Action Research
From theory to practice
The intention of studies in student wellbeing at the University of Melbourne is to prepare graduates to successfully facilitate projects to promote wellbeing in their schools. In the fourth semester of the course teachers undertake action research projects in their schools applying the knowledge and skills that they have learned in their studies. These projects are tailored to the specific needs of each teacher's school. The teachers engage in a collaborative process using action research to develop, implement and evaluate student wellbeing related improvement. To support each other, teachers pair with fellow students from other schools to provide mutual peer consultancy. The projects provide the opportunity for teachers to reflect on outcomes and to test knowledge and skills about the change and improvement process in the complex world of schools. They enable teachers to enhance their capacity to act as a resource persons in their schools. Importantly the projects have direct and tangible outcomes for schools as the examples on the SWAP website will demonstrate. What begins as a project for study may become the vehicle for a sustained improvement process in schools.
- Promoting student connectedness : using peer support during transition and beyond [pdf, 85kb]
Catholic sector secondary / 501-750 students - Addressing the gender bias in academic achievement for male and female students in year 8 [pdf, 90kb] - Independent sector P-12 / 1000+ students
- Beginning the journey towards becoming a School as Core Social Centre (SACSC) [pdf, 50kb]
Catholic sector primary / 100-250 students - Breaking Ground: First Steps in Restorative Practices [pdf, 136kb]
Catholic sector Secondary / 501-750 students
- Implementing Restorative Practices - Changing a Personal and School Culture [pdf, 100kb]
Government sector primary / 251-500 students
- Drug Education [pdf, 88kb]
Catholic sector primary / 251-500 students
- Investigating the implementation of restorative justice practices through circle time [pdf, 60kb]
Catholic sector secondary / 501-750 students
IMPORTANT INFORMATION
These papers have been prepared for partial fulfillment of the Master of Education (Student Wellbeing) or Postgraduate Diploma in Educational Studies (Student Welfare) courses at the Melbourne Graduate School of Education, University of Melbourne. The papers have been written in accordance with the ethical standards of confidentiality and anonymity of the persons and organisations involved and has been further modified for online use. The purpose of this paper is to provide educators with general information and examples of implementing change in issues related to student wellbeing and does not necessarily represent the views of CEOM or the University of Melbourne. CEOM and the University of Melbourne do not accept liability for inaccuracies, misrepresentations, omissions or errors in information referenced in the paper or the citations. CEOM and the University of Melbourne gratefully acknowledge the authors for making the research available for public use.
