PeCALE current research
Project title: Teachers’ capacity building in literacy: collaborating as a professional learning team to develop a high-performance culture of students’ literacy at a regional primary school
Investigator: Dr Anna Fletcher
Aim: To explore teachers’ capacity building through their participation in a collaborative professional learning team (PLT) aimed at developing a students’ performance in literacy. In particular, the study seeks to explore any reciprocity between the shared PLT activities; what individual teachers do to inform and shape their practice to develop a high-performance culture of students’ literacy, and the reasons for their choices; and students’ perception of what high performance in literacy entails for themselves as learners.
Title: Science education beyond the classroom: pre-service teacher views and reflections
Investigators: Dr Monica Green & Dr Hongming Ma
Aim: The aims of the project include:
To explore pre-service teacher views and attitudes about teaching science beyond the classroom; To examine how a university–school partnership enables the reshaping of science teaching in schools; To determine how a university–school partnership enable pedagogical possibilities for science teacher education; To identify the contribution of a university–school partnership for supporting science teacher education and science teaching pedagogies in outdoor settings.
Title: Thinking in senior secondary mathematics: a case study of probability
Investigators: Heather Ernst, A/Prof Margaret Plunkett and Dr Peter Sellings
Aim: The key research aim of this project is to explore the Victorian senior secondary mathematics curriculum in the area of Probability. In 2016 the VCE mathematics curriculum was modified to align with the Australian curriculum. The changes include: increased content in the Probability area of study and changes in assessment tasks in the school-based and written examinations. This project aims to investigate the implementation of this curriculum from the perspectives of the levels of thinking and reasoning in the formal written curriculum, the implemented curriculum of the teachers and the attained curriculum of the students.
Project title: “The Future I’d Like”: Developing a digital literacy project to advance career and job aspirations of Latrobe Valley children
Investigators: Dr Anna Fletcher and Dr Monica Green
Aim: This pilot project provides scope for children to participate in planning and design processes that build digital literacy and communication skills, as well as a sense of entrepreneurship and aspiration for future careers/jobs. The project is intended to involve six rural and regional primary schools from Churchill/Morwell/Moe.
The project is primarily aimed at students in Years 5/6, due to clear alignment with the curriculum at these year levels. In addition, a focus on grades 5/6 students value-adds to the current Horizons and Foundation for Young Australians (FYA) works currently being implemented. The project adopts and is informed by a ‘digital literacies’ framework that recognises the sociocultural connections between literacy, learning and meaning. The term ‘digital literacy’ is concerned with developing in children and young people, the skill and confidence to communicate and access information across a number of digital platforms that currently make up the current digital world, such as computers and the internet, virtual reality, mobile phones computer games and other digital media, which provide new ways of mediating and representing the world, and of communication more broadly.
Title: Empowering education support staff in their interpretation and implementation of a regional reading intervention program.
Investigators: Clare Williams, A/Prof Nicola Johnson and Professor John McDonald
Aim: The key research aim of this project is to explore, through Participatory Action Research (PAR), the perceived value and deployment of education support staff (ESS), working in two junior secondary campuses of a Victorian regional secondary College.
The ESS are invited to engage as active, reflective, co-researcher-participants, whose views contribute to an exploration of shared ideas about collaborative teaching for transforming school learning communities.
Investigating the perspectives, practices and identities of the ESS, this study explores how as co-researchers, they understand their use of literacy learning practices in the area of reading development.
Using principles of PAR cycles to investigate what ESS do to inform and shape their literacy practices, this qualitative research project aims to explore personal understanding in ESS through participation in action research collaboration
2019. La Trobe Valley Authority ($30,000). Broadening Horizons: Modelling for the Future Interim Business (Strategic) Plan 2020-2025. Damian Morgan, Shoaib Riaz, Sisira Colombage, Anna Fletcher, Christina Lee, Leigh Kennedy and Claire McLachlan.
2019-2020. Teaching and Learning Research Initiative (TLRI) ($265,087) for “Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning”, with Tara McLaughlin, Karyn Aspden, Massey University, Sue Cherrington, Victoria University of Wellington, Claire McLachlan, Federation University and the Ruahine Kindergarten Association.
2018-2019. Teacher Led Innovation Fund ($106,856) for “Data, knowledge, action: A teacher-led inquiry into data-informed teaching in early childhood education”, with Lynda Hunt, Ruahine Kindergarten Association, Tara McLaughlin and Karyn Aspden, Massey University, Sue Cherrington, Victoria University of Wellington and Claire McLachlan, Federation University.