Category 2 - Other Public Sector Competitive and Non-competitive Research Funding
The Teaching Academy of Professional Practice
The Teaching Academy of Professional Practice (TAPP) is a two year (2015-2017) Victorian Department of Education and Training (DET) funded project designed to strengthen school-university partnerships in particular focusing on bridging theory and practice for pre-service teachers and connecting initial teacher education coursework, professional experience and teacher professional learning.
Nine schools (both Primary and Secondary) in the Casey South East Melbourne cluster are partnering with the Faculty of Education to create and investigate new mentoring models that will best prepare pre-service teachers and support in-service teachers' professional learning. Teachers, teacher educators and pre-service teachers will work together as co-producers of knowledge. A case study of each school will be produced focused on the relevant school-university partnership strategies and approaches that work best in context to improve student learning.
Overall recommendations will provide insights into the work of schools as sites for well researched innovation in mentoring and professional experience and offer alternative ways to reposition practice and research for schools and universities.
Victorian Department of Education, 2015-2017: $200,000
Forecasting the supply and demand for educators in Victorian funded kindergarten services, 2015-2020
The aim of this project is to provide the Department of Education and Training, Victoria, with forecasts of the demand and supply for educators in funded early childhood education and care services in Victoria from 2015 to 2020. Educators include university trained teachers as well as kindergarten assistants with minimum certificate III level qualifications. The modelling for demand is expected to factor in the projected growth in the in number of kindergarten enrolments resulting from changes in the state's population; changes in women's participation rate in the labour force; and the requirement for kindergarten services to have a maximum child-to-educator ratio of 11 from 2016. The growth forecasts will be combined with turnover projections to provide an assessment of job openings for new entrants. The results will be compared with projections of supply of graduates from the university and VET sector to assess future potential imbalances between the supply and demand.
Department of Education, 2015 - $25,000
How do schools motivate and support diverse gifted students for talent development in the schooling context: an examination of teachers' knowledge and understandings
This research project is commissioned by Box Hill HS, a leading school for select entry accelerated learners in Victoria, to examine teachers' beliefs, perceptions, motivations and pedagogy for teaching diverse high ability students.
The cohort of teachers participating in this study are already teaching gifted and highly able students in different contexts across Victoria and many are teaching in selective secondary environments to high ability classes of students in a range of disciplines, be it a select entry accelerated learning (SEAL) program in a comprehensive high school, a selective high school, or to a mixed-ability cohort of students with gifted students at secondary level; so these teachers are perceived to have developed various levels of expertise for teaching gifted students compared to other secondary teachers. These teachers have self-selected into a professional development program to increase their knowledge and understandings for motivating and developing talent potential of the gifted and highly able students who they teach.
The aim of this study is to examine what knowledge and understandings these teachers gain from this professional learning experience and what knowledge and understandings they have applied previously in their teaching and learning experiences with diverse gifted and highly able students.
Box Hill High School, 2015: $31,818
The role lower level vocational education and training (VET) qualifications play in Australia's education and training system
This project is commissioned by the Australian Workforce and Productivity Agency. It is undertaken in collaboration with the Australian Council for Educational Research (ACER). Research has shown lower level qualifications (Certificate I and II) generally have a lower rate of private return than higher level qualifications. This project will examine whether these qualifications provide other benefits to individuals that are not captured through rates of return studies, including being used a 'stepping stone' for further study and other less tangible benefits such a self-esteem and foundation skills. It will provide a profile of people who undertake courses at these levels and examine the types of outcomes they achieve; the funding available for these courses; and industry perspective on these qualifications.
- Assoc Prof Chandra Shah
- Mr Michael Long
- Dr Justin Brown (ACER)
Department of Industry, 2014 - $92,471
National Virtual School of Emerging Sciences (NVSES)
Monash University's faculties of Education and Science, in partnership with the John Monash Science School (JMSS), were awarded funding as part of the Federal Government's Broadband Enabled Education and Skill Service Program to create the National Virtual School of Emerging Sciences (NVSES).
The NVSES provides Year 10 students from around Australia to opportunity to connect with emerging sciences and their peers in a high tech and collaborative environment, with access to resources that many students may not otherwise have available at their school. Schooling in the NVSES includes high definition synchronous teaching, as well as access to tools which will allow students to form communities and collaborate beyond their formal participation in the program. Teachers involved in the NVSES will have access to mentoring and professional development, including exposure to new pedagogies and technologies. The NVSES model has the potential to be utilised for the delivery of other disciplines.
Curriculum for emerging science modules such as astrophysics and nanotechnology have been developed as a collaborative effort between the faculties of Education and Science and the JMSS, with activities employing tools that will enable students to undertake engaging activities and experiments in a manner not employed in a traditional classroom environment. Expert guest speakers, drawn from the Monash University academic community and outside, participate in Q&A sessions with students.
- Associate Professor Debra Panizzon
- Professor Debbie Corrigan
- Dr Rebecca Cooper
- Mr Greg Lancaster
- Professor David Abramson
DEEWR, 2012-2014 - $1,882,880
Inquiry into Implementation Project
The Inquiry into Implementation Project (IIP) was developed by the VCAA and the DEECD as a key program to support the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). The IIP builds upon the key findings of the Evaluation of the Implementation of the VEYLDF; the Outcome Project Report 2010-2012: and Shining a light on children's learning; and the Assessment for Learning and Development Project, 2012. Monash University was commissioned to undertake the evaluation of the project, which includes analysis of existing data and the development of nine case studies, one for each of the networks who participated in the IIP.
- Dr Iris Duhn
- Professor Marilyn Fleer
- Dr Joseph Agbenyega
- Associate Professor Nikolai Veresov
- Dr Jane Bone
- Dr Gloria Quinones
Victoria Curriculum and Assessment Authority, 2013-2014 - $180,857
Evaluation of the 'ResourceSmart Australian Sustainable Schools Initiative Victoria' (AuSSI Vic) Program
ResourceSmart AuSSI Vic is a Victorian Government initiative that 'helps schools benefit from embedding sustainability into everything they do'. The program is managed by Sustainability Victoria and currently involves more than 1000 schools across the state. Monash University Faculty of Education has been commissioned by Sustainability Victoria to conduct an evaluation of the program. The evaluation will examine: the impacts and effectiveness of the program; the role of the program in bringing about such impacts; and the future development of the program. Emerging research findings will be shared with practitioner organisations at an interactive stakeholder event in September 2014. A final report will be submitted to Sustainability Victoria in October 2014.
- Associate Professor Mark Rickinson
- Dr Matt Hall
- Associate Professor Alan Reid
- Adjunct Associate Professor Phil Payne
Sustainability Victoria, $58,633
Teacher supply and demand in Victorian schools and early childhood setting for the 2012 and 2013 calendar years
This project will provide the Victorian Government with a quantitative assessment of the future needs for teachers in Victoria from 2014 to 2020. It will use time series data from the Victorian Government, the ABS and a number of other organisations, including universities, to forecast demand and supply for kindergarten, primary, secondary and special education teachers by the three school education sectors—Government, Catholic and Independent. The assessment will also include the demand for teachers due to turnover. The project is undertaken in collaboration with the Australian Council for Educational Research (ACER).
DEECD, 2014 - $36,463