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dc.contributor.authorGarvis, Susanne
dc.contributor.authorPendergast, Donna
dc.contributor.authorTwigg, Danielle
dc.contributor.authorFluckiger, Bev
dc.contributor.authorKanasa, Harry
dc.contributor.authorPhillips, Carmel
dc.contributor.authorBishop, Maggie
dc.contributor.authorLockett, Kerryn
dc.contributor.authorLeach, Darlene
dc.date.accessioned2017-05-03T15:11:29Z
dc.date.available2017-05-03T15:11:29Z
dc.date.issued2013
dc.date.modified2014-01-15T22:21:00Z
dc.identifier.issn1836-9391
dc.identifier.urihttp://hdl.handle.net/10072/55687
dc.description.abstractThis article reports on an Educational Change Model originally developed for the middle years of schooling (Pendergast et al., 2005) and applied here to an Australian early childhood education reform initiative. The Victorian Early Years Learning and Development Framework (VEYLDF) was released in 2009 (DEECD and VCAA, 2009). Implementation of the VEYLDF was accompanied by a three-stage independent evaluation on early childhood professionals perceptions of implementation. According to the Educational Change Model, three distinct phases can be identified as individuals and groups move towards full implementation of reforms. The phases are: Initiation, Development, and Consolidation. Evaluation of initiatives delivered in the implementation of the VEYLDF against key elements of the Educational Change Model revealed that: critical model elements of visioning, policy development, stakeholder engagement and information dissemination were achieved at a high level; resources were developed for early childhood professionals to implement in a range of formats and mediums; the importance of leadership in educational change was recognised in the VEYLDF implementation; inhibitors and enablers to the implementation of the VEYLDF were identified in anticipation of the Development phase of the Educational Change Model.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent2223444 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherEarly Childhood Australia
dc.publisher.placeAustralia
dc.publisher.urihttp://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/about_ajec.html
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom86
dc.relation.ispartofpageto94
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralasian Journal of Early Childhood
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode130102
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.titleThe Victorian Early Years Learning and Development Framework: Managing change in a complex environment
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2013 Early Childhood Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorFluckiger, Bev
gro.griffith.authorGarvis, Susie M.
gro.griffith.authorKanasa, Harry
gro.griffith.authorTwigg, Danielle


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