gasping. There were some
Page 55 and 56: said: ‘I liked the fact that this
Page 57 and 58: Since we have been doing this thing
Page 59 and 60: Evidence indicates that student age
Page 61 and 62: Other students revealed how learnin
Page 63 and 64: How do students in your school act
Page 65 and 66: Impact 4: Connectedness The impact
Page 67 and 68: Other examples of collaborative par
Page 69 and 70: One reflective comment from a teach
Page 71 and 72: Values in Action Teacher Survey 1 -
Page 73 and 74: Impact 5: Transformation Change and
Page 75 and 76: Professional transformation was als
Page 77 and 78: How is values education addressed i
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
Page 89 and 90: weekend to draft the new units of w
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
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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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