ISBN:
9789814021845
Language:
English
Pages:
Online-Ressource (XII, 221 p. 8 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Literacy
;
Education
;
Education
;
Literacy
;
Australien
;
Bildungswesen
;
Nationale Minderheit
Abstract:
This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.
Description / Table of Contents:
Pedagogies to enhance learning for Indigenousstudents; Foreword; Preface; Contents; Chapter 1: An Aboriginal Perspective on Education - Policy and Practice; Introduction; History of Education for Aboriginal People in Australia; Contemporary Education for Aboriginal People; Cultural Patterning and Parenting Styles; Conclusion; References; Chapter 2: A Systemic Evidence-Based Strategy to Improve Indigenous Students' Numeracy and Literacy; Introduction; Background; The Political Context; The Demographic and Achievement Profile of NT Students; Demographic Data; Achievement Data
Description / Table of Contents:
Effective Schools: Teachers and PrincipalsWhat the Evidence Suggested; The Strategy; Leadership in the Strategy; The Foundations of the Strategy; Elements of the Strategy; Literacy; Numeracy; English as a Second (or Additional) Language; Cultural Competence and Responsiveness; Assessment Culture; Instructional Leadership; Curriculum in the Strategy; Proactive and Remedial Intervention; Professional Development in the Strategy; Roles in the Strategy; The Strategy: Implementation; The Strategy: Evidence and Interpretations; Implications; Discussion and Concluding Comments; References
Description / Table of Contents:
Chapter 3: Indigenous Education Workers: A Special Case of Educational AssistantIntroduction; Towards an Understanding of Indigenous Education Workers; A Hybrid Occupation: IEWs as a Special Case of Assistant; The Interviews; Working in Tandem: Aboriginal and Islander Teacher Aides in a Catholic Primary School; An Indigenous School Environment; A State High School: "These Kids Never Feel Self Love; They're Low in Self Esteem"; A Third Space; Expanding the IEW Role; Conclusions; Tensions and Confusion About the Roles of Teacher Aides; A Space for Collaboration; References
Description / Table of Contents:
Chapter 4: Combating Role Discontinuity for Principals of Remote Indigenous SchoolsIntroduction; Background; Remote, Indigenous Principalship; The Research Context; Thematic Analysis; Role Discontinuity; Relationships with Teachers; Principals as Community Leaders/School-Community Relationships; Professional Development for Principals; Conclusion: "Doing Leadership" Differently in Remote Indigenous Schools; References; Chapter 5: Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools; Background; Reform Pedagogy; Research Problem; Teacher Beliefs and Practice
Description / Table of Contents:
Data SourcesFindings; Beliefs and Practice; Changes in the Teachers' Practice over the Project; Intellectual Quality; Significant Mathematical Content; Assessment for Learning; The Learning Environment; Group Work; Inclusiveness; Combined Results; Implications and Conclusions; References; Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and Numeracy; Background; Research Questions; Research Site and Process; Evidence and Interpretations; Implications; Transcription Conventions; References
Description / Table of Contents:
Chapter 7: Naming Method: "This is it, maybe, but you should talk to …"
Description / Table of Contents:
Foreword Paul Hughes -- PrefaceRobyn Jorgensen, Peter Sullivan and Peter Grootenboer -- Chapter 1: An Aboriginal perspective on education -Policy and practiceDale Kerwin and Harry van Issum -- Chapter 2: A systemic evidence-based strategy to improve Indigenous students’ numeracy and literacyThelma Perso -- Chapter 3: Indigenous Education Workers: A special case of educational assistantBob Funnell -- Chapter 4: Combating role discontinuity for principals of remote Indigenous schoolsRichard Niesche -- Chapter 5: Teacher s’ beliefs and practices in teaching mathematics in remote Aboriginal schoolsRobyn Jorgensen, Peter Grootenboer and Richard Niesche -- Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and NumeracyRod Gardner and Ilana Mushin -- Chapter 7: Naming method: “This is it, maybe, but youshould talk to …”Lisa Lunney-Borden and Dave Wagner -- Chapter 8: A three-level intervention pedagogy to enhance the academic achievement of Indigenous students: Evidence from QuickSmartJohn Pegg and Lorraine Graham -- Chapter 9: Building confidence and fostering engagement in Aboriginal learnersPeter Sullivan and Niek van Riel -- Chapter 10: Connecting children, community and curriculumJennifer Rennie -- Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kiskānītamowin Indigenous science education model to an informal education programDawn Sutherland and Natalie Swayze -- Chapter 12: Using digital media to mediate learning in remote Aboriginal communitiesRobyn Jorgensen..
Note:
Description based upon print version of record
DOI:
10.1007/978-981-4021-84-5
URL:
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