Completed ARC Linkage, Discovery and Linkage International projects
Serious play: using digital games in school to promote literacy and learning in the twenty-first century
- ARC Linkage Grant 2011-2014 $222,057
- Chief investigators:Professor Catherine Beavis ; Dr Michael Dezuanni; Dr Joanne O'Mara; Dr Sarah Prestridge; Associate Professor Leonie Rowan; Professor Claire Wyatt-Smith; Dr Jason Zagami; Prof Yam San Chee
- Industry partner: Victorian Department of Education and Early Childhood Development and a number of state and primary schools
The Difficult Return: Arts-based approaches to mental health literacy and building resilience with recently returned military personnel and their families
- ARC Discovery Grant
- Chief investigators: Professor Michael Balfour, Professor Donald Stewart (Griffith), Associate Professor Peter Nasveld, Dr Renee Anderson (Centre for Military Veterans’ Health, University of Queensland) Professor Patrick Fuery, (Chapman University, California, USA).
- The Difficult Return was a three year Australian Research Council Discovery project exploring arts-based approaches to mental health literacy and building resilience with recently returned military personnel and their families. The first stage of the research developed digital stories and short films for, by and with recently returned veterans and their partners in Australia and the United States. The second stage of the project developed arts based theatre projects with veterans and their families focusing on the issues and strategies of dealing with the difficult return home. This included a documentary based performance featuring a mixed cast of ex-servicemen and actors, and the implementation of the Veterans Transition Program, in partnership with University of British Columbia, Canada.
Playful engagement and dementia: assessing the efficacy of applied theatre practices for people with dementia in residential aged care facilities
- Australian Research Council
- Chief investigators: Professor Michael Balfour, Professor Wendy Moyle, Professor Marie Cooke, Associate Professor Julie Dunn (Griffith University). Industry Partner: Wesley Mission. Australian Research Council Linkage Project.
- The project involved developing performance-based approaches to working with people with dementia in healthcare environments, with the aim of enhancing their quality of life through humour and playful engagement. The project sought to offer a unique approach to dementia care through a range of applied theatre practices e.g. physical comedy, music, song, dance, movement, games, characterisation, puppetry, and sensory engagement. The research took place in Parkview, Bethesda, Kentish, Albert and Hunt residential aged care facilities.
Captive Audiences: the impact of performing arts programs in Australian prisons
- ARC Linkage Grant 2011-2013 $120,000
- Chief investigators: Prof Huib Schippers; Dr Brydie-Leigh Bartleet; Professor Michael Balfour; Dr John G Rynne
- Industry partner: Corrections Victoria and the SERCO Group
- Captive Audiences provides an in-depth evaluation of performing arts as a means to reduce conduct violations and repeat incarcerations. The research aimed to better understand the effect of arts-based rehabilitation programs. The study was be the first of its kind in Australia and will enable corrective service providers across the country to develop, implement and evaluate the performing arts programs in prisons. The study will be conducted in partnership with Serco and other service providers. This project incorporated a nation-wide online survey, case studies of selected performing arts programs, field visits, interviews, focus groups, non-participant observations and analysis of reports and audio visual material.
Resonance: a digital media art work for cooperative group interaction in the rehabilitation of acquired brain injury
- ARC Linkage Grant 2011-2014 $90,000
- Chief investigators: A/Prof Peter H Wilson; Prof David H Shum; A/Prof Patrick R Thomas
- Industry partner: Australia Council
Clearing the path towards literacy and numeracy: Language for learning in Indigenous schooling
- ARC Linkage Grant (2010-2013) - $169,735
- Chief Investigators: Associate Professor Rod Gardner; Dr I Mushin
- Industry Partner: Education Queensland
- This project provided a platform for a better understanding of how language is used in Indigenous classrooms, and set foundations for improving practices for teaching these students, in particular for literacy and numeracy. It will investigate how children's language use differs from Standard Australian English. Where teachers are aware of such differences, and adapt their classroom communication styles, greater engagement from children can be expected. This will ultimately lead to improved retention rates and learning outcomes, giving Indigenous students a better start to life.
Developing refugee resilience and effective settlement through drama-based interventions
- ARC Linkage Grant (2010-2012) - $74,000
- Chief Investigators: Professor Michael Balfour; Professor Bruce Burton; Dr Merrelyn Bates; Associate Professor Penny Bundy; Dr Julie Dunn; Professor Keithia Wilson
- Industry Partner: MultiLink Community Services Inc
- This research will impact on national priorities to assist refugees to better negotiate the settlement experience, develop self-sufficiency and resilience, and engage fully with mainstream society (DIMA, 2006). A positive outcome has significant social and economic ramifications as it will address the disproportionate levels of unemployment in Humanitarian entrants, which currently stands at 13.2 per cent (4.5 per cent for other migrants). The social benefits of an effective approach to working with refugees will be the empowerment to make choices that lead to positive pathways, and thus help individuals to live healthy, productive and fulfilling lives in Australia.
- The purpose of this was to work with Multilink Community Services in Logan study to develop understanding of how to better support new arrivals from a refugee background in adapting to a new cultural environment. It aimed to explore the benefits of enhancing resilience strategies within refugee communities through the work of 3 arts-based projects based in a primary school, a secondary school and with young unaccompanied minors at TAFE. The project explored multi arts based approaches to English language acquisition and transition issues for newly arrived participants from a refugee background.
Smart Education Partnerships: Testing a Research Collaboration Model to Build Literacy Innovations in Low Socio Economic Schools
- ARC Linkage Grant (2009-2012) - $877,631
- Chief Investigators: Dr Kath Glasswell; Professor Parlo Singh; Professor S McNaughton; Ms KL Davis
- This project built and tested a model of school improvement that will develop increased capacity for effective literacy teaching, and will address significant issues of equity in the provision of high quality schooling for Australian students from diverse cultural, linguistic and/or socioeconomic backgrounds. The project has both local benefit, addressing needs in some of Queensland's most challenged schools, and will inform policy for school change in many of Australia's socially disadvantaged communities.
Enhancing mathematical learning for Indigenous students in remote communities: A design research approach
- ARC Linkage Grant (2007-2011) - $249,656
- Chief Investigators: Professor Robyn Jorgensen; Professor P Sullivan (Monash University); Professor S Lerman (London Southbank University, United Kingdom); Professor J Boaler (Sussex University, United Kingdom)
- Partner organisation: Association of Independent Schools, Western Australia
- This project implemented high quality, high demanding mathematics in a remote Indigenous community in the Kimberley. The project recognised that learning mathematics demands a cultural approach for students whose culture is not that of school mathematics. Using a design research approach, the project explores quality learning environments for students, teachers and Aboriginal Education Workers. The project aimed to develop sustainable practices in hard-to-staff regions that support high quality mathematics learning. It also provided guidelines for development of rigorous and culturally-appropriate practices in mathematics with application across all equity contexts.
Accessing the cultural conversation: investigating participation and non-participation of young people as audiences of live theatrical performances in Australia (TheatreSpace)
- ARC Linkage Grant (2007-2011) - $482,117
- Chief investigators: Professor JR Toole; Professor Bruce Burton; Associate Professor RA Ewing; Associate Professor AM O'Brien; Associate Professor Penny Bundy; Dr KJ Donelan; Dr MJ Anderson; Dr J Hughes; Dr CE Sinclair; Mr NA Jordan
- This large-scale and longitudinal study focused on young people’s experiences as audience members of live theatrical performance: the factors that promote, deter or exclude their sustained engagement in Australia’s cultural conversation.
Understanding adolescent leadership for civic engagement in secondary schools and community groups
- ARC Discovery Grant (2009-2011) - $140,000
- Chief Investigators: Professor Neil Dempster; Associate Professor A Lizzio; Associate Professor James Skinner; Associate Professor DC Andrews; Dr MB Keeffe
- Using the 'research voice' of adolescents as an investigation technique, this project will develop new conceptual knowledge to inform youth centric leadership interventions aimed at engaging young people in civic action in schools and community groups. The key benefit is the discovery of new understandings about youth leadership and its connection to enhanced civic engagement, both prerequisites for responsible citizenship in workplaces and the wider community.
Mathematics in the digital age: Reframing learning opportunities for disadvantaged Indigenous and rural students
- ARC Discovery Grant (2009-2011) - $140,000
- Chief Investigators: Professor T Lowrie (Charles Sturt University); Professor Robyn Jorgensen (Zevenbergen)
- This project offers considerable scope for revisioning mathematics curriculum for our most disadvantaged students, as they come to terms with learning in a digital age. Moreover, it will provide opportunities for Indigenous students, and other disadvantaged cohorts, to have improved access to digital technologies that have the potential to enhance their mathematical understandings. It will inform policy makers about the economic viability of investing in digital resources that have the potential to enhance mathematics outcomes, and thus contribute to the national endeavour of reducing the gap between these disadvantaged cohorts and other children across Australia.
Managing tensions in professional statutory practice: Living and working in rural and remote communities
- ARC Discovery Grant (2009-2011) - $135,000
- Chief Investigators: Dr Barrie O'Connor; Dr Paula Jervis-Tracey; Professor L Chenoweth; Dr D McAuliffe; Professor D Stehlik
- Delivering essential health, education and human services in rural and remote communities remains a critical problem for Australia. When professionals have mandatory responsibilities (in child protection, law enforcement or mental health matters), tensions can arise between workers and the community in which they now live. The study will offer solutions to the complex medical, legal and social issues that arise for different professional groups in the discharge of their duties. It will increase current knowledge about the nature of their roles and responsibilities in small communities, and about improving professional practice and retention, leading to improved service delivery and outcomes for individuals, families and communities.
The development of a values approach to school renewal
- ARC Linkage Grant (2008-2010) - $229,000
- Chief Investigators: Associate Professor Ray Brown; Dr E Hirst; Dr AF Woods; Dr D Heck
- Industry Partner: Edmund Rice Education, St Francis Xavier Province
- This project provided evidence based strategies and tools that facilitate the development of economic values education policies and programs that promote effective school renewal and reform. The outcomes will assist in strengthening Australia's social fabric and help families and individuals live healthy and fulfilling lives.
Engaging to learn: Increasing the engagement of children with autism in learning activities
- ARC Linkage Grant (2008-2010) - $167,800
- Chief Investigator: Professor Deb Keen
- Industry Partner: AEIOU
- This research addressed the national research priority of promoting and maintaining good health and well being for all Australians by enabling children with autism and their families to lead more productive and fulfilling lives. Children with autism are amongst the most challenging of all students for educators. The project sought to improve education outcomes by engaging these children in learning, the aim of this research, is critical if these children are to achieve their full potential. This will benefit the Australian community by increasing independence, reducing barriers to inclusion, and improving the quality of life for children with autism and their families.
Reconnecting disaffected youth through successful transitions to work
- ARC Linkage Grant (2007-2010) - $189,000
- Chief Investigators: Professor Brendan Bartlett; Mr IC Thomas
- Industry Partner: Boystown
- This project sought to short-circuit the human and economic costs of the failure cycle within disaffected youth by improving individuals' capacities to gain and retain work, and to have healthy lifestyles and positive self-concept, and thereby to contribute to their positive participation in society.
Investigating Standards-driven Reform in Assessment in the Middle Years of Schooling
- ARC Linkage Grant (2007-2009) - $668,690
- Chief Investigators: Professor Claire Wyatt-Smith; Professor Val Klenowski (Queensland University of Technology)
- Partner organisations: Queensland Studies Authority; The National Council for Curriculum and Assessment (Ireland)
- This project responded to the Australian Government’s focus on the use of standards for accountability and reporting in schools. This project provided new knowledge about how standards inform and regulate teacher judgement of student work in the middle years. These outcomes will benefit educators, policy makers and the wider community by providing an evidential base to inform system-wide reporting to optimise opportunities for quality outcomes for all students.
Towards a transformative model: re shaping transitions between school and post school life
- ARC Discovery Grant (2008-2010) - $135,000
- Chief Investigators: Professor Stephen Billett; Professor Greer Johnson; Dr E Hirst; Associate Professor Sue Thomas; Associate Professor Cheryl Sim
- This project sought to transform senior schooling to support students with limited levels of educational achievement secure productive transitions to lives beyond school. Starting with understanding what productive transitions means for past students, the project engaged with current students, teachers, school leaders, community organisations and employers to develop, trial and evaluate effective senior school experiences for those young adults. The outcomes included identifying, promoting and supporting the achievement of productive post school transitions for these students.