Pedagogies to Enhance Learning for Indigenous Students : Evidence-based Practice / edited by Robyn Jorgensen, Peter Sullivan, Peter Grootenboer.

Format:

Book

Contributor:

Jorgensen, Robyn.

Sullivan, Peter, 1948-

Grootenboer, Peter.

Language:

English

Subjects (All):

Learning, Psychology of.

Literacy.

Instructional Psychology.

Local Subjects:

Instructional Psychology.

Literacy.

Physical Description:

1 online resource (xi, 221 pages) ; illustrations.

Edition:

1st ed. 2013.

Place of Publication:

Singapore : Springer Nature Singapore : Imprint: Springer, 2013.

Language Note:

English

Summary:

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.

Contents:

Foreword Paul Hughes

Preface Robyn Jorgensen, Peter Sullivan and Peter Grootenboer

Chapter 1: An Aboriginal perspective on education –Policy and practice Dale Kerwin and Harry van Issum

Chapter 2: A systemic evidence-based strategy to improve Indigenous students’ numeracy and literacy Thelma Perso

Chapter 3: Indigenous Education Workers: A special case of educational assistant Bob Funnell

Chapter 4: Combating role discontinuity for principals of remote Indigenous schools Richard Niesche

Chapter 5: Teacher s’ beliefs and practices in teaching mathematics in remote Aboriginal schools Robyn Jorgensen, Peter Grootenboer and Richard Niesche

Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and Numeracy Rod 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 QuickSmart John Pegg and Lorraine Graham

Chapter 9: Building confidence and fostering engagement in Aboriginal learners Peter Sullivan and Niek van Riel

Chapter 10: Connecting children, community and curriculum Jennifer Rennie

Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kiskānītamowin Indigenous science education model to an informal education program Dawn Sutherland and Natalie Swayze

Chapter 12: Using digital media to mediate learning in remote Aboriginal communities Robyn Jorgensen.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9781283910903

128391090X

9789814021845

9814021849

OCLC:

820728835