Abstract
The inquiry based professional learning project, Inquiry to Implementation was developed by the Victorian Curriculum and Assessment Authority (VCAA) as a key professional learning resource to support implementation of the Victorian Early Years Learning and Development Framework (VEYLDF) For all Children Birth to Eight Years. The VCAA and the Department of Education and Training (DET) work together to support VEYLDF implementation.
This review and evaluation report provides an account of early childhood professionals' experience of inquiry based professional learning in multidisciplinary networks across Victoria.
Drawing on project data and focus group interviews, in the Report, Monash University deliver research findings on key trends in assessment practice and network relationships and engagement:
changes in practice are described for individual practitioners, service types and the nine networks involved in the Inquiry to Implementation Project
four dominant themes are identified across all networks and a further seven which are evident for particular networks
case studies profile the contribution each of the nine networks and highlight the unique nature, trends in practice over time, evidence of participants learning, promising practices, key successes and barriers along with overarching themes
a relational agency framework provides a model that can be used to describe practitioner experiences and professional relationships in networks. Monash University researchers developed the framework as a tool to support growth in inquiry based professional learning at the level of a multidisciplinary network.
This report draws out learning from the networks that all early childhood professionals, policy makers and researchers will find useful in building assessment practice and research to support learning and development outcomes for children.
This review and evaluation report provides an account of early childhood professionals' experience of inquiry based professional learning in multidisciplinary networks across Victoria.
Drawing on project data and focus group interviews, in the Report, Monash University deliver research findings on key trends in assessment practice and network relationships and engagement:
changes in practice are described for individual practitioners, service types and the nine networks involved in the Inquiry to Implementation Project
four dominant themes are identified across all networks and a further seven which are evident for particular networks
case studies profile the contribution each of the nine networks and highlight the unique nature, trends in practice over time, evidence of participants learning, promising practices, key successes and barriers along with overarching themes
a relational agency framework provides a model that can be used to describe practitioner experiences and professional relationships in networks. Monash University researchers developed the framework as a tool to support growth in inquiry based professional learning at the level of a multidisciplinary network.
This report draws out learning from the networks that all early childhood professionals, policy makers and researchers will find useful in building assessment practice and research to support learning and development outcomes for children.
| Original language | English |
|---|---|
| Place of Publication | Melbourne, VIC |
| Publisher | Victorian Curriculum and Assessment Authority |
| Number of pages | 134 |
| ISBN (Print) | 9781922082756 |
| Publication status | Published - Sept 2014 |
| Externally published | Yes |