Case Studies Case Study 5: An emphasis on collaborative learning skills ]
The junior primary school is designated as being in a `most disadvantaged' socioeconomic area of a State capital city. There is a high percentage of single parent families in the community and violence, particularly against women, is a common occurrence in many homes. Under special staffing arrangements the school is able to select staff to meet the needs of the student population of 214 children in Reception to Year 2 classes.
Needs analysis was based on:
The community environment reflected by the boys
Because of the perceived dominant masculine and violent community environment and its impact on students' behaviours, the school had identified a need to be inclusive of girls and women across all subject areas and to provide a caring and respectful environment for all students.
Men's violence against women that seemed to occur within the home and community was frequently reflected in boys' behaviours and attitudes. Surveys of the occurrence and types of violence were carried out. This included mapping the school yard and marking problem areas with red dots to indicate where monitoring and change needed to occur.
Collaborative work with teachers and students
Staff meetings were held to discuss the issues and the strategies needed to lessen violence. The school was structured so that staff and students worked in teams with an emphasis on developing collaborative learning skills. Collaborative problem solving was used to deal with concerns raised by individual teachers. Strategies such as `T Charts' and `Y Charts' (based on Hill & Hills, 1990) were used with students to develop collaborative learning and to engage students in critical analysis of behaviours and the development of positive responses. Identified problem areas were worked on in groups with the students or with the teachers using such strategies such as `PMI' where `Pluses', `Minuses' and `Interesting' features were brainstormed and discussed in order to solve problems or to plan new directions.
Teachers' observations and monitoring were ongoing
The principal had been aware of gender issues for many years and was supported by other experienced staff in a non-hierarchical system of decision making. A range of strategies had been used to find out what student needs were. Teachers' observations and monitoring of behaviours and responses in class activities provided continuous information. Some teachers used strategies such as video taping to record classroom interactions, for example, to investigate the different outcomes for boys and girls using class computers.
School review processes
Internal school reviews were held once each year. Questions were selected to obtain feedback from parents, students and staff and there was a conscious effort to develop school planning and programs to work on the information obtained in this way. Surveys were not seen as an end in themselves but the results provided a catalyst on which to base action.
Parent involvement was encouraged
Individual teachers worked to build up strong relationships with parents. The school used a variety of ways to support and extend parent involvement in education. Parent information and planning groups were introduced and these often addressed social problems. The principal and her assistant skilled parents through a program to understand how students learn. These parents then worked with students and teachers on early intervention strategies. Parents were represented in decision making through the school council and a curriculum group to look at new developments and recommendations from the Education Department or the Parent Association. A `drop in' room known as the Chit Chat Cafe, and an on site playgroup, encouraged parents to become familiar with the school community in an informal way.
Programs for change
The school focused on looking ahead to improve post school opportunities, beginning with work with the junior primary students. Important skills to achieve this were identified as working together, empowerment and responsible decision making. There was an emphasis on recognising and exploring alternatives through critical literacy activities; skilling students in thinking more broadly around issues by examining alternative interpretations and possibilities particularly around stereotypical scenarios or language usage.
Managing conflict without violence was another area of focus, particularly with the boys, and in some cases work was required with individual students to skill them in non-violent conflict resolution. Teachers were encouraged to use action research methods to explore areas within the teaching and learning environment. Matching practice with current gender theories, for example about the construction of gender, was an important premise underpinning program development.
