Research Projects

An Agreement to undertake this project between ACER and the Association of Independent Schools of Victoria (AISV) was signed on 24 December 2004. In brief, this project (2004-2006) focuses on the provision of quality teaching and learning for all students attending independent schools; and especially for those students who:

  * have special learning needs (including those with learning difficulties and disabilities); and
  * come from disadvantaged backgrounds.

In an attempt to address this objective, in consultation with member schools and senior research staff at ACER, the AISV executive, require the conduct of a research project that is designed to investigate:

  * how independent schools employ teaching methodologies, and techniques of school leadership and organisation to provide for the needs of all students, but with particular reference to indigenous students, and those with special learning needs and from disadvantaged backgrounds;
  * how the experiences of independent schools in this area can be disseminated to schools and teachers in other sectors, particularly in the government sector; and
  * the contribution that students in independent schools make to developing social capital and the economic benefits derived by the community from these activities.

The initial phase of the project a ‘Desktop’ review of ‘best practice’ related to educational effectiveness was delivered and a Reference Group for the project was established. Two briefing papers resulted: “A Review of Evidence-based Indicators of Educational Effectiveness in School Education” and “Working-out What Works: A Review of Evidence-based Research on Effective Teaching and Learning Strategies for Students with Learning Difficulties”.

The second phase of the project will require setting up focus group meetings at three regional centres with senior representatives from participating schools; and the design and preparation of data-gathering instruments:
(1) observation, interview and focus group schedules, (2) survey questionnaires.

The third phase of the project requires printing and distribution of data-gathering instruments to participating schools, commencement of focus group case study visits to selected schools, and analysis and reporting of quantitative and qualitative response data.