Current Location: [ Home Case Studies Conclusions And Recommendations ]

Many of the case studies illustrated that the processes of analysing needs, data gathering and action were often overlapping and intertwined and evolved over a considerable period of time. The reality was that there were few `neat ends'. The more common finding was a continuous process of data gathering, reflection and review, planning and implementation occurring in a cyclical manner.

There were many different starting points for schools. Sometimes it was the observations of a principal or teacher, often a newcomer to the school, who was knowledgeable about gender issues in education. Sometimes it was the collection of data for other purposes, for example, behaviour incident reports.

The introduction and implementation of a system level policy frequently created the impetus for data gathering and subsequent action. Research in schools indicated that where government or non-government systems had clear policy requirements this was reflected in the action at school level.

The data collection and analysis that occurred with these starting points are explored more fully in the next two chapters.

Data gathering was sometimes formal but was often likely to be informal and relied on what teachers or key staff knew. Most often it was a combination of formal and informal strategies. There were many instances of tapping into what students knew, either through surveys or interviews, or just providing opportunities to talk about relevant issues. Further details are contained in the Whose Knowledge? and Data Gathering Strategies sections of this document.

In many instances the evaluation of activities was also not a formal process but relied on teachers' and students' perceptions of what was working or what changes occurred. As such, it was integrated into daily reflections and ongoing monitoring and planning. When interviewed, principals and teachers sometimes found it difficult to say precisely what had been the specific outcomes from a particular strategy. They tended to see changes in student behaviours and outcomes occurring as the result of a many-layered approach that might involve policy implementation, staff development and changes to classroom and school organisation.

Some key elements for success of school level programs emerged from the case studies.

These included:

• leadership and/or support from the principal or administration team;

• the use of a variety of data gathering strategies which involve students, staff and parents as informants;

• opportunities for professional reading and teacher development to ensure a high level of understanding by the principal and staff of current research in the area of gender in education;

• encouragement for a whole school approach, inclusive of parents, to program development and implementation;

• integration of gender equity strategies into existing school programs and curriculum;

  the use of system level policy or requirements as a catalyst to initiate or extend action; and,

• a process of ongoing data collection, action and review.