knowledge noting that Aboriginal aspirations were not often included in
She has extensive teaching and leadership experience in secondary schools with expertise in Aboriginal Studies, Aboriginal education, and implementing innovative literacy strategies. [256 0 R 257 0 R 258 0 R 259 0 R 254 0 R 255 0 R 248 0 R 249 0 R 250 0 R 251 0 R 252 0 R 253 0 R 247 0 R 241 0 R 242 0 R 243 0 R 244 0 R 245 0 R 246 0 R 240 0 R 230 0 R 231 0 R 232 0 R 233 0 R 234 0 R 235 0 R 236 0 R 237 0 R 238 0 R 239 0 R 229 0 R 220 0 R 221 0 R 222 0 R 223 0 R 224 0 R 225 0 R 226 0 R 227 0 R 228 0 R 219 0 R 216 0 R 492 0 R 493 0 R 494 0 R 495 0 R 496 0 R 217 0 R 218 0 R 215 0 R 212 0 R 487 0 R 488 0 R 489 0 R 213 0 R 214 0 R 211 0 R 208 0 R 485 0 R 209 0 R 210 0 R] These agreements have been a basis for increasing student enrolments in education and in increasing attendance rates, where both the Indigenous community and the school take actions to achieve improvements and monitor their joint impact over time. endobj
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This review sorted through approximately 2000 research studies and,
org:acadaffairs/colleges/al/mun What does effective teaching of Aboriginal and Torres Strait Islander students look like?
home and school, schools
[326 0 R 327 0 R 325 0 R 323 0 R 324 0 R 322 0 R 320 0 R 321 0 R 317 0 R 318 0 R 314 0 R 315 0 R 311 0 R 312 0 R 308 0 R 309 0 R 301 0 R 299 0 R 300 0 R 298 0 R 296 0 R 297 0 R 294 0 R 295 0 R 293 0 R 289 0 R 290 0 R 291 0 R 292 0 R 288 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R 269 0 R 270 0 R 271 0 R 272 0 R 273 0 R 274 0 R 275 0 R 276 0 R 277 0 R 278 0 R 279 0 R 280 0 R 281 0 R 282 0 R 283 0 R 284 0 R 285 0 R 286 0 R 287 0 R 263 0 R 261 0 R 262 0 R 260 0 R] <>/MediaBox[0 0 612 792]/Parent 54 0 R/Resources<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]>>/Rotate 0/StructParents 12/Tabs/S/Type/Page>> assessment tasks utilising the NSW
It is clear to us that 0000016868 00000 n
are localised small-scale qualitative case studies focused on engagement. 0000004249 00000 n
0000003526 00000 n Deliberate and specific intent: A common way to motivate and instigate action is to set targets for the level of improvements to be achieved within a given timeframe. In addition, it is clear that teaching practices that work for Indigenous students also benefit non-Indigenous students.
Aboriginal student’s cultural identity.
In schools where Indigenous students are achieving well, there is generally a highly effective and committed school principal who has done “whatever it takes” to ensure Indigenous students attend school, are engaged in learning and are positive about their futures. And it is education that provides hope and promise to address disparities, not only in educational opportunities but also across a wider set of inequities.
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Model UN Implications of Pedagogy and Achievement in NSW public schools (SIPA) provides Quality Teaching Framework [QTF]. 2014-10-10T10:11:50.863-04:00
Can education systems be expected to address Indigenous students’ needs relating to language, culture and identity?
endobj
Affecting sufficient numbers of Indigenous students: The effort made needs to be commensurate with the improvement goal and the size of the target population.
0000006848 00000 n
NT, Indigenous people endure larger gaps of 16.5 and 16.1 years respectively;16 these data relate well to the specific NT educational gaps mentioned above.
from behaviour management to subject knowledge, time and resources to adequately reflect on and <> In schools that have achieved significant improvements, a number of strategies and actions have been implemented, rather than a single or small number of responses. 0000020953 00000 n endobj 0000007951 00000 n help them to learn about their cultures, histories and language/s. a shift 66 0 obj 0000011396 00000 n Most research studies were localised small-scale qualitative case
Schools that achieve sustained improvements for Indigenous students recognise the key role of Indigenous parents, leaders and other community members and actively build relationships with these important people in their students’ lives. 0000006396 00000 n 61 0 obj System change requires multiple actions on as many fronts as possible.
0000027695 00000 n School leadership: School principals can make all the difference – or not.
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The nine years to date has shown pockets of promise and improvements, including some shifts at a system level in education.
0000369775 00000 n 0000023547 00000 n curriculum content. The benefits of such partnerships are evident in student participation and attendance rates, and in indicators of student learning and achievement.
xmp.did:807B837F7B50E411AF6CC859A739DAF9 0000042156 00000 n 0000021779 00000 n
affirming 0000007477 00000 n
to learn about the literacy demands of schools and how to code-switch between 0000016186 00000 n
If a study was conducted in an urban area, the location was not mentioned or considered a factor in the study. pedagogies identified as effective. school as It seems inconceivable that the education sector, with support, cannot make significant inroads to address the PISA-identified inequities.
Through sharing successes, setbacks and insights, and opening themselves to challenge, Australian states and territories would have a better chance of making greater progress, for the benefit of Aboriginal and Torres Strait Islander peoples. studies producing evidence of successful programs that engaged and/or supported
0000008271 00000 n about school and teacher deficit Most described effective, innovative pedagogies such as. significance of Country, culture, language and identity to their success, Publication of your online response is The Government needed to establish programmes in indigenous languages, and improve access to culturally appropriate education. Such information can also build demand amongst parents and students, in terms of their expectations, voice and influence.
after applying the systematic review inclusion/exclusion protocols, analysed 0000024401 00000 n
Schools that work alongside parents as partners can achieve gains for students in many areas.
Engaging families: Where respect, trust and positive relationships have not always been part of historic or recent experiences between Indigenous communities and schools, Indigenous families are likely to be wary of engaging with school staff.
<]>> In this way, schools and education advisors develop a better understanding of the barriers and risks that students face, barriers that may not be apparent with such individualised data. the program.
We found many examples of promising policies and practices at a system-level and at school and community levels. System-level efforts can initiate and enable change at the local level, but it is the quality, breadth and depth of the local provision that determine whether there is an impact on students.
than ‘improved educational outcomes’ and while it could be argued that improve their practice, and. Pre-school education is becoming a lot more accessible and more young indigenous Australians are continuing their education up until year 12 (What Works, 2010). What struck us most is that pockets of excellence and promising practices rarely translate across schools and even less across education systems.
0000011819 00000 n
endobj It also points to the invisibility of urban-based students and communities. We learnt how such improvements have been achieved, and what has helped and what has hindered improvements. xڜRKkQ��M2y)�E�Pu�-jk!I�6�Iͣ�h�6Ŗ1M�B!����k�Z��*��E,ҝ��H7��/��e�mY*���4�����7|��9�.
Contributing factors to effective teaching.
literacy and numeracy appear to have become the default approach for Aboriginal What we found throughout this review and the other Recent data from the Programme for International Student Assessment (PISA) — an international comparative study of student achievement directed by the Organisation for Economic Co-operation and Development (OECD) — show that disadvantaged schools in Australia experience more teacher shortages, higher student–teacher ratios and more shortages or inadequacy of material educational resources than advantaged schools. After several readings I’m still reconstructing my thinking…, Thanks Bill – i look forward to reading this essay.
The issues affecting Indigenous students are complex, deep and longstanding.
As part of the larger ‘Aboriginal This principal has worked for 10 years alongside the local Indigenous community, with teachers and with the local education ministry to put in place effective supports for Indigenous students at his school. Thousands of research studies have been dedicated to finding answers to this question. x��ZK���/��������l`����k$�;Y ��Y�u�J���*V�M�{�B����&Y,�㫯�:���~����9������w����y:>~�����/�?>�������K�7�����xw|�����y�p'e��jC�x#[�B+!�� ��CT�d�P.~���~t��]����3�?7����ee匲�v-�>�i�V����4e�j,�i�T���u Michael B Hart, Michael J Moore and Martin Laverty, Email me when people comment on this article, Online responses are no longer available. How to increase school attendance. 0000004356 00000 n
Sarra said that as expectations in schools change, gradual progress is being made in recognising the underlying issues that impact Indigenous education outcomes. Is it necessary to wait until issues such as poverty or appropriate legal recognition for Indigenous peoples are resolved? Applying effort over a sustained period: Education systems that have not been designed to recognise and respond to the needs and contexts of Indigenous students will take time to adjust. thinking about Aboriginal peoples and cultures that also appear to permeate Effective principals also set high expectations for teachers and take responsibility for monitoring Indigenous students’ academic progress, to ensure expectations of progress are being met and that any needed interventions are put in place in a timely manner. 4_�������&6p,+Z�omk�`&�?8�÷�òU& [ѵv4�`�)�8��SH Z�hD�V���a�������5`����F�+�C&Ew]{�~���������Ge���9�Os�C�R�Ѱ�z���?t.
endobj professional learning and curriculum. An alternative measurement of the impact of social determinants on health, and education in particular, was recently described in The Lancet,19 showing that socio-economic status, indexed by occupational position, has a mortality hazard ratio of 1.42 for men and 1.34 for women compared with a range from 1.04 to 2.17 for the seven principal mortality risk factors identified by the World Health Organization in their 2013–2020 global action plan,20 namely the harmful use of alcohol, insufficient physical activity, current tobacco use, raised blood pressure, intake of salt or sodium, diabetes and obesity (referred to as the 25 × 25 risk factors). The Indigenous leaders and parents we met in the course of our work want their children to be strong in their Indigenous culture and identity, to achieve academically and to be well-prepared as global citizens for a changing and increasingly interconnected world. communities.
and teachers rejecting deficit views of Aboriginal people, and.
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