The VCE: Social Access and Transition Effectiveness

VCE：社会准入和转型有效性

• 批准号: LP0347265
• 负责人: Prof Richard Teese
• 金额: $ 13.99万
• 依托单位: The University of Melbourne
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2003
• 资助国家: 澳大利亚
• 起止时间: 2003-07-08 至 2006-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0347265
• 关键词: VCE; Social; Access; Transition; Effectiveness

Education authorities in Australia face difficulties in reforming school programs to make them both equitable and effective in terms of learning experiences and outcomes. This project examines the extent to which young people from different family backgrounds access different "locations" within the curriculum, the quality of their instructional experience, and the post-school destinations connected with the places they held in the curriculum. The broad objective is to make the curriculum much more transparent with respect to its underlying social patterns and processes, and thus to make it more accessible to the remedial action of both teachers and curriculum and assessment authorities.

澳大利亚教育当局在改革学校课程以使其在学习经验和成果方面既公平又有效方面面临困难。 该项目审查了来自不同家庭背景的年轻人在多大程度上进入课程中的不同“地点”，他们的教学经验的质量，以及与他们在课程中的位置有关的毕业后的目的地。 总的目标是使课程在其基本的社会模式和过程方面更加透明，从而使教师和课程及评估当局更容易采取补救行动。