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Evaluating Community-Based Programs: Challenges And Lessons From The Front-Line, Sallie Newell, Anne Graham, Judy Cashmore
Evaluating Community-Based Programs: Challenges And Lessons From The Front-Line, Sallie Newell, Anne Graham, Judy Cashmore
Professor Anne Graham
Over recent years, government funding for communitybased support programs has increasingly been directed through non-government organisations (NGOs) – with an obligation on them to evaluate and report on the effectiveness of funded programs, rather than just planning and implementing them. While this allows for more locally-relevant and responsive programs, which most NGOs are comfortable developing and delivering, the emphasis on formal evaluation and reporting of program effectiveness can be more challenging – for both NGOs and external evaluators. The Centre for Children and Young People has supported a number of government-funded NGOs in meeting such evaluation obligations. This paper will …
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Professor Anne Graham
The Catholic Education Office, through Dr Berenice Kerr, approached the School of Education in June 2002 to undertake professional development in ICT with a group of 40 teachers from secondary schools in the Diocese. The research associated with this professional development initiative is the subject of a separate report recently submitted to the Director of Schools. In preparing to undertake the ICT initiative, broader discussions took place concerning the approaches to professional development preferred by teachers in the Diocese. It appeared there was little data available on teachers’ views of professional development, the types of activities they have been involved …
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Professor Anne Graham
The discourse of reflection is now firmly embedded in a range of teacher education programs in Australia and overseas. Reflective frameworks have been used by teacher educators to offset the perennial emphasis on technically prescriptive interpretations of ‘being a teacher’. Whilst these undoubtedly contribute to the personal ‘meaning making’ of neophyte teachers, particularly in relation to practical classroom experiences, there remains significant scope to integrate a more concerted reflective approach throughout other elements of the teacher education endeavour. When the language of reflection is applied only in a cursory or superficial way in the teacher education context the opportunity to …
Report On The Collaborative Research Initiative: Investigation Of The Effect Of A Metacognitive And Reflective Approach To The Professional Development Of Teachers In Information And Communication Technology (Ict), Anne Graham, Renata Phelps
Report On The Collaborative Research Initiative: Investigation Of The Effect Of A Metacognitive And Reflective Approach To The Professional Development Of Teachers In Information And Communication Technology (Ict), Anne Graham, Renata Phelps
Professor Anne Graham
ICT professional development is currently a major priority at local, state and national level. It has become a particular imperative for secondary teachers given the full implementation of state-wide computer skills assessments for all Year 10 students in 2004. The metacognitive and reflective approach to professional development that forms the basis of this report is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It challenges often employed competency-based approaches, instead proposing a capability-based approach which strives to develop lifelong computer learning strategies. The metacognitive and reflective approach focuses on teachers’ …