Projects - ARC Linkage Grants
The Faculty has enjoyed a long history of success at winning national competitive grants. The following are current ARC Linkage grants, for which members of the Faculty are principal researchers:
Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning
Dr Jenny Miller, Dr Joel Windle
ARC Linkage Grant 2010 - 2012: $131,054 with industry partner: Department of Education and Early Childhood Development
Project Summary:
Policy makers and schools are urgently seeking models of literacy pedagogy which maximise student engagement and positive outcomes for low literacy refugee background (LLRB) students. This project will establish a model of literacy pedagogy that is adapted to the needs of these learners and will result in higher attainment and increased retention rates. The model will facilitate students' successful transition to the secondary school curriculum and their social integration and economic participation in Australian society. The project findings will provide a solid base for planning future provision which will benefit curriculum writers, teacher educators, policy makers, funding bodies, and teachers.
Engaging science students' hearts and minds: Researching science teachers' professional learning in the development of contemporary understandings of scientific literacy
Professor John Loughran, Dr Amanda Berry, Associate Professor Debbie Corrigan, Mr Stephen Keast & Dr Ian Mitchell
ARC Linkage Grant 2009-2011 - $298,000, with industry partner: Catholic Education Office
Project summary:
This project will develop, support and value the work of science teachers in developing students' scientific literacy and share the subsequent knowledge gains in the educational community to positively advance quality teaching and learning in school science. Improving science teaching and learning hinges on offering new ways of responding to the problems inherent in teaching science in the 21st century. By supporting and encouraging the creative and innovative ideas, concepts and approaches to quality science teaching and learning embedded in teachers' professional learning the development of the critical knowledge for challenging the status quo will be advanced.
Digital Divas: Designing approaches to enthuse girls' interest in ICT studies and ICT
A/Prof J Fisher, Dr C Lang, Associate Professor Helen Forgasz, Mrs A Craig, Ms RT Ellul, Ms B Harlos
ARC Linkage Grant 2009-2011 - $269,000 with industry partners, Department of Education and Early Childhood Development; VicICT for Women Network; Australian Computer Society; Netspace Online Systems; Brentwood Secondary College. Administered by Monash University Caulfield School of Information Technology.
Project Summary:
A strong information and communications technology (ICT) industry, a skilled ICT workforce and excellence in ICT research is vital to Australia's future. However, girls' interest in ICT, and the numbers of women entering the ICT workforce, are at record lows, while Industry skills are critically short. Digital Divas will pioneer a program to build girls' ICT skills and confidence, increasing their motivation to study ICT and enter the ICT workforce. The benefits of education will be maximised by addressing the gender digital divide evident in classrooms, universities and professions.
Examining the relationship between the documented curriculum, classroom tasks, and the learning of mathematics
Professor Peter Sullivan, Professor Douglas Clarke (Australian Catholic University) & Associate Professor Barbara Clarke
ARC Linkage Grant 2007-2009 - $410,000, with industry partners: Catholic Education Commission of Victoria & Department of Education & Training, Victoria.
Project summary:
There is an obvious connection between maximizing mathematics learning of young people and the nation's future. Currently many young people are missing opportunities for learning mathematics at school, and this not only reduces their own opportunities, but also increases their risk of long term dependence on government services. At the same time, mathematics is increasingly necessary for tertiary study in a range of fields, and the number of students choosing the highest level of mathematics is declining. The project will evaluate the types of tasks that teachers can use to engage all students in learning mathematics effectively, while preserving options for those students who may choose to specialise in tertiary mathematics study.
Go to project's website »
Enhancing mathematical learning for Indigenous students in remote communities: A design research approach
Professor Robyn Zevenbergen (Griffith University); Professor Peter Sullivan; Professor Steve Lerman (London South Bank University); Professor Jo Boaler (University of Sussex)
ARC Linkage Grant 2007-2011 - $249,656, with industry partner: Association of Independent Schools of Western Australia. Administered by Griffith University
Project summary:
Students attending schools in remote community schools need to have quality learning practices that aresustainable in hard‑to‑staff regions. Indigenous students are not performing at acceptable levels in many measuresof mathematical achievement so the project is of national significance in addressing this social phenomenon. Thecultural‑mathematical approach of the project is novel and offers new potential for learning. The project takes aholistic approach to this issue to include teachers, students and Aboriginal Education Workers in a partnership oflearning mathematics. The principles developed through this project can be applied to learners and learningmathematics in other contexts.
Influences on students' learning goals and their capacity for self-regulation
Professor Peter Sullivan; A/Prof VR Prain; Ms C Campbell; Dr CG Deed; Dr AM McDonough; Dr CJ Smith; Dr B
ARC Linkage Grant 2006-2009 - $240,000, with industry partners: Catholic College Bendigo, Weeroona College Bendigo, Sandhurst Catholic Education Office
Project Summary:
There is an obvious connection between maximizing learning of young people and the nation's future. Currently many young people are missing opportunities for learning at school, and this not only reduces their own opportunities, thereby increasing their risk of long term dependence on government services, but also reduces overall social capital. The project will evaluate teaching strategies that have potential to enhance the participation of students in learning in the middle years.
The project will be of direct benefit to regional and rural communities since it is conducted in regional and rural schools with their particular challenges, including community pessimism, reduced vocational aspirations, and limited role models.
Learning to be safe: Developing children's perceptions of safety and risk
Janette Ryan & Professor Joan Ozanne-Smith (Monash University Accident Research Centre)
ARC Linkage Grant 2006-2009 - $73,950, with industry partner: K.I.D.S Education Pty. Ltd.
Project summary:
Injury is the leading cause of morbidity and mortality in Australia in the 0 to 29 age group. Child‑centred safety education programs have the potential to establish lifelong changes in behaviour and attitudes towards safety and risk management. The study will develop a model for best practice for school safety education programs that can be transferred and adopted nationally and internationally, with the anticipated long‑term outcome of a decrease in injury rates in young people. Child‑centred safety education programs will have benefits for individuals not only during childhood but also throughout their working lives and across their life span.
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