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dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorTwigg, Danielleen_US
dc.contributor.authorFluckiger, Beven_US
dc.contributor.authorKanasa, Harryen_US
dc.contributor.authorPhillips, Carmelen_US
dc.contributor.authorBishop, Maggieen_US
dc.contributor.authorLockett, Kerrynen_US
dc.contributor.authorLeach, Darleneen_US
dc.date.accessioned2017-05-03T15:11:29Z
dc.date.available2017-05-03T15:11:29Z
dc.date.issued2013en_US
dc.date.modified2014-01-15T22:21:00Z
dc.identifier.issn18369391en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent2223444 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherEarly Childhood Australiaen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/about_ajec.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom86en_US
dc.relation.ispartofpageto94en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralasian Journal of Early Childhooden_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)en_US
dc.subject.fieldofresearchcode130102en_US
dc.titleThe Victorian Early Years Learning and Development Framework: Managing change in a complex environmenten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
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.en_US
gro.date.issued2013
gro.hasfulltextFull Text


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