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

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While this kind of trend could be assumed given the focus in the VASP on principles of good practice in values education, it may also point to teachers’ increased understanding of what these principles mean in practice and how these can be addressed in school communities. The findings described here in relation to the impact of transformation resonate with Fullan’s (1999) argument that reform in schools must fundamentally involve making a difference to the lives of young people. Within his comprehensive research and scholarship on change in schools and systems, Fullan (2001) asks educators to reflect on what would happen if (teachers) valued students’ opinions and what would happen if schools involved the parent community in students’ learning. The VASP has shown that profound professional and personal transformation can result when these questions are addressed and that all stakeholders in values education may, as Fullan urges, find meaning in action and change. Perhaps the depth of this transformation in the VASP can be best portrayed with samples of collaborative artwork produced by students from schools around Australia at the Evaluation Summit. In reflecting on what they and other students have learnt about values, these students represented their understanding, thoughts and feelings. Collaborative student artwork – Evaluation Summit Story description: On our painting we have a flower, which represents new life and a new beginning. (Transcript, Evaluation Summit) Section 2: Impacts of the Values in Action Schools Project 73
Collaborative student artwork – Evaluation Summit Story description: This painting represents cooperation and teamwork and it is based on other people’s values journey. The hands represent cooperation [and how this helps people] to form a group. It also shows older people helping younger people. (Transcript, Evaluation Summit) 74 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
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 and 48: Another reflection from a school le
Page 49 and 50: Interestingly, this general trend t
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: How is values education addressed i
Page 81 and 82: Accounts of the VASP cluster projec
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Page 85 and 86: Beenleigh Believe, Achieve, Succeed
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
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Page 125 and 126: Appendices Appendix 1: Background t
Page 127 and 128: 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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