Literacy Instruction for Children with Autism. There is a social and economic imperative to assist all individuals to reach their full potential with regard to literacy skills. The central goal of the proposed research is to develop and evaluate new ways to support comprehensive literacy instruction for children with autism spectrum disorder (ASD). Following our world-first pilot research, we will investigate the efficacy of the ABRACADABRA literacy instruction program delivered in small groups ....Literacy Instruction for Children with Autism. There is a social and economic imperative to assist all individuals to reach their full potential with regard to literacy skills. The central goal of the proposed research is to develop and evaluate new ways to support comprehensive literacy instruction for children with autism spectrum disorder (ASD). Following our world-first pilot research, we will investigate the efficacy of the ABRACADABRA literacy instruction program delivered in small groups of children with ASD supplemented by a novel parent-child shared book reading program. Immediate outcomes extend beyond advances in the science of reading to upskilling parents and professionals who support children with ASD, and provision of tangible life-long benefits for individuals with ASD.Read moreRead less
Designing Learning Spaces for Diversity, Inclusion and Participation. This project aims to provide evidence-based guidance on how to design and/or modify mainstream schools to make it easier for students with disabilities to participate. It seeks to inform architects, educators, and policy makers about disabled students' spatial requirements and to develop strategies and tools to support the process of co-designing schools with people with lived experience of disability. The outcomes will includ ....Designing Learning Spaces for Diversity, Inclusion and Participation. This project aims to provide evidence-based guidance on how to design and/or modify mainstream schools to make it easier for students with disabilities to participate. It seeks to inform architects, educators, and policy makers about disabled students' spatial requirements and to develop strategies and tools to support the process of co-designing schools with people with lived experience of disability. The outcomes will include an inclusive learning spaces design framework. This is expected to benefit all students' access and meaningful involvement in learning through the development of more inclusive learning spaces. The research is significant because it integrates previously dissociated knowledge from architecture, education and health.Read moreRead less
Observe, Reflect, Improve: a tool to enrich Children’s Learning (ORICL). This project aims to address long-standing concerns about the quality of education and care for children during their critical first two years. It will introduce a promising, future-focused digital tool, co-designed with practitioners and providers of early childhood services, to support infant-toddler educators’ planning and practice. Building on ground-breaking pilot work, we will undertake a national implementation and e ....Observe, Reflect, Improve: a tool to enrich Children’s Learning (ORICL). This project aims to address long-standing concerns about the quality of education and care for children during their critical first two years. It will introduce a promising, future-focused digital tool, co-designed with practitioners and providers of early childhood services, to support infant-toddler educators’ planning and practice. Building on ground-breaking pilot work, we will undertake a national implementation and evaluation of the Observe, Reflect and Improve Children’s Learning (ORICL) tool. Expected outcomes include: enhanced pedagogical practices; enriched learning experiences for children birth-two; effective communication with families; and improved resourcing for providers of early childhood education and care services. Read moreRead less
The impact of urban vertical schools on students’ capability and wellbeing. Urban vertical schools are new types of schools in Australia. There are no evidence-based Australian precedents to guide designers or educators, no formal knowledge sharing processes that draw on experiences of pioneers, and little understanding of what these spaces mean for student capability and wellbeing. This evaluative case study will bring together evidence from designers, educators and students in three newly buil ....The impact of urban vertical schools on students’ capability and wellbeing. Urban vertical schools are new types of schools in Australia. There are no evidence-based Australian precedents to guide designers or educators, no formal knowledge sharing processes that draw on experiences of pioneers, and little understanding of what these spaces mean for student capability and wellbeing. This evaluative case study will bring together evidence from designers, educators and students in three newly built urban, vertical schools. Project findings will point to inclusive principles for designing and leading in physical, digital and social school spaces to maximise student wellbeing and capability. Insights into student experiences in urban, vertical school spaces will have value for infrastructure spending in all schools.Read moreRead less
Exploring Problem Based Learning in schools . This project investigates the potential contribution of Problem Based Learning to school based Science, Technology, Engineering, Mathematics (STEM) education. The project expects to generate new knowledge about how the principles defining this PBL approach can support primary and secondary teachers to enhance learning opportunities and build STEM literacy. The project actively positions teachers as researchers interrogating their practice. Expected ....Exploring Problem Based Learning in schools . This project investigates the potential contribution of Problem Based Learning to school based Science, Technology, Engineering, Mathematics (STEM) education. The project expects to generate new knowledge about how the principles defining this PBL approach can support primary and secondary teachers to enhance learning opportunities and build STEM literacy. The project actively positions teachers as researchers interrogating their practice. Expected project outcomes include a pedagogical framework developed with teachers, and illustrations of practice capturing problem based learning in a range of school settings. Potential benefits include support for teachers, school leadership and sectors seeking to enhance STEM education.Read moreRead less
Improving teacher assessment using exemplars and online moderation. This project aims to assess the dependability of teacher judgement using psychometric scaling and online moderation. The project will use an innovative approach to connect achievement standards and judgement-practice for middle-year students in Australian education system. Expected outcomes of the project include the development of scaled work samples exemplifying A-E standards of achievement, refined methods for the consistency ....Improving teacher assessment using exemplars and online moderation. This project aims to assess the dependability of teacher judgement using psychometric scaling and online moderation. The project will use an innovative approach to connect achievement standards and judgement-practice for middle-year students in Australian education system. Expected outcomes of the project include the development of scaled work samples exemplifying A-E standards of achievement, refined methods for the consistency and comparability of assessment decisions, and a new approach to moderating teacher judgements. This project should provide significant benefits in building teachers’ assessment capabilities, shaping policy and teacher preparation.Read moreRead less
Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate studen ....Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate student understanding of assessment aims and requirements; and 3) how improvements in task design and teacher practice can be sustained and upscaled across secondary school departments. Expected outcomes of international significance are more inclusive learning and assessment practices with the potential to benefit all students.Read moreRead less
A best practice framework for playgroups-in-schools. This project aims to identify the processes, practices and/or policies informing productive relationships between families and school-staff. Playgroups-in-schools are a burgeoning field of integrated early childhood service provision. Research shows that playgroup participation benefits parental capabilities about children’s play. High levels of parental knowledge, skills and confidence in providing children with play-experience are known to h ....A best practice framework for playgroups-in-schools. This project aims to identify the processes, practices and/or policies informing productive relationships between families and school-staff. Playgroups-in-schools are a burgeoning field of integrated early childhood service provision. Research shows that playgroup participation benefits parental capabilities about children’s play. High levels of parental knowledge, skills and confidence in providing children with play-experience are known to have a positive development and learning impact for children. An expected outcome from this project will be a best practice framework for playgroups-in-schools, which should directly inform policy and practice in schools via Playgroup Victoria's increased capacity to advise school-leaders on playgroups-in-schools.Read moreRead less
Multiliteracies for addressing disadvantage in senior school science. Multiliteracies for addressing disadvantage in senior school science. This project aims to develop discipline-specific pedagogies in senior physics, chemistry and biology to improve disadvantaged students’ engagement and achievement. Many students from disadvantaged backgrounds fail to develop the linguistic precision and symbolic representational dexterity needed to comprehend and communicate senior school science concepts. T ....Multiliteracies for addressing disadvantage in senior school science. Multiliteracies for addressing disadvantage in senior school science. This project aims to develop discipline-specific pedagogies in senior physics, chemistry and biology to improve disadvantaged students’ engagement and achievement. Many students from disadvantaged backgrounds fail to develop the linguistic precision and symbolic representational dexterity needed to comprehend and communicate senior school science concepts. These pedagogies will ‘infuse’ multiliteracies in senior school science to improve access to science-based pathways for these students, and enable them to understand progressively more complex scientific concepts and demonstrate this in examinations. This project is expected to improve student retention, arrest declining enrolments in senior school science, and increase young people working in science.Read moreRead less