Shaping minds, shaping the world
Science education in the Philippines
The University of Melbourne, in partnership with the University of the Philippines, has been advising the Philippine education system during a period of large-scale reform. A joint centre, the Assessment Curriculum and Technology Research Centre (ACTRC), was established in 2012 to conduct collaborative research and work closely with Philippine education partners to improve system capacity. In 2017, the ACTRC released findings on the implementation of a new spiral curriculum structure in junior secondary schooling. The study found that a large number of students did not have the pre-requisite knowledge and skills to engage with the science curriculum as they move through secondary school, with many students struggling to catch up and falling further behind. The researchers, led by Professor Esther Care, Dr Marlene Ferido and Ms Pam Robertson, have been working closely with the Philippines Department of Education to use the results of the study to inform a review of the curriculum.
Child and youth participation in the Asia-Pacific
Laos, Cambodia, Myanmar, Vietnam, Papua New Guinea
Professor Helen Cahill, and colleagues at the Youth Research Centre, developed a literature review, training and a set of practical tools and manuals to assist ChildFund Australia to advance the use of child and youth participation within development projects in Laos, Cambodia, Myanmar, Vietnam and Papua New Guinea. Two four day regional trainings in Bangkok developed capacity and gathered data about implementation and impact.
Investigating the complexity of the classroom
Chile, China , Czech Republic, Finland, France, Germany, Japan, USA, Ecuador, Israel, Norway, Spain, Germany
During 2017, the International Centre for Classroom Research (ICCR) team collaborated on three major projects investigating the complexity of classroom practice through a program of international video-based classroom research. The ‘Lexicon Project’ examines the pedagogical naming systems in mathematics classrooms in nine countries, including Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, and the USA. The ‘Social Essentials of Learning’ project investigates collaborative problem solving in mathematics in Australia and China and involves an international team of researchers from Australia, China, Ecuador, Finland, Israel, Norway, and Spain in the data analysis. The ‘Learning from Lessons’ project investigates the knowledge construction process of mathematics teachers in Australia, China, and Germany. For further information about the ICCR projects, visit www.iccr.edu.au
Teachers gather in the Netherlands
Professor Jan van Driel was the leading organiser of a Lorentz Center workshop, in Leiden, Netherlands. Lorentz Center is a high-profile facility, sponsored by the Netherlands Organisation for Scientific Research (NWO), the Dutch counterpart of the Australian Research Council (ARC).
The workshop gathered together 25 researchers from across the globe to share and further the research on science teachers’ pedagogical content knowledge. This workshop has led to a contract with Springer, the American publisher for science, technology and medicine; a book will be launched in 2018.
The impact of innovative learning environments
Great Britain, USA
The Innovative Learning Environments and Teacher Change (ILETC) project is a 4 year ARC Linkage project involving 15 partners, including four international partners. The project has built significant international connections during 2017 through a series of research symposia held in Melbourne, London and Grand Rapids, USA which attracted participants and presenters from 16 countries. These symposia have not only extended our relationship with our project partners, Ecophon Saint Gobain in Europe and Steelcase in the USA, who hosted the events, but informed project data collection and seeded an international network of practitioners and researchers in learning environments. The symposia have significantly expanded published research in the field through three peer reviewed proceedings and a book to be published in 2018.
Building Leadership for Change through School Immersion
The Melbourne Graduate School of Education welcomed 30 teachers from Saudi Arabia who participated in a six-month program designed to transform their teaching knowledge, skills and attitudes.
The project, ‘Building Leadership for Change through School Immersion,’ is led by the Ministry of Education in the Kingdom of Saudi Arabia, as part of their National Transformation Plan 2030.
Associate Dean International and Engagement, Professor John Polesel, believes it is a fantastic opportunity to draw upon, and share the education strengths of, the Graduate School’s academic staff and research.
“The program, delivered concurrently with guided school immersion, is underpinned by our clinical teaching approach which couples cutting edge academic research with best practice classroom teaching and learning,” he said.
Participants undertook a series of professional development programs, developed their English language skills and undertook placement in top Melbourne and rural schools through the University’s Network of Schools.
They also had the support of school host leaders and mentors who helped them develop a sense of belonging and social connectedness, as well as strengthening their clinical judgment and applying theory to practice.
Leadership and management in South America
Associate Professor Ruth Schubert led a team of senior fellows who delivered a successful program for rectors and senior executives for the 38 Federal Network of Institutes of Brazil, in Brasilia; this was followed by a series of targeted webinars on leadership and management challenges.
Associate Professor Ruth Schubert, Ms Asa Olsson, and Mr Roger Frankel were invited by the University of Rosario to the Colombian universities to discuss research leadership and management. Ms Olsson provided a series of intensive feedback sessions for the University of Rosario on research leadership and management using the self-assessment process developed by the team at the LH Martin Institute.
The evaluation of positive education
United Arab Emirates
The Centre for Positive Psychology joint Research project with the United Arab Emirates University focuses on evaluation of the positive education program being piloted in the UAE state schools.
This project evaluates the effects of the Positive Education programs on student wellbeing and academic outcomes (evaluation of pilot schools). A range of wellbeing areas are being surveyed including emotional states and regulation, psychosocial factors, strengths and virtues. Student and staff perspectives on the positive education program and the effects on student wellbeing and learning are being assessed as is teacher wellbeing.
Multilingualism at the Salzburg Global Forum, Austria
Professor Joseph Lo Bianco organised and participated in a symposium for the Salzburg Global Forum in Salzburg Austria, and led the preparation of the Salzburg Statement on Multilingualism which will be issued on February 21 (International Language Day) across the world.
First open access journal
Dr Richard Sallis and Dr Kate Coleman have recently been appointed the joint-editors of the Melbourne Graduate School of Education and UNESCO Observatory of Arts Education publication, the Journal of Artistic and Creative Education (JACE) which is an international Open Access Journal; the first Open Access journal at the University of Melbourne.