The Concepts and Practices of Lifelong Learning. Contemporary Issues in Learning and Teaching. An Ethical Approach to Practitioner Research. Fieldwork in the Human Services. Researching Transitions in Lifelong Learning. Social Work Research in Practice. The Ethics Of Educational Research. Working with Children, Young People and Families. Confronting Marginalisation in Education.
Pedagogies to Enhance Learning for Indigenous Students. Researching Education with Marginalized Communities. Educating Our Black Children. Active Learning and Student Engagement. Restorative Approaches to Conflict in Schools. Education and Poverty in Affluent Countries. Language and Learning in Multilingual Classrooms. Teachers and Schooling Making A Difference.
- Raymond Chandler: A Biography;
- Mangez-moi: condition des sans-abri, et chemins actuels de lart (Temps Réel) (French Edition)!
- The Bridge: A Novel?
- The Gospel of the Pentateuch: A Set of Parish Sermons!
Teaching Geography in Secondary Schools. Critical Pedagogy and Social Change. The State of Global Education.
Law and the Wearing of Religious Symbols. Social Networks and Social Exclusion. Student Engagement in Neoliberal Times.
Handbook of Asian Education. The Curriculum of the Future. Comparative Early Childhood Education Services.
- Coordinate Geometry.
- Death of a Cozy Writer: A St Just Mystery (A St. Just Mystery)!
- Supervisor Profile: Professor Janet Mooney - RexR.
- Turkey’s June 2011 Elections: Perspectives from the U.S. (SETA Policy Reports)?
- Emerald: Diversity in Higher Education.
- .
Improving What is Learned at University. Guadalupe San Miguel Jr. Educational Interventions for Refugee Children. Contesting Elder Abuse and Neglect. International Education in Global Times. Educating Teachers for Diversity. Issues in Geography Teaching. Diversity in Higher Education Book How to write a great review. The review must be at least 50 characters long. The title should be at least 4 characters long. Finally, Harrison and Greenfield argue that, in order for Aboriginal education to be effective in the classroom, Aboriginal knowledge and perspectives need to be clearly understood by teachers and effectively distinguished.
They state Aboriginal perspectives refer to the teaching of respect, and awareness whereas Aboriginal knowledge is where partnerships with Aboriginal communities and representatives ensure that lessons are taught in-place with direct relevance to the diverse Aboriginal communities and the knowledge contexts in which schools may be situated. Within the NSW public education system, some noteworthy documents have driven a positive agenda for educational research and practice within the last decade.
Seeding success in Indigenous Australian higher education
Instead, they proposed what teachers, classrooms, and schools can do to promote positive learning outcomes for Australian Aboriginal and non-Aboriginal students. Although the Seeding Success research highlighted the breadth of the disadvantaged status of Aboriginal students across all levels of education, the pockets of strength were notable, and aided in the identification of nine key areas for advancing Aboriginal education and policy. All were recognised as critical factors that may directly influence the performance of Aboriginal students within the classroom.
While key areas outside the classroom strengthening policy planning and implementation, and advancing leadership and accountability were not addressed directly in the Seeding Successresearch, it is believed that the findings emanating from it will help inform these wider structural issues. To address this gap the present study, Seeding Success for Aboriginal Australian Primary Students, sought to test the salience of these potential drivers across schooling environments and classrooms.
Taking a forward-looking and positive perspective, the research aimed to capitalise on recent advances in educational policy, research, and practice to identify what practices may be most conducive for success and engagement in primary school for Aboriginal students. Driving the present investigation were the factors most prominent in the literature which included:. The quantitative component of the research design involved initially identifying a random sample of 52 schools from NSW with a minimum of five or more Aboriginal students in Years 3 to 6.
Students in each school completed a survey on three occasions, four months apart over a school year. Each group of constructs was assessed in a staged approach. Initially, the quantitative component of the study focused on testing the psychometric properties of the instrumentation for Aboriginal and non-Aboriginal students in Years 3 to 6 to ensure the measures were robust for the sample under consideration.
Product details
Next, tests were conducted to ascertain the extent of similarities and differences between mean scores of Aboriginal and non-Aboriginal students for each construct. Finally, the raw associations correlations and the cause-and-effect impact of constructs on student engagement as measured by desire for truancy, school enjoyment, and classroom participation and English and mathematics achievement, using DEC developed measures across the three time-waves of data, were examined. The qualitative component of the research comprised case studies in four DEC primary schools and conducting cross-case analysis to elucidate what seeds success for Aboriginal primary students.
Schools for case studies were selected based on the scrutiny of the quantitative data whereby Aboriginal students in these schools:. Participants were drawn from four schools. Individual interviews were conducted with teachers per school , Aboriginal Education Officers one per school , and principals one per school of each school. Also, focus group interviews were conducted with students from each of the Years 4 to 6 with a maximum of six students per group one focus group interview per year. The results demonstrated that the self-concept measures employed are valid and reliable for the Aboriginal and non-Aboriginal students.
They are equivalent in meaning for both student groups. As such, self-concept is a salient and multidimensional construct for Aboriginal primary students. The results also attest to the important causal influence of academic self-concepts on nearly all of the schooling outcomes for the Aboriginal and non-Aboriginal students. More specifically, for the Aboriginal students, higher levels of the academic self-concepts school, maths, and reading were causally associated with higher levels of classroom participation, school enjoyment, and English achievement, and lower levels of desire for truancy.
For the non-Aboriginal students, all outcomes were causally predicted by the academic self-concept measures. For both the Aboriginal and non-Aboriginal students, the evidence suggests that the employment of a range of strategies to increase self-concept within school is likely to result in enhanced classroom participation, school enjoyment, and academic achievement to seed success and engagement for all students. Overall, not only were the teaching strategies equivalent in meaning across the Aboriginal and non-Aboriginal students, but, at the mean level, the two student groups were more similar than dissimilar in their perceptions of teaching strategies utilised in their learning environment.
This result is in itself positive, as both student groups agreed about perceiving the diversity of strategies that teachers use. Teaching strategies were also found to causally facilitate engagement outcomes class participation and school enjoyment. Across the teaching strategies examined, five were found to be beneficial for Aboriginal students increasing levels of school engagement:.
In contrast, the influence of these teaching strategies on achievement was minimal. These results imply that utilising effective teaching strategies can seed success in classroom participation and reduced truancy for Aboriginal students, but have little effect on their achievement patterns in mathematics and English. In the classroom, Aboriginal and non-Aboriginal students were more similar than dissimilar in their perceptions of the positive classroom climate and also found to be equivalent in meaning across the two groups.
In addition, the adaptive nature of these perceptions were further enhanced by the strong positive relations between the classroom climate factors and the schooling engagement outcomes class participation and school enjoyment , and had negative relations with truancy suggesting that such strategies lead to less truancy for both Aboriginal and non-Aboriginal students. Like the results pertaining to teaching strategies, the relations between the classroom climate factors examined and achievement measures used were minimal in nature.
Hence, these findings suggest that classroom climate facilitates schooling engagement outcomes and reduced truancy, but has little influence on mathematics and English achievement. After an examination of how cultural education practices influence schooling outcomes, the current findings suggest that Aboriginal students can more readily perceive culturally inclusive strategies with the exception of relations with family and community in the classroom when compared to their non-Aboriginal peers. That perceptions of culturally inclusive teaching were positive for both Aboriginal and non-Aboriginal students suggests that schools are implementing culturally inclusive strategies that are valued by all students.
The findings also imply that culturally inclusive strategies are positively associated with schooling engagement for both Aboriginal and non-Aboriginal students, suggesting that such strategies have benefits for all children. Results emanating from the qualitative component of this study acknowledged that the conditions of school success for Aboriginal students are complex equations see Munns et al. They involve the interplay of cultural forces on individual dispositions and decisions as they interact with wider policies, contextually driven conditions, curricula, and pedagogies.
What is Kobo Super Points?
The case studies indicate that there is evidence to suggest that schools can make a difference for Aboriginal students, and offer future directions for school communities to consider as they work on their own approaches to enhanced social and academic outcomes. Although seeding success for Aboriginal students varied across case study schools, there was substantial evidence for the key eight themes that clearly emerged across the four schools:. The results imply that teachers and culturally safe learning environments are important factors in contributing to Aboriginal student engagement and achievement.
This is especially important considering the findings which demonstrate that academic self-concepts are associated with positive schooling engagement and achievement outcomes for both Aboriginal and non-Aboriginal students.
education.nsw.gov.au
As such, the results attest to the centrality of academic self-concepts in facilitating desirable educational outcomes for both Aboriginal and non-Aboriginal students. These results also attest to the fundamental importance of literacy for Aboriginal students and to the need to foster positive reading self-conceptto enhance school enjoymentto seed success. In addition, the current results imply that school enjoyment for non-Aboriginal students is causally influenced by a more diverse array of constructs as compared to Aboriginal students.
The findings also highlight the importance of holding positive maths self-concept for non-Aboriginal students to causally influence academic achievement in mathematics. Hence, enhancing both reading self-conceptand reading skills simultaneously is likely to enhance reading achievement. Furthermore, the results also imply that holding a strong cultural identity has a positive causal influence on reading achievement for Aboriginal students. Consequently, the promotion of Aboriginal identity is a strategy that can improve reading outcomes for Aboriginal students.
It has been well established in the literature that Aboriginal students are at greater risk of becoming disengaged from school than their non-Aboriginal counterparts Bodkin-Andrews et al. However, the current findings offer some insight into diminishing this risk.
Seeding success for Aboriginal primary students | Professional learning
If teachers can develop a strong rapport with their students, incorporate questioning techniques and fun into their lesson plans, and focus on enhancing reading self-concepts, then Aboriginal students are more likely to be engaged in school. Subsequently, this should lead to decreased rates of truancy.
A number of other teaching strategies were also found to be beneficial in facilitating the educational success of Aboriginal students. As this strategy has been positively related to higher-order learning, it is recommended that teachers incorporate this strategy into their teaching of Aboriginal students to promote critical thinking and avoid surface learning or memorisation approaches.
By acting as models for challenging learning tasks, teachers make success visible to all students. Then, building on this foundation, they allow the dynamic nature of the whole class to discover further pathways to success. Therefore, teachers need to ensure that Aboriginal students know what success is, as it allows students to relate their learning development to achievement and their sense of confidence.
Additionally, the findings associated with the benefits of teaching students to self-monitor demonstrate the need for teachers to promote self-monitoring in their classrooms. Self-monitoring allows students to directly link their progress to their achievement and, indirectly, to their confidence. Therefore, teachers should provide clear explanations and guided learning strategies that involve making clear observable links between learning, assessment, and success.
Indeed, it may be argued that the inclusion of meaningful Aboriginal perspectives within the learning environment, and working in partnership with Aboriginal communities, will strengthen and reinforce the identity of Aboriginal students. The findings of the Seeding Success investigation offer a rare longitudinal Aboriginal education study to the literature, with a systematic use of qualitative and quantitative methodologies.
The qualitative research identified the multi-faceted and varying paths that schools navigate to seed success. A key strength of the quantitative component of this research study was the rigorous attention paid to the psychometric properties and the validity of the measurement instruments used for both Aboriginal and non-Aboriginal primary students.
The established equivalence of measurement between Aboriginal and non-Aboriginal samples ascertains that differences, associations, and causal relations identified are more likely to represent real findings rather than cross-cultural measurement biases Byrne, Finally, one of the strongest limitations plaguing the majority of quantitative Aboriginal Education research is its cross-sectional nature Bodkin-Andrews et al.
The longitudinal causal modelling methodology utilised in the Seeding Success Project has allowed a rigorous examination of causal effects pertaining to the constructs examined, and to educational outcomes. This research has also successfully identified 16 factors that causally and positively influenced schooling outcomes for Aboriginal primary students. The findings show that excellent teachers and the strategies they use facilitate success for Aboriginal primary students is important.