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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 |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.