Research Projects

226 results found

Evaluation of Greater Shepparton Lighthouse ‘Conversations with Kids’ sub-program

Project contact: A/PROF Helen Stokes

‘Conversations with Kids’ is a language development program voluntarily provided by retired teachers to early years students at one of the primary schools in Shepparton. The program is an initiative of Greater Shepparton Lighthouse, and part of its community volunteering outreach. Evaluation of the initiative has been enabled by the partnership between the University of Melbourne and Greater Shepparton Lighthouse.

Evaluation of the Australian Professional Standards for Teachers

Project Manager: Ms Anna Dabrowski

The Australian Institute of Teaching and School Leadership (AITSL) has engaged the University of Melbourne and our partner, the Australian College of Educators, to design, develop and deliver the process and impact evaluation of the Australian Professional Standards for Teachers (the Standards; formerly known as the National Professional Standards for Teachers), which is planned to conclude in December 2015.

The Standards were developed by AITSL and…

Evaluation of the MY Mentoring project

Project Lead: A/Prof Helen Stokes

This project seeks to address a gap in common understanding about which mentoring models (and components of models) work best with CMY’s Culturally and Linguistically Diverse (CALD) client base. The evaluation examines and compares the impact of three specifically tailored Mentoring models. One targets young people within the Pasifika community. Two others, one a school-based peer-to-peer initiative and the other linked to an existing out-of-school…

Evaluation of Vic Opera’s ‘Connecting the Classroom’ outreach program and three-year regional outreach project

Assoc. Prof. John Owen

Victorian Opera deliver programs to Schools to familiarise the students on Opera and they provide opera performances at Regional Centres across Victoria. Our evaluation focus has been on the delivery of the 3-year program, as well as determining the effectiveness and impact of this program.

Specifically in terms of the Regional Opera Productions in Victoria the evaluation is to:

Review the delivery of Opera Victoria’s program to…

Every Toddler Talking Research Evaluation

Assoc. Prof. Patricia Eadie

The Every Toddler Talking (ETT) research trial aligns with the Victorian Government Education State priorities to achieve earlier engagement in high quality learning, better connection between services, and better support for children and families experiencing disadvantage. ETT aims to advance babies’ and toddlers’ learning and development by boosting the ability of early childhood education and care (ECEC) services to support language and literacy learning for…

Examining evidence use in early childhood education and care (ECEC) and schools

Project Lead: Dr Penny Levickis

The REEaCh Hub, in partnership with the Centre for Program Evaluation (CPE), is working with the Australian Education Research Organisation (AERO) to examine educators’ use of evidence in Early Childhood Education and Care services and schools across Australia. The project, which is led by AERO, will employ qualitative methods, using semi-structured interviews to better understand how educators in Australia use evidence to support their teaching…

Expansion of Early Abilities Based Learning and Educational Support (for the Victorian Department of Education and Training)

Jayne Johnston

Children develop and learn in different ways. Some young children require additional support to develop skills and continue a pathway of positive learning. The previous Early Abilities Based Learning and Educational Support (Early ABLES) Project provided practical resources for early childhood professionals as they assess, plan, facilitate, and report on the learning of foundational skills for children aged two to five years with disabilities and…

Exploring student perspectives on how students from diverse backgrounds manage university studies

Project lead: Dr Maree Martinussen

University student populations are very diverse, and the different demographic characteristics students possess may affect their experience at university. In this study, I am interested in exploring how students manage competing demands, such as the need to do employed work or caring responsibilities, in addition to studies. A central focus of this research is to understand student perspectives on whether there should be considerations made…

Exploring teacher professional learning in a virtual environment

Chief Investigator: Dr Linda Ball

The focus of this innovative project is on the design, development and trialing of a proof-of-concept virtual environment as a model for professional learning for teachers of mathematics. This project will establish a virtual classroom where participants can observe and explore teacher and student thinking. The virtual classroom will provide currently unavailable opportunities to immerse participants in a range of classroom situations, informed by research.


Factors affecting demand for higher level VET qualifications by students from low SES backgrounds and possible policy interventions to increase their participation in higher VET qualifications

Dr Mary Leahy

The project explores the reasons for low participation by students from low socio economic status in higher level VET. It will pull together findings from the range of studies that have been conducted in relation to socioeconomic status, academic achievement and post- school destinations - in particular, level of VET study - to explore what factors may be relevant in changing demand for…

Factors enabling entry into and engagement with VET for young, early school leavers

Kira Clarke

The research will investigate factors that impact on young people's participation, engagement and completion of vocational training with a particular focus on young people at the margins of the system: those who are at high risk of not engaging in, or completing vocational training programs. The research will also engage with adult intermediaries who are in close proximity to these young people.

The research will provide…

Families as First Teachers (FaFT) Online Coaching study

Project Lead: A/Professor Jane Page

The FaFT online coaching study is a one-year project funded by the Northern Territory Government’s Department of Education to examine the impact of targeted coaching and web-based support on FaFT Family educators’ (FE’s) and Family Liaison Officers’ (FLO’s) fidelity of implementation of conversational reading teaching strategies in their daily interactions with mothers and young children attending the FaFT playgroups in 10 remote Northern Territory communities.…

Family engagement with Early Childhood Education and Care during the COVID-19 pandemic

Project Lead: Dr Penny Levickis

Led by Dr Penny Levickis, this research project aims to find out if the COVID-19 pandemic has changed the way families use and interact with their early childhood education and care services. We are also interested in exploring how early childhood education and care services have supported families and children with learning at home during the stay-at-home restrictions, as well as how services might be…

Focus on learners: education experts to Government

Education media contact: Erin Dale

Australia’s current education policies will not address its slipping international rankings, a new paper from the University of Melbourne’s Graduate School of Education argues.

The paper argues that Australia is unlikely to reach its goal of becoming a top 5 nation in education by 2025 without a major change in education policies.

It outlines policies currently on the agenda that will not improve Australian student outcomes, including…

Formative Assessment

Project Contact: Pam Robertson

The Assessment Research Centre has a strong research culture, international reputation, and theoretical base in the use of formative assessment to improve teaching and learning. The Centre regularly works with educators and education systems to support the implementation of best-practice use of formative assessment in classrooms. While many understandings of formative assessment exist, the Centre views formative assessment as any assessment that is used to…

Fostering rich and supportive learning environments for disadvantaged young people

Prof. Dianne Vella-Brodrick

This project is a collaboration between The Centre for Positive Psychology and the Brotherhood of St Laurence. Both organisations share similar goals around advancing the science and practice of wellbeing for students, teachers and education systems. The Brotherhood of St Laurence has been instrumental in developing this proposal based on needs they have identified in their work with disadvantaged young people. The aim of this…

Gender identity in early childhood

Project lead: Assoc. Prof. Kylie Smith

In the late 1990s and early 2000s Australian and international early childhood scholars researched and wrote about the importance of gender identity work in the early childhood classroom (e.g. MacNaughton, 1997, 2000; Blaise, 2005). Currently, there appears to be a lack of information about how this past research has translated to everyday early childhood classroom practice. The aims of this pilot project are twofold. Firstly…

General Ability, English and Mathematics Tests (for the North Shore Coaching College)

Project contact: Dr Zhonghua Zhang

Tests have been designed to measure General Ability, English and Mathematics (GEM) tests.They are administered early in March each year and initially to students in years 4, 5 and 6, in colleges run by the North Shore Development and Coaching Centre (NSDC Pty Ltd) throughout Australia. Each year the tests attract a number of additional students. The aim of the tests is to monitor student…

Gippsland Microcredentialing of Enterprise Skills - Phase 2

Project Contact: Enterprise Professor Sandra Milligan

The Assessment Research Centre has successfully secured further funding from the Latrobe Valley Authority to develop and trial a microcredentialing system to formally recognise enterprise skills. Unlike traditional degrees and certificates, microcredentials provide detailed and easily communicated information about what a credential holder knows and can do. This project will involve trialling of the credentialing system and its associated assessments with a range of candidates…

Gippsland Microcredentialing of Enterprise Skills – Phase 3

Project Director: Enterprise Professor Sandra Milligan

The Latrobe Valley Authority (LVA) in partnership with the University of Melbourne’s Assessment Research Centre (ARC) has engaged industry, education and community to work together in developing and piloting a process for recognition and assessment of employability skills to support the transition of workers in the Latrobe Valley. The combined enterprise has been engaged in a co-design process to support the transformational phase that the…

Girls Writing Together: Developing writing pedagogies for low language and literacy learners

Dr Julie Choi

Girls from African refugee backgrounds face critical educational and social barriers as they rebuild their lives in Australia. Their experiences of war, endemic violence, rape, forced marriage, forced displacement, living in refugee camps and family separation, undoubtedly play a debilitating role on their sense of worth and possibilities for positive new identity becomings in this world. Histories of disrupted schooling, a lack of formal education…

Greater Shepparton Lighthouse Community Education Project

A/PROF Helen Stokes

The Greater Shepparton Lighthouse project is a collective impact initiative aimed at effecting significant social change within the Goulburn Valley region of Victoria and bringing together key representatives of local business, education, welfare and non-profit sectors. The University of Melbourne has supported the project by providing funds for, among others, a report documenting the initial ‘exploring’ phase of the project.

How language develops, what goes wrong and why it matters: Following the Early Language in Victoria Study to age 13

Project contact: Sheena Reilly

2003, we established the Early Language in Victoria Study (ELVS), a prospective study of 1,910 Victorian infants already followed to age 7 years. In this study we will capture the ELVS children’s abilities from middle childhood to adolescence, a transition phase that poses greater physical, academic, cognitive, social and emotional challenges. We will track the children’s language, literacy, health and well-being to 13 years by…

Identifying Individuals’ Impact on Collaboration in ICT Environments (Early Career Grant)

Dr Claire Scoular

To be workforce ready in the 21st century, students need to be equipped in school with how to be active problem solvers and be able to work collaboratively, all while being proficient in ICT digital literacy. This project aims to investigate the relationship between these three skills. The outcomes should provide valuable information to educators about the nature of the skills and how they should…

The Innovative Learning Environments and Teacher Change (ILETC) project

Project Manager: Associate Professor Wesley Imms

The Innovative Learning Environments and Teacher Change (ILETC) project is investigating the value of modern, innovative classrooms and will develop tools to support teachers to use these spaces to their full potential.

It brings together the expertise of leading researchers in education and learning environments and 15 partner organisations in education and learning environment design and technology.

The project is lead…

Improving Assessment With Intelligent Automation

Project Lead: Narelle English

Rubrics are widely used to assess essays, lesson plans, reflections of professional practice, and teaching portfolios. Within the Melbourne Graduate School of Education, rubrics have been found to:

clarify required standards of work for students and staffimprove comparability of marking by staff teaching into the same subjectprovide a guide for staff to target feedback to students.

However, despite their utility, rubrics do not solve every assessment problem.…

Improving children's language, literacy and mental health: Evaluating the impact of the Classroom Promotion of Oral Language (CPOL) approach

Project Lead: Professor Tricia Eadie

This project is led by the Murdoch Children’s Research Institute in collaboration with the University of Melbourne, La Trobe University, Deakin University and partnering with Catholic Education Melbourne and the Victorian Department of Education. Children’s ability to communicate and use language impacts access and participation in education as it affects their capacity to learn, mental health, behaviour and life opportunities. Language competence, including spoken communication…

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