Research projects

The Youth Research Collective is involved in projects that focus on childhood through to young adulthood and on the institutions and organisations that serve their needs, spanning different educational phases, disciplines and policy areas.

245 results found

'How to Thrive' BEACON Wellbeing Program Measurement

Project Lead: Associate Professor Aaron Jarden

This project is to design and report on wellbeing program effectiveness on a development of the 'How to Thrive' Program to 150 Carers across the state of Victoria. The project will take measurement based on the BEACON wellbeing scale at the start, end and 1 month after the completion of the program. Client will collect and manage the data via their IT systems.

A Framework for building Relationships between Indigenous People and people and the University of Melbourne

Project contact: Bernadette Murphy

The project seeks to understand how the University of Melbourne understands Indigenous ‘participation’ as a matter of compliance and seeks then to shift this understanding to one of a relationship with Indigenous communities. The project seeks to ask how institutions form relationships. Further, and relatedly, can institutions reflect on their position within those relationships? The project frames and grounds this inquiry through an ethics of…

A framework for enhancing resilience in development settings

Project contact: Prof. Helen Cahill

ChildFund Australia commissioned the development of an evidence-informed framework to build the knowledge-base in their partner organisations about strategies to enhance the resilience of disadvantaged children and young people, the key target groups for ChildFund Projects in developing countries in the Asia-Pacific region. A set of planning, implementation and evaluation resources were developed to assist country teams to use a resilience lens in project design…

Abilities Based Learning and Education Support Research (with the Victorian Department of Education and Training)

Jayne Johnston

The aim of the Abilities Based Learning and Education Support (ABLES) research is to inform the development of an integrated program of assessment, reporting, and teaching advice for children and young people whose learning is supported by the Victorian Department of Education and Training's (DET) Program for Students with Disabilities, or similar programs, and other students who have additional learning needs.

The objectives of the research…

Access for All Evaluation

The Access for All training program aims to improve the accessibility and inclusivity of mainstream health services for people with disability by raising awareness of disability and access needs among healthcare providers. The training is available online and is available to all mainstream health providers (such as GPs and dentists) and can be completed by both practitioners and administrative staff/management. The training is funded by…

Addressing teacher assessment literacy needs with nanoMOOCs

The Assessment and Evaluation Research Centre (AERC) is currently addressing the need to train teachers in assessment theory and practice, to strengthen assessment in schools. There is a growing interest in assessment literacy, however there is currently a lack of resources and training available that can meet the needs of schools. The AERC designed a suite of nanoMOOC’s in assessment literacy – a series of…

AFL Academy Wellbeing Project

Project Lead: Dr Tan Chyuan Chin

The Centre for Positive Psychology (now Centre for Wellbeing Science) was engaged by the AFL Academy (Elite Talent Pathway) for their plans to measure and improve players’ wellbeing through their programs. Talent Pathway has a priority for the wellbeing of the players. This project delivered the wellbeing measurement outputs using CPP’s Wellbeing Profiler, capturing results from approximately 90 players, across the 24 month project period.

An evidence-informed framework for enhancing wellbeing

Project Leader: Prof. Helen Cahill

Catholic Education Melbourne (CEM) commissioned a literature review of research informing school and system approaches to enhancing wellbeing. This review of the literature was used to inform recommendations to guide the development of the new CEM framework to guide school approaches to promoting student wellbeing. It also informed the development of a teacher-friendly discussion paper designed to introduce teachers to the evolving evidence around effective…

Arts Strategy

This is a three-year process and impact evaluation of 10 creative arts and wellbeing projects funded by VicHealth under their Arts Strategy.

ASQ-TRAK

The ASQ-TRAK is a developmental screening tool for observing and monitoring the developmental progress of Australian Aboriginal children at 2 months, 6 months, 12 months, 18 months, 24 months, 36 months and 48 months of age.

It is based on seven questionnaires from the Ages & Stages Questionnaires®, 3rd edition – the ASQ®-3 – which were adapted to create a more culturally appropriate version of the…

Assessing and Microcredentialing of Complex Competencies in the University of Melbourne Network of Schools

Project Lead: Enterprise Professor Sandra Milligan

The University of Melbourne’s Network of Schools (UMNOS), is working in partnership with experts in the Assessment Research Centre, to support the design and implementation of practical solutions to assessing and recognising complex competencies, including within their own schools.

UMNOS members are representative of the school system, drawn from: government, independent and Catholic sectors; rural and metropolitan locations; and primary, secondary and P-12 categories.…

Assessment and Credentialing: A Practical Alternative to the ATAR with Big Picture Schools

Project Lead: Jayne Johnston

Big Picture Education Australia has a 15 year track record of implementing an innovative design for learning and schools in a range of urban, regional and remote settings around Australia. At the heart of the design is a departure from traditional ‘appointment learning’ where everyone learns the same things according to a fixed timetable inside the four walls of a school. Big Picture uses personalised,…

Assessment and Teaching of Foundational Skills for Diverse Learners: The Students with Additional Needs Program (for schools)

Project Contact: Jayne Johnston

This program of research commenced in 2007 at the Assessment Research Centre under the leadership of Professor Patrick Griffin, and since then has drawn on the collaborative work of many educators, researchers, and administrators who share a commitment to supporting every student's right to learn.

To support all students as learners, we must first provide their teachers and schools with access to high quality, research-based advice,…

Assessment Curriculum and Technology Research Centre (ACTRC)

A partnership between the University of Melbourne and the University of the Philippines supported by the Australian Government

The Assessment Curriculum and Technology Research Centre (ACTRC) is a research partnership between the University of Philippines and the Assessment Evaluation Research Centre (AERC) at the University of Melbourne, established in 2013 with support from the Australian aid program.

ACTRC undertakes empirical research and provides policy advice to the…

Assessment Curriculum and Technology Research Centre (ACTRC), a collaboration with the University of the Philippines

Project Lead: Professor Field Rickards

The Assessment Research Centre, together with the University of the Philippines, has established the Assessment Curriculum and Technology Research Centre (ACTRC) as a joint research centre based in Quezon City, Philippines. Supported by the Australian Government, the ACTRC advises and informs an ambitious reform of the Philippine system of education through innovative curriculum, assessment and technology research and implementation.

The ACTRC plays an important transformative and…

Assessment for Graduate Teaching

Consortium Project Lead: Professor Janet Clinton

The Assessment for Graduate Teaching (AfGT) is an approved Teaching Performance Assessment (TPA) instrument developed and implemented by a consortium of Australian higher education providers that have Initial Teacher Education (ITE) faculties or schools. The AfGT is designed to capture the sophisticated intellectual work of teaching and enable pre-service teachers to demonstrate the various ways in which they can meet the Australian Professional Standards for…

Beginning teachers’ developing clinical judgment: competencies, skills and attitudes

Teresa Angelico

This paper reports on a case study that tracked a group of beginning teachers who are undertaking an employment-based model of Initial Teacher Education (ITE). Combining academic study for a Masters level degree with part-time employment in secondary schools, this pathway combines intensive face-to-face study with substantial professional in-school experience. The focus of the study was the development of clinical judgement and the ways in…

ArtPlay: Behind the Bright Orange Door

Chief Investigator: Associate Professor Neryl Jeanneret

ArtPlay is a permanent home for children’s art and play, and makes an important contribution to the artistic, creative and cultural development of the City of Melbourne. Open to children aged 3-12 years, it offers a wide range of artist-led programs across diverse art forms and age groups.

A partnership between the Melbourne Graduate School of Education, the City of Melbourne and the Australian Council for…

Berry Street Alumni Project

Project contact: A/PROF Helen Stokes

Berry Street’s educational outreach is framed by its Berry Street Education Model (BSEM), which links the research fields of positive education and traumatology. This model recognises that significant numbers of students in mainstream settings have been affected by trauma, and are in need of educational approaches and pedagogies that address the complexities of their lives. Dissemination of the BSEM through intensive teacher-training and Professional Development…

Blue EDGE Program Evaluation

Blue EDGE is a program run by Blue Light Victoria that aims to build positive relationships between young people, their peers, and police, providing young people with tools to make healthy, safe decisions now and into the future. It is a twice weekly program run at selected Victorian high schools over eight weeks (one school term) for participating students. The AERC has been engaged by…

Building a Bridge into Preschool in Remote Northern Territory Communities

Dr Jane Page

In collaboration with Early Childhood Education and Care (ECEC) in the NT Department of Education (DoE), the study aims to increase the school readiness of young Indigenous children in two remote communities in the Territory. Using a validated early childhood program model -Abecedarian Approach Australia (3a) - with local cultural and educational practices, a cohort of 80 children aged between 12 months and 3 years…

Challenging the monolingual mindset – leveraging students’ out-of-classroom language practices for pedagogical innovation in the English-as-an-additional-language (EAL) classroom

Project Contact: Dr Yvette Slaughter

Conventional views of teaching English as an Additional Language (EAL) often frame languages as discrete systems that speakers switch between. However, state-of-the-art theories of bilingualism have begun to challenge this assumption, arguing that the language practices of bilinguals are drawn from a single linguistic repertoire (e.g., Garcìa & Wei, 2014; Lewis, Jones & Baker, 2010), and that enabling access to the full breadth of students’…

Child Wellbeing during the COVID-19 pandemic

Project Lead: Dr Penny Levickis

Child wellbeing and mental health was identified as a research and practice priority by the REEaCh Hub’s Research Network of Early Childhood (EC) Professionals in 2020. The REEaCh Hub are conducting an online survey with members of the Research Network to understand more about EC professionals’ thoughts and experiences in relation to the social and emotional health of children in early childhood settings. This information…

Chinese Teacher Training Centre Materials and Resources

Dr Yvette Slaughter

The Chinese Teacher Training Centre (CTTC) was established in 2009 as a national resource by the Victorian Department of Education and Early Childhood Development in partnership with China’s National Office for Teaching Chinese as a Foreign Language (Hanban) in the wake of the Australian Federal Government’s announcement of the National Asian Languages and Studies in Schools Program (NALSSP) and recommendations for such a centre in…

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