ࡱ> 8( D/ 0|DTimesngsRomantt' 0DArial Blackmantt' 0 DTimes New Romantt' 00DArialNew Romantt' 0@DWingdingsRomantt' 0@ .  @n?" dd@  @@``_1 WhooshWAVE 20103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~ x<N  0AA w=@8,-8uʚ;2Nʚ;g4BdBd 0ppp@ <4!d!d@k 0t'<4dddd@k 0t' <4BdBd@l 0tg4JdJd 0p@ ppFh___PPT2001D<4X0___PPT10 pp___PPT9x/ 0\ ?T, @Student Action Teams B: ResearchOd<(Student Action Teams  Part B: ResearchA&4Part B: Student Action Teams: The Research Evidence>5Victorian State Program: Phase 2 Commissioned by VicHealth Designed to provide an evidence basis for impact of program See more details in Holdsworth, Cahill and Smith (2003) B0Z2Zw7,1 P 7Setting up the researchInterviews with students and teachers at a small number of primary and secondary schools in the program Asked them to describe the aspects of their programs that worked well Asked them to describe program outcomes Used student terms to design a survey that asked how frequently these descriptors happened in programs Asked also about outcomes - worse, same or better? For teachers: skills inventory, impact on school etc/Survey analysis: Descriptors& .14 Program Description Questions I got to have a say I felt proud of what we had achieved I felt proud of the way we worked together We worked as a team We were the ones who did the work Everyone got a chance to be heard We decided what happened in this project We overcame difficulties as they came up We worked together even when we disagreed We improved our team work and cooperation skills We chose something we thought was important to work on We did something worthwhile We got to help others in our school or community We got to know each other better@!ZZ   Produces three Program Descriptor Factors Student reports of frequency of: Sense of meaning/purpose Sense of control Sense of bonding/belonging*!8ZFV)  bK  ;$Reminder: the Nancy Phillips picture%$0Survey analysis: Outcomes&  Self-reported changes to students: Connectedness to school Connectedness to teachers Connectedness to peers Self-esteem School workT# nax" `12Survey analysis: Linking Descriptors and Outcomes(3 !Program Descriptors: Student reports of frequency of: Sense of meaning/purpose Sense of control Sense of bonding/belonging6 nK    >6 @Program Outcomes: Self-reported changes to students : Connectedness to school Connectedness to teachers Connectedness to peers Self-esteem School workL6k#lb6  2Outcomes 1: Strong Correlations(  "Students who experience a high sense of meaning and purpose within their program, also report greater changes to their school, teacher and peer connectedness and to their self-esteem and school work. These are highly significant correlations (p<.01) Similarly, students rating their programs low on  sense of meaning are highly significantly more likely to report lower changes on all impact scales. Z#+    Q<3 Outcomes 1: Correlations (cont.)8!  Sense of belonging also correlates highly with all impact scales and these correlations are also highly significant.  Sense of control correlates strongly with school connectedness and somewhat less strongly with (in order) changes to school work, changes to self-esteem and changes to teacher connectedness - though all these correlations are still highly significant.JuO4Outcomes 2: Gender& These correlations are generally stronger for boys than they are for girls except for  teacher connectedness with  meaning , and  peer connectedness with  belonging . Changes to school connectedness, peer connectedness and self-esteem are all perceived by boys to be more linked the sense of meaning and purpose in the program than are these relationships for girls.Zq!),15Outcomes 3: Team size&   rIn large teams especially certain aspects of the organisation of the projects result in high pay-off in impact. In large teams,  sense of meaning in the project is strongly correlated with impact in most areas, but particularly with school and peer connectedness and with self-esteem. In smaller teams, the strong correlations are between both  meaning and  control with school connectedness, and also between  belonging and self-esteem.\Zs,]6Outcomes 3: Team size (cont.)&   2In larger teams, it is particularly necessary to build in a high sense of meaning, control and belonging. In smaller teams, you can  get away with more.fJ    1DSummary:6Students saw control, purpose and bonding as important descriptors of what happened in successful Student Action Teams The occurrence of these descriptive factors was strongly correlated with outcomes for students The strongest correlations were with  meaning or  purpose These correlations were stronger for boys and for large teams - this implies the importance of ensuring that these program elements occur ~ A% "#/P 9 : < =>?@ABCE  0` ffff33` 3KIff` 8n` DDyq` ffw` jff3f̙` JyOOw3ff` 3OOw3ff` /p` 3OOw%*|` 33333ff` >?" dd@$?nKd@P nA@F`d n?" dd@   @@``PR   @ ` `*p>>   v ( Yl5   6p #" ``P   lStudent Action Teams: Research20 $w   6w #" `b `  v*20  T X  "X  N`|d"P D    6d"U B    S 8"UY L"0    c $"YW L"0     c $x"YU L"0     c $" L"0     S "SV B     S `"Y L"0     c $4"X L"0    6$ " `  T Click to edit Master title style! !$  0 " `p  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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D<___PPT10.+} <D' r= @B Dw' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=p%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p%(+8+0+0 +   0 $( aaT` l  C 87 ``      C  <P  p$ 0 PH___PPT2001$ q$ &x-Ya  C  @` $ 0 PH___PPT2001$q$ *!m)19X  00 P  $ 0PH___PPT2001$q$ l$Factor Analysis of Student Responses,%(2$B  <D ` $D 0PH___PPT2001$q$H  0޽h ? ___PPT10.+ūyD' r= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<**%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<**K%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Kl%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+p+0+0 ++0+0 +   0  /(  l  C  `P   2  s *̙opH $D 0PH___PPT2001$q$2  0̙o?p (l $D 0PH___PPT2001$q$2  s *̙o0 x 2 $D  0PH___PPT2001$q$G  s *o̙ $ 0PH___PPT2001$q$ acontrol*  G  s *Hu̙ $ 0PH___PPT2001$q$ abonding*  G   s *z ̙ $ 0PH___PPT2001$q$ ameaning*     N8 GhHISJKNLMN B $D 0PH___PPT2001$q$ NSense of control: capability, competence, impact on one s own environment, power over one s self, use of social/life skills, power to change one s self and environment4     Hh GH&I/JKDLMN] PP$D 0PH___PPT2001$q$ vSense of bonding: with family/peers/community, to feel/be wanted, to feel/be loved, to belong, to have basic needs met4we w    BGHIJKL:MN>  p $D 0PH___PPT2001$q$ vSense of meaning: to feel important, to feel relevant, self-esteem, sense of dignity/honour, able to accomplish tasks 8wf w P   B  $  0PH___PPT2001$q$ RAfter Nancy Phillips, 1990H  0޽h ?  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DDyq7A/A___PPT10A.+ҚD?@' r= @B D?' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6Q%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Qd%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6P%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Pl%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*-%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(++0+0 ++0+0 ++0+0 +'  0  0( 8  l  C 0  `     C |K `p$ 0 PH___PPT2001$q$ H  0޽h ? ___PPT10.+8D;' r= @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +  0  (  l  C /r `  r   C d1r `p$ 0 rPH___PPT2001$q$ H  0޽h ? \ T ___PPT104 .+8D ' 6r= @B D ' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*w%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*wD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*wD_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*wu%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*wuD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*wu+8+0+0 +  0  ( gE#ͫ l  C Er `  r   C xGr `p$ 0 rPH___PPT2001$q$ H  0޽h ? \ T ___PPT104 .+8D ' Lr= @B D ' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*q%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*qD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*q+8+0+0 +'  0  ( 0t l  C t]r `  r   C P`r `p$ 0 rPH___PPT2001$q$ H  0޽h ? ___PPT10.+8D;' ir= @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*p%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*pD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*pD_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*p%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*pD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*pD_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +;  0  ( 0H l  C 8yr `  r   C zr $ 0 rPH___PPT2001$q$ H  0޽h ? ___PPT10.+JDO' r= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +  0 0( TTUUWWXX 0l 0 C ` `   l 0 C  ``  H 0 0޽h ?  0 C;Px(  xR x 3 L   A x C tCL @   The research in Phase 1 of the state program concentrated on issues of implementation, and the outcomes of this appear throughout this presentation. In Phase 2, we were asked specifically to look at the impact of the program on individual students and on schools. VicHealth, in particular, was interested to develop an evidence basis for this and similar programs. This is the particular focus of this part of the presentation. H x 0޽h ? 33 0 >(  R  3 L     C DL @   L8We constructed the survey instrument from responses that students and teachers gave when we asked them to describe what they were doing (successful program descriptors) and what they got out of participation (impact or outcomes because of participation in the program). Where possible, we used students words. We also asked teachers about a range of other descriptions of the project: size of team, year level, topic, placement in the curriculum and so on. This survey was provided to schools for their administration at the end of their project cycle (constrained by budgetary and administrative concerns). Survey responses were received from 31 schools at the start of the program, and from 23 schools at the end of their projects. We had individual student responses from about 136 students.H  0޽h ? 33t 0 4, ( TTUUWWXX R  3 L   2  C L @   The students responses on the 14 program descriptor questions were analysed, looking for consistent links using  factor analysis . This produced three strong factors (with responses to individual questions contributing to varying degrees) that, on examination, could be closely described by the three Program Descriptor Factors. It was at this point that we  discovered the Nancy Phillips article and noted the close link between theory and empirical evidence.DH  0޽h ? 33 0 @ ;( TTUUWWXX  R   3 L      C RL @   I5This is the Nancy Phillips schema introduced earlier.H   0޽h ? 33 0 0 ( TTUUWWXX R  3 L     C L @   .We also asked students about outcomes for them and grouped questions under these five headings. We asked students whether there had been improvements or not  because I was part of a Student Action Team :  got worse ,  no change ,  got better ,  got a lot better . Over a relatively short time, few (<4%) said things got worse, most (33-58%) said things were about the same; but significant numbers (38-65%) reported improvements. In some areas, there were significant gender differences in outcomes. Improvements for boys were significantly greater than those for girls in areas such as connectedness to school, and relationships with teachers (p<.01).H  0޽h ? 33 0 yq` ( TTUUWWXX R  3 L   w  C trL @   We could then look at correlations between descriptor factors and program outcomes, and also analyse these correlations by gender, year level and team size (teams less than 10 versus teams with more than 10 students). This comes up with a web of correlations, all of which are significant, but some stronger than others. Details of these are in the AYRC Research Report. (The exception to the pattern was in the analysis by year level, where no significant differences were found.)]}H  0޽h ? 33L 0  P( TTUUWWXX R  3 L   r   C (rL @  r The first main result was that there WERE strongly significant correlations between descriptors and outcomes overall. These were particularly strong for the factor of  meaning/purpose with ALL outcomes.H  0޽h ? 33 0 p V( ~   R   3 L   r   C ?rL @  r dPSimilarly there were strong correlations between  belonging and  control with various outcomes - not as strong as with  meaning but still highly significant (p<.01).H   0޽h ? 33 0 h`$(   $R $ 3 L   rf $ C `UrL @  r These correlations are generally stronger for boys than for girls. In particular, correlations of outcomes with  sense of meaning are stronger here. This means that (assuming some causality), in order to achieve outcomes, it is more necessary to build in factors of meaning, control and bonding for boys than it is for girls - with girls, you can  get away with being  nice .H $ 0޽h ? 33 0 h`((  (R ( 3 L   rf ( C DsrL @  r When we looked at team size, we found that the correlations were greater for & . LARGE teams. This surprised us initially.H ( 0޽h ? 33 0 PH,( p ,R , 3 L   rN , C rL @  r We then realised that (as we indicated for gender) this means that, in order to get outcomes with large teams, it is more necessary to build in meaning/control/bonding & again, with small teams you can again  get away with being  nice .H , 0޽h ? 33 0 4F(  4R 4 3 L   r 4 C rL @  r T@These are the clear research outcomes of the Phase 2 Evaluation.H 4 0޽h ? 33r d Y_@[, 8rJ/ Ī/ ^!&0>SYq9^f=l0nux|+ۃ`Y#!F1Oh+'0h5 px  8 D P \hpStudent Action TeamsYRCTMacintosh HD:Applications:Microsoft Office X:Templates:Presentations:Designs:Pixel 21Microsoft PowerPoint@`Zw<@D+@v&'@M]NG3g  7  y--$xx--'@Arial-. w42 s Student Action Teams: Research."System:-@Arial Black-.  2 t1.----$  ----$  ----$  ----$  ----$  ---'---$----$----$  ----$     ----$     ----$     ----$     --""--$   --%%--$--((--$--**--$------$--//--$--11--$--33--$--55--$--88--$--::--$--<<--$-->>--$--@@--$--CC--$--EE--$--GG--$--II--$--KK--$  --NN--$  !! --PP--$!!""!--RR--$""##"--TT--$##$$#--VV--$$$%%$--XX--$%%&&%--[[--$&&''&--]]--$''(('--__--$(())(--aa--$))**)--dd--$**++*--ff--$++,,+--hh--$,,--,--jj--$--..---ll--$..//.--nn--$//00/--qq--$00110--tt--$11221--vv--$22332--xx--$33443--zz--$44554--}}--$55665----$66776----$77887----$88998----$99::9----$::;;:----$;;<<;----$<<==<----$==>>=----$>>??>----$??@@?----$@@AA@----$AABBA----$BBCCB----$CCDDC----$DDEED----$EEFFE----$FFGGF----$GGHHG----$HHIIH----$IIJJI----$JJLLJ----$LLMML----$MMNNM----$NNOON----$OOPPO----$PPRRP----$RRSSR----$SSTTS----$TTUUT----$UUVVU----$VVWWV----$WWXXW----$XXYYX----$YY[[Y----$[[\\[----$\\^^\----$^^__^----$__aa_----$aabba----$bbddb----$ddffd----$ffggf----$ggiig----$iikki----$kkmmk----$mmoom----$oorro----$rrssr----$ssuus----$uuxxu----$xxzzx----$zz||z----$|||----$----$----$----$----$----$----$---'--$  --'--$   --'--$     --'--$--'--$--'--$  --'--$  --'@Arial Black-. 2  Part B: .-@Arial Black-. '2 +Student Action Teams:.-@Arial Black-. '2 +The Research Evidence.-@Wingdings-.  2 0n.-@Arial-. 72 0 Victorian State Program: Phase 2.-@Wingdings-.  2 :n.-@Arial-. 2 :Commissioned by .-@Arial-. 2 :P VicHealthn.-@Wingdings-.  2 En.-@Arial-. 72 E Designed to provide an evidence .-@Arial-. 02 Lbasis for impact of programe.-@Wingdings-.  2 Sn.-@Arial-. %2 SSee more details in .-@Arial-. 2 SC Holdsworth.-@Arial-. $2 SZ, Cahill and Smith .-@Arial-. 2 X(2003).-՜.+,0|    $ On-screen ShowThe University of Melbourne݌d   Times Arial BlackTimes New RomanArial WingdingsPixel5Part B: Student Action Teams: The Research EvidenceSetting up the researchSurvey analysis: Descriptors%Reminder: the Nancy Phillips pictureSurvey analysis: Outcomes3Survey analysis: Linking Descriptors and Outcomes Outcomes 1: Strong Correlations!Outcomes 1: Correlations (cont.)Outcomes 2: GenderOutcomes 3: Team sizeOutcomes 3: Team size (cont.) 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