RIPE
The
RIPE project
In 2005 The School of Education at Victoria University developed a research
project called Researching Innovative Partnerships in Education (RIPE),
the basic idea being to research the development of Project Partnerships
in the delivery of education. With some emphasis on innovation and the
examination of the effectiveness of that innovation.
Project Partnerships is the distinctive approach to teacher education
practice instituted by the School of Education at Victoria University.
This research, supported by School of Education funding, was to focus
on a 2 year investigation of best practice Project Partnerships involving
10-15 schools and other education sites.
The projects were to encourage teams of teachers, preservice teachers
and teacher educators in Project Partnership schools/sites and other organizations
to explore and strengthen the personal and local nature of work integrated
learning in partnership-based teacher education. Although these projects
were mostly carried out in schools a few were extended to community organization
like the Living Museum.
A
key inquiry of the RIPE project was to explore what type of project partnerships
supported the learning of school students, pre-service teachers, school
teachers and teacher educators. What sort of ‘inclusion’ will
end up delivering better learning outcomes for students and how do we
measure this.
This question was to be addressed by looking at both current project partnerships
and to investigate the development of new ones. The project partnership
with the Living Museum and a local school was to be developed from scratch..
And as it was one of the few partnership projects with an organization
outside the education sector it was of particular interest to the University
as well as the Museum
This
first RIPE project in 2006 was established with the Living Museum of the
West, Victoria University (VU) and Footscray City College. At the end
of the RIPE project curriculum resources were developed for Year 7 teachers.
Preservice teachers with the assistance of a cluster co-ordinator, the
Museum’s director and a local school were able to produce units of
study and teaching resources that connected local content to state wide
curriculum in a number of subject areas.
As a general rule of thumb universities are places where they research
and organise ‘knowledge’, a school is a place where ‘knowledge’
is imparted to students and a museum is a place where you ‘experience’
examples of knowledge, where you can directly engage with things you are
learning about.
One of the underlying or central ideas of the project partnership in this
case was that through an ‘inclusive’ partnership pre-service
teachers and teachers would use the museum resources to bring that ‘experience’
provided by a museum more closely entwined with the delivery of lessons
within the school environment.
CLICK TO DOWNLOAD CURRICULUM NOTES (as pdf)
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