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Indigenous Education : a Learning Journey for Teachers, Schools and Communities /
Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving edu...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam ; Boston :
Sense Publishers,
[2012]
|
| Colección: | Transgressions (Rotterdam, Netherlands) ;
v. 86. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Burridge, Nina. | |
| 245 | 1 | 0 | |a Indigenous Education : |b a Learning Journey for Teachers, Schools and Communities / |c edited by Nina Burridge, Frances Whalan, Karen Vaughan. |
| 260 | |a Rotterdam ; |a Boston : |b Sense Publishers, |c [2012] | ||
| 300 | |a 1 online resource (XII, 164 pages). | ||
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| 490 | 1 | |a Transgressions, Cultural Studies and Education ; |v v. 86 | |
| 520 | |a Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers' commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students' learning outcomes. The school studies come from different demographic regions in New South Wales, Australia's most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities. | ||
| 504 | |a REFERENCES2. ACTION LEARNING BASED PROFESSIONALDEVELOPMENT: Being More Responsive to Aboriginal Cultures and Histories; BACKGROUND; QUALITY TEACHIING INDIGENOUS PROJECT; IMPLEMENTATION; School Selection; Whole School Reform Through Professional Learning; Aboriginal Community Participation; The NSW Quality Teaching Model; ACTION LEARNING APPROACH; Action Learning and Action Research; Action Learning for School Teams; CONCLUSION; NOTES; REFERENCES; 3. A STUDY OF ACTION LEARNING ANDABORIGINAL CULTURAL EDUCATION; INTRODUCTION; METHODOLOGY; QUANTITATIVE METHODS; Survey Data Collection. | ||
| 505 | 0 | |a Indigenous Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; FOREWORD; ABORIGINAL EDUCATION POLICY CONTEXTS ANDLEARNING PATHWAYS; INTRODUCTION; Overview of the Chapters; PART ONE; PART TWO; PART THREE; NOTE; REFERENCES; A Note on Terminology; PART ONE; 1. AN HISTORICAL OVERVIEW OF ABORIGINALEDUCATION POLICIES IN THE AUSTRALIAN CONTEXT; INTRODUCTION; POLICY PERIODS; The Native Institution and the Mission Period; Access to Schools and the Protection Era; The Assimilation Period; STRUGGLE AND ACHIEVEMENTS AFTER 1967; Policy Firsts; Policy Revisions and Reviews; Natiional Policies; CONCLUSION. | |
| 505 | 8 | |a AN OVERVIEW OF SURVEY FINDINGSProfessional Learning; Literacy and Numeracy Training; Teaching Practices; Culture of Expectations; Including Aboriginal Cultural Knowledge; Assessing Student Learning; Engaging with the Aboriginal Community; Involvement with Aboriginal Parents; QUALITATIVE DATA COLLECTION; Sample Group; Data Sources; DISCUSSION ON ACTION LEARNING; What Did the School-based Action Learning Teams Look Like?; Learning Partnerships; PROFESSIONAL LEARNING; Project Teams; Value of Collaboration; Attitudinal Change; Leadership; Academic Partners; The Project Manager. | |
| 505 | 8 | |a ABORIGINAL CULTURAL KNOWLEDGESchool Teams Focus; Local Aboriginal Resources; Community Engagement; Aboriginal Parents; Respect for Aboriginal Staff; Project Sustainability; CONCLUSION; REFERENCES; PART TWO: SCHOOL STUDIES; 4. CORAL SECONDARY SCHOOL; CONTEXT; IMPLEMENTATION; Phase 1; Phase 2; Phase 3; IMPACT; Evaluation Methods; Evidence of Teacher Profesional Learning; Impact on Student Learning; Impact of Community Engagement; Challenges and Opportunities; Leadership; Sustainability; Further Developments; CONCLUSION; NOTES; 5. MAGENTA SECONDARY SCHOOL; CONTEXT; IMPLEMENTATION; Phase 1. | |
| 505 | 8 | |a Phase 2Phase 3; IMPACT; Participation in Professional Development; Teacher Insights; Greater Level of Student Engagement; What was Learned in Working with Aboriginal Communities and Students about Aboriginal Cultural Knowledge; Key Factors in Supporting Aboriginal Students and Aboriginal Programs in Schools; Consultation and Collaboration with Aboriginal Community; Understandings of Aboriginal Cultural Knowledge; Barriers, Challenges and Opportunities; Leadership; Role of Mentors and Other Community Based Groups; Sustaining the Project; CONCLUSION; REFERENCES; 6. CARMINE SCHOOL; CONTEXT. | |
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| 650 | 0 | |a Indigenous peoples |x Education |v Case studies. | |
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| 776 | 0 | 8 | |i Print version: |a Burridge, Nina. |t Indigenous Education : A Learning Journey for Teachers, Schools and Communities. |d Dordrecht : Springer, ©1900 |
| 830 | 0 | |a Transgressions (Rotterdam, Netherlands) ; |v v. 86. | |
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