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The first appendix in this report is the complete version of the literature review from the research project "Motivation and Engagement of Boys: Evidence-based Teaching Practices." This project was carried out by the University of Western Sydney on behalf of the Australian Government Department of Education, Science and Training (DEST) between December 2004 and June 2005. The project is a quality teacher initiative under the Australian Government Quality Teaching Programme (AGQTP) designed to strengthen the skills and understanding of the teaching profession. The review of literature into the motivation and engagement of boys has three specific focal points. The first concentrates on definitions and issues surrounding motivation and engagement. The second identifies the key issues and factors in boys' academic and social outcomes and links these back to motivation and engagement. The third focuses on research about school and classroom strategies that have been shown to be effective in improving the academic and social outcomes of boys. The second appendix in this report is the complete version of the case study reports from the research project, "Motivation and Engagement of Boys: Evidence-based Teaching Practices." The 15 case studies in this research show schools that have taken up the significant challenge of working towards improving social and academic outcomes for their boys. These case studies reveal a variety of policies, interventions and strategies, reflecting the different educational decisions that each school has made as a result of identifying its particular contextual needs. It also highlights the different stages that each school has reached on a significant educational journey. (Contains 21 tables and 13 figures.) [This paper was written with the support of Janet Fellowes, Margot Ford, Susanne Gannon, Shirley Gilbert, Bobby Harreveld, Chris Hickey, Bronwyn Hubbard, Justine Lawson, Andrew Martin, Shalmalee Palekar, and Helen Woodward. For "Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Main Report," see ED536215.]

This paper reports on a preliminary investigation into organisational innovations in Senior L/earning as these potentially relate to teachers' professional development, the curriculum and the outcomes for young adults. Specifically, this paper focuses on an investigation into organisational innovations in Senior L/earning in Queensland through a study of the "hub and spoke" model for institutionalising in Vocational Education and Training in (Senior Secondary) Schools (VETiS). "Organisational innovation" is conceptualised in terms of Bernstein's (1977) arguments regarding the isolation versus integration of education and production, that is the tension between dividing or combining school and work. The research process involves the collection and analysis of publicly available documents from the Queensland Mineral and Energy Academy (QMEA) and its schools. The analysis of evidence highlights teachers' professional learning, the positioning of vocational education and training in the curriculum and the key achievements for young adults from Senior L/earning. This paper explores the implications of these organisational innovations in school-based, work-integrated education and training for teacher education. (Contains 4 tables and 1 figure.)

This paper situates school-to-work transitional purpose of VETiS in Queensland by comparison of young adults who complete Year 12 for their different groups such as gender, geographic location, indigenous and socio-economic status. The literature indicates that students' educational outcomes are related to their social environment and culture, an issue need to be paid attention by the teachers engaging in senior education. Methodologically, this study is situated in relation to the Australian Governments' "Melbourne Declaration on Educational Goals for Young Australians" (MCEETYA, 2008) and the fourth edition of the AQF (Australian Qualification Framework) Implementation Handbook (2007) on Guidelines for Certificates I-IV. Our data analysis based on Queensland "Next Step" surveys (2005-2008) represents an attempt of Sen's (1992, 1999) conceptualisation of individual capability and achievement, freedom to choice as well as their interrelationship to their social groupings. The paper explores how the teacher educators as well student teachers position themselves based on Senior Learning innovation, how to balance tensions between the reality of a working market model and teaching young adults in VETiS. Finally, some recommendations are proposed on how to cultivate multifunctional student-teachers for enhancing Senior Learning education and empower them to contribute to effective and efficient teaching in senior level education. (Contains 5 tables and 2 footnotes.) [This paper is the result of a research project supported by the Australian Research Council.]

This paper explores the possibilities for building research-oriented, school-engaged teacher education through the professional learning of volunteer teacher-researchers. Volunteerism in education covers a broad spectrum of people and activities ranging from working in school canteens to supporting language and literacy programs. This paper reports on the professional learning of volunteer Mandarin teaching assistants as they develop into volunteer teacher-researchers. Situating this study in relation to Australian National Asian Languages and Studies in Schools Program, this paper draws on concepts from "Asia literacy" for its theoretical framework. A review of the research literature points to a need to value volunteers' contributions to teaching experience as a way of promoting volunteerism in schools. Elements of the research method for the study reported here include the project's focus, the participants and their selection, and ethical protocols. The analysis of evidence explores the transition through the work-integrated professional learning of these volunteer teacher-researchers, tracking their development through a collection of 28 documents. The discussion section uses the concept of "Asia literacy" to analyse the value of this research-oriented, school-engaged teacher education program. (Contains 4 tables.)

This working paper "investigates" the role of Vocational Education and Training in Schools (VETiS) in providing leaders with a driver for reforming Senior L/earning (Years 10, 11 and 12). Using a "case study methodology", this paper explores the collaboration and cooperation across different borders and sectors among leaders in the reform to Senior L/earning in Queensland (Australia) related to teacher resources and funding. Given that this Senior L/earning reform is multi-layer and cross-sectoral reform, "interviews" have been conducted with educational and training leaders at the school, regional and State levels, as well as leaders of registered training organisations and technical colleges. "Data from interviews" with 21 leaders in Queensland has been analysed, initially by using NVivo and conceptually by exploring Sergiovanni's (2005) argument concerning the place of hope in leadership. The "analysis of evidence" indicates that leaders play a decisive role in the success of Queensland's Senior L/earning reforms, in particular in dealing with the difficulties in the implementation process. This paper reports on how and what these leaders do and collaborate in the reforms they are pursuing and leading. (Contains 1 figure and 1 footnote.) [This paper is the result of a research project supported by the Australian Research Council.]

This report is the outcome of a research project carried out between December 2004 and June 2005 by the University of Western Sydney. The project was commissioned by the Australian Government Department of Education, Science and Training (DEST) as a quality teacher initiative under the Australian Government Quality Teacher Programme (AGQTP). The aim of the report was to examine the motivation and engagement of boys, in particular those from Indigenous, low socioeconomic, rural and isolated backgrounds. These boys have historically been over-represented among those students who are under-achieving academically and/or experiencing social difficulties. The objective of this project is to inform teachers' professional learning, knowledge and practice, and school curriculum development in relation to the education of boys in the early and middle years of schooling. In particular, the project sets out to identify and describe evidence-based teaching practices that have proved effective in improving the motivation, engagement and academic and social outcomes of boys, particularly those boys at risk of disengaging from school-based learning activities. The case studies presented in this report provide evidence of the interrelated psychological factors and socioeconomic and cultural circumstances that affect the schooling of boys, particularly those from Indigenous, rural, regional and low-SES backgrounds. These boys are not necessarily passive in their schooling--in fact many struggle against its confines. The case study evidence points to the sensitivities, perceptions and evaluations that such boys invest, mentally and physically, in their everyday schooling. This research indicates that knowledge, not only of their behaviours, but also of their interests, aspirations and imaginings, is necessary to understand boys' motivation and engagement with school. These interdependent factors play a significant part in the confidence and competencies that these boys develop in making their schooling meaningful or otherwise. (Contains 7 tables and 2 figures.) [This paper was written with the support of Janet Fellowes, Margot Ford, Susanne Gannon, Shirley Gilbert, Bobby Harreveld, Chris Hickey, Bronwyn Hubbard, Justine Lawson, Andrew Martin, Shalmalee Palekar, and Helen Woodward. For "Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Appendices," see ED536198.]