Student Action Teams: An Evaluation, 1999-2000. Working Paper 21.

Autor/inn/en	Holdsworth, Roger; Stafford, John; Stokes, Helen; Tyler, Debra
Institution	Melbourne Univ. (Australia). Youth Research Centre.
Titel	Student Action Teams: An Evaluation, 1999-2000. Working Paper 21.
Quelle	(2001), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7340-2138-0
Schlagwörter	Active Learning; Case Studies; Community Action; Community Benefits; Community Problems; Cooperation; Cooperative Learning; Crime Prevention; Developed Nations; Experiential Learning; Foreign Countries; High School Students; Interpersonal Competence; Learning Activities; Outcomes of Education; Participative Decision Making; Police School Relationship; Program Effectiveness; Program Evaluation; Program Implementation; Safety; School Community Relationship; Secondary Education; Service Learning; Student Projects; Team Training; Teamwork; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Kooperatives Lernen; Developed countries; Industriestaat; Industrieland; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonale Kompetenz; Lernaktivität; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Sicherheit; Sekundarbereich; Service-Learning; Schulprojekt; Teamcoaching; Australien
Abstract	Student Action Teams (SATs) were established in 20 Victoria, Australia, secondary schools in 1999, with 11 of those schools continuing with their teams in 2000. The Student Action Teams are comprised of groups of students who identify a school or community issue, research it, make plans and proposals about it, and take action on it. Such initiatives, as part of the school curriculum, engage students in purposeful activities that are valued by the students, that have broader community value, and that meet or exceed mandated curriculum goals. An evaluation, based on progress reports and issues papers, an extensive database, and case studies, found that the SAT program resulted in positive outcomes, including a high identification of students with SATs, flexibility of the teams to work on local issues in a responsive way, integration of the SAT concept into the curriculum, and community links to safety and crime prevention initiatives. Personal and educational outcomes for students included increased awareness of community safety issues, enhanced communication and teamwork skills, and school credits. Issues to consider include the following: (1) understanding of community safety and the "at-risk" requirement of the program; (2) training in leadership, team work, community, and safety; (3) program support and accountability; (4) organizational sustainability; and (5) integration of SAT into the curriculum. Appended are: Initial Program Information, Schools Involved list, and Reference list. (Contains 11 references.) (KC)
Anmerkungen	Australian Youth Research Centre, Faculty of Education, University of Melbourne, Victoria 3010, Australia ($11 Australian). Tel: 03 8344 9633; Fax: 03 8344 9632; Web site: http://yarn.edfac.unimelb.edu.au/yrc/home.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC