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Below you will find information on each of the cohorts and a list of resources related to these projects.
Three school based research projects commenced in 2022
Queenwood School for Girls
Hunter Christian School
Two school based research projects commenced in 2021
Two school based research projects commenced in October 2019.
Skillset Senior College
Two school based research projects commenced in October 2018
St Philip's Christian College DALE (Dynamic Alternative Learning Environment)
Three school based research projects commenced in October 2017
The Mater Dei research team aims to gather evidence to demonstrate the viability of engineering as an academic pathway for young learners with intellectual disabilities. The project design relies on the Universal Design for Learning (UDL) framework.
Avondale School seeks to explore the unique factors that faith-based schools contribute to enhancing school and classroom climate. Research to date indicates the positive impact of school climate on student outcomes but little evidence has been gathered on this within the context of faith-based education.
Carinya Christian School aims to study the effect of using music tuition as an intervention to counter low achievement in literacy. Research indicates that music training can influence listening skills, previously identified as an essential pre-reading skill.
Four school based research projects commenced in October 2016
This research project focuses on reforming assessment and reporting of student achievement moving towards a model of assessing and reporting individual student growth on a continuum of learning or proficiency map. The project will focus on the learning domains of mathematics and English for Year 5-8 students, and will involve English and mathematics teachers from the senior school, Stage 3 teachers and members of the school leadership team.
This project aims to build primary teachers’ confidence and competence in teaching inquiry-based school science by providing them with targeted specialist support and resources.
For students with intellectual disability (ID) and autism spectrum disorder (ASD), the language demands of word problems and the multistep processes required to reach a solution, can present particular difficulties. This two stage research project will examine the impact of schema-based instruction (SBI) on a small population of primary aged students with ID and ASD, and provide training for teachers to deliver the intervention in their own classrooms.
Educators need reliable and valid assessment tools that show what a child can do and what they still need to learn in order to support language learning. This research project aims to produce an online formative assessment tool to support signing deaf students’ Auslan skills – one that requires minimal educator training to use effectively.
Seven school based research projects commenced in October 2015 and were completed at the end of 2017
This project aims to evaluate the implementation and impact of assessment for learning strategies on teaching practice and student engagement in learning. Using an action research framework it endeavours to promote and consolidate a culture of collaborative professional learning across the school, ensuring that every student is engaged in relevant learning.
This project aims to explore the effectiveness of bibliotherapy (environmental perceptions) and differentiation techniques (goal valuation/task meaningfulness) in reversing underachievement among high ability underachievers at Inaburra School. Based on the Achievement-Orientation Model framework, the project will develop and affirm the interventions that could address the needs of and counter underachievement among high ability underachievers.
This project aims to evaluate the impact of prevention and intervention strategies on student learning outcomes when utilising the Restorative Practices continuum. The research team will explore the benefits and limitations of a whole of school Restorative Practices approach in the Youth Off The Streets setting. It will then investigate how to create safe and harmonious school environments which provide conditions in which student learning and social interactions can develop and flourish.
This research project investigates the impact of embracing the key factors recommended in the Australian Teacher Performance and Development Framework on teaching performance and student learning outcomes, engagement and wellbeing. The aim of this project is to improve these factors through professional learning and collaborative expertise. This includes the sharing of knowledge and experience to increase pedagogical content knowledge and a mutual understanding of effective classroom practice.
The aim of this project is to examine the impact of an improvement science model of professional learning on the development of resilient agency for Stage 5 students. The first part of this project is to clearly articulate a contextually relevant definition of resilient agency as understood by teaching staff. Teachers will then investigate how local conditions and classroom contexts contribute to resilient agency, and how this can be further supported.
This project seeks to explore how a self-directed integrated learning program works in a trades-focused senior secondary education environment. Areas of focus include factors contributing to effective delivery and program success, and how the program can be embedded in other learning environments.
The aim of this project is to test student outcomes and evaluate the treatment integrity of Functional Communication Training (FCT). FCT is an integral component of Applied Behaviour Analysis, a comprehensive, research-based approach to teaching and behaviour management for children with autism. The team hopes to add to the evidence base for the efficacy of FCT in increasing student communication and decreasing inappropriate behaviours.
Five school based research projects commenced in October 2014 and were completed at the end of 2016
This research project investigated the question of whether co-teaching contributes to the improved quality of teaching, and student academic and social outcomes. As part of this project, the College created flexible learning spaces across grades K-6 and implemented shifts in pedagogy embodied in the change to a co-teaching instruction model. The school looked for evidence of change in the quality of teaching, and in student thinking and learning.
This research project examined how the College’s REAL — Relevant, Engaged, Active Learning — program impacted curriculum delivery. The REAL program is a working model of whole of school pedagogical change, based on research and best practice in pedagogy and research, with the purpose of improving learning outcomes for students.
This research project investigated the effectiveness of project-based learning (PBL) in the development of 21st century skills (critical thinking, collaboration, and communication) among students on multiple school sites. The College implemented a PBL program and staff engaged in capacity building for assessing, programming and facilitating the PBL model.
The project team investigated how the values of three diverse faith-based schools inform and shape responses to social and ethical responsibilities for their students and the wider community. They looked at how these schools promulgate their stated values, examining what they have in common, but also what makes them distinct.
This project explored possible solutions to improve educational outcomes for girls in STEM (Science, Technology, Engineering and Mathematics) in Australia and overseas. Educators investigated student, teacher and parent mindsets with regard to development of girls’ self-concept and self-efficacy in relation to STEM. The school also ran a K-12 STEM program involving curricular and co-curricular experiential learning opportunities.