The next concept—scale, proportion, and quantity—concerns the sizes of things and the mathematical relationships among disparate elements.
The process employs coaches that provide a localised connection between the schools and the Region. Ninety-seven school-based and region-based coaches have volunteered across WSR since The coaches have helped participant schools transfer learning experiences in training sessions into practice in the schools.
Coaching is essential in the PBL process to increase transfer of learning in the areas of needs assessment, evaluation, systems development and action planning. WSR staff members have been involved in assisting other regions to plan sustainable implementation of the initiative, and discussions are under way regarding the prospect of establishing a State-wide leadership team to support implementation in other regions.
The views of school staff, students and parents at 31 schools were obtained from both PBL schools and a control group of schools. A total of 2, students took part in the survey, from years 3, 5, 7, 9 and An important component of the research data was obtained through the School-wide Evaluation Tool SETan annual assessment that evaluates improvements in whole school systems of support to prevent problem behaviour.
More detailed case studies were undertaken at three schools, two of which had been implementing the program for 18 months, the third for less than one year. Data was collected through focus group discussions, individual interviews with students, their parents and teachers, and coaches.
The researchers interviewed the Regional PBL Leadership Team as well as examining artefacts such as regional documents and conference presentations. The researchers tracked what happened within schools when teams discussed and implemented the PBL process and how they adapted it for local circumstances.
They explored how schools made adjustments and allowances, if any, for students of different cultural backgrounds.
Findings Findings from the evaluation were grouped according to the four major research questions of the investigation. How have schools implemented PBL? Which processes have schools found effective for their different contexts?
The schools participating in PBL were found to share several characteristics in the way they implemented the program. Firstly, they all applied the process in an internally consistent manner, achieved in part through use of common terminology and signage.
Developing such consistency is explicitly addressed in PBL training. Secondly, the schools all included local examples in the training. Thirdly, coaches at all schools have helped participants apply PBL training in practice.
Differences in the implementation processes across the schools were found in the level of involvement of students in decision making, the degree of clustering between primary and high schools, and the level of staff ownership of the PBL process. However, PBL had no obvious impact on student suspensions in primary schools, where there have been increases in short and long suspension rates in both PBL and non-PBL schools.
Attendance records did not seem to be sensitive enough to provide a strong test of PBL effects on student behaviour within the sample of schools participating in the research. Better student behaviour measures would enable more direct and specific assessment of changes in student behaviour following PBL implementation.
As PBL implementation moves into the next phase where classroom practices are a focus, further opportunities for assessing the effects of PBL on student learning should be followed up.
School-wide improvement in behaviour management processes was found in schools at all phases of implementation of PBL, with the greatest improvement noted in primary schools and in schools that had been implementing PBL for a longer period of time.
How does the implementation of PBL impact on the attitudes of school staff, students and parents to learning and behaviour? Overall, PBL has impacted positively on attitudes of the school community towards behaviour and learning.
Some teachers have moved from an individual view of behavioural management towards a systemic, school-wide approach.Victorian Curriculum and Assessment Authority index page. Discover VET in the VCE and VCAL.
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