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Author: Sue Helme
Publisher:
ISBN:
Category : Aboriginal Australians
Languages : en
Pages : 12
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Book Description
School completion rates for Aboriginal and Torres Strait Islander students are well below the rates for non-Indigenous students. The Australian Government has set the target of halving the gap in Year 12 or equivalent attainment rates between Indigenous and non-Indigenous students by 2020. This resource sheet looks at the evidence on increasing the rate of school retention, achievement, and completion among Indigenous young people. It outlines what works, what doesn't, and what further research is needed. Topics include: current completion rates by gender, geographic location, and Indigenous status; causes of low completion; facilitators and barriers; and school culture and leadership, school-wide, and student-focused intervention strategies.
Author: Sue Helme
Publisher:
ISBN:
Category : Aboriginal Australians
Languages : en
Pages : 12
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Book Description
School completion rates for Aboriginal and Torres Strait Islander students are well below the rates for non-Indigenous students. The Australian Government has set the target of halving the gap in Year 12 or equivalent attainment rates between Indigenous and non-Indigenous students by 2020. This resource sheet looks at the evidence on increasing the rate of school retention, achievement, and completion among Indigenous young people. It outlines what works, what doesn't, and what further research is needed. Topics include: current completion rates by gender, geographic location, and Indigenous status; causes of low completion; facilitators and barriers; and school culture and leadership, school-wide, and student-focused intervention strategies.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School completion rates for Aboriginal and Torres Strait Islander students are well below the rates for non-Indigenous students. The target of halving the gap by 2020 in Year 12 attainment rates between Indigenous and non-Indigenous students is a major national challenge. For Indigenous students to complete school, they must enter secondary education on the same footing as their non-Indigenous classmates. This means ensuring that Indigenous children attend preschool, and that primary schools also focus on improving attendance, engagement and achievement.
Author: Peggy McCardle
Publisher: Routledge
ISBN: 1317928229
Category : Education
Languages : en
Pages : 245
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Book Description
There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Author: Frances Henry
Publisher: UBC Press
ISBN: 0774834919
Category : Social Science
Languages : en
Pages : 393
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Book Description
The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism doesn’t exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for excluding racialized and Indigenous professors. This book is the first comprehensive, data-based study of racialized and Indigenous faculty members’ experiences in Canadian universities. Challenging the myth of equity in higher education, it brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. They draw on a rich body of survey data, interviews, and analysis of universities’ stated policies to examine the experiences of racialized faculty members across Canada who – despite diversity initiatives in their respective institutions – have yet to see meaningful changes in everyday working conditions. They also make important recommendations as to how universities can address racialization and fulfill the promise of equity in higher education.
Author: Michael Long
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
The Council of Australian Governments (COAG) has endorsed a "Closing the Gap" agenda designed to improve the lives of Indigenous Australians. The agenda is distilled in a series of targets, one of which is the goal of halving the gap for Indigenous students in Year 12 attainment or equivalent (Certificate II or above) attainment rates by 2020. One of the proposed measures for monitoring progress towards achieving this target is apparent secondary school retention. This paper reviews estimates of recent changes in the gap in apparent Year 12 retention between Indigenous and non-Indigenous students using data from the MCEECDYA National Schools Statistics Collection. It also provides some alternative estimates of Year 12 participation using ABS experimental estimates of the Indigenous population. It uses these estimates to explore the increases in Indigenous Year 12 retention required to halve the gap between Indigenous and non-Indigenous students and places these in the context of recent changes in the Year 12 retention of Indigenous students. A table is appended presenting an estimated resident Indigenous population. (Contains 4 tables.).
Author: Martin Nakata
Publisher: Taylor & Francis
ISBN: 100078858X
Category : Education
Languages : en
Pages : 169
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Book Description
Addressing a significant gap in the literature, this book provides conceptual and practical foundations for the development of more effective support strategies to improve academic outcomes for Indigenous higher education students. Authors Martin and Vicky Nakata draw on Indigenous and higher education research, as well as their own experience implementing reforms to Indigenous student support services in Australian universities, to present a method that focuses on helping students to develop the skills and capabilities they need to thrive at university. The book is divided into three sections, the first outlining fifteen key concepts and conditions for student success. The second section provides detailed guidance on individual student case management, from foundational concepts through to implementation. The third section outlines what staff need to consider before attempting to implement changes to practice in their local context, offering a blueprint for assessing current practice, planning for and then implementing change. Presenting an approach that has proven successful in closing the gap between the academic outcomes of Indigenous and non-Indigenous students, this book is an essential resource for academic and non-academic staff who support underprepared students to succeed in higher education.
Author: Julia V. Clark
Publisher: Springer Science & Business Media
ISBN: 9400743572
Category : Science
Languages : en
Pages : 330
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Book Description
In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students. Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education is written in response to rising concern for the improvement of quality education – especially in mathematics and science – provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others. The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students’ data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide.
Author:
Publisher:
ISBN: 9781760518813
Category : Alice Springs (N.T.)
Languages : en
Pages : 20
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Book Description
Young Australians are at the centre of the Alice Springs (Mparntwe) Education Declaration. -- Education has the power to transform lives. It supports young people to realise their potential by providing skills they need to participate in the economy and in society, and contributing to every aspect of their wellbeing. -- page 2.
Author:
Publisher:
ISBN: 9780980801798
Category : Children
Languages : en
Pages : 226
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Book Description
This inaugural report presents information on the wellbeing of children and young people in Western Australia, and the factors influencing their development. Statistics are presented for 33 measures of wellbeing, categorised under 8 domains: health and safety, education, material wellbeing, family and peer relationships, participation, subjective wellbeing, behaviours and risks, and environment. Information is also included on the importance of each measure, and major policy work, projects and initiatives in that area. This report is one of three documents that comprise the Wellbeing Monitoring Framework Project, which together provide additional information on the wellbeing of children and young people in Western Australia.
Author: Iris Manor-Binyamini
Publisher: Springer Science & Business Media
ISBN: 1461489849
Category : Psychology
Languages : en
Pages : 219
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Book Description
Poverty. Lack of social support. Limited access to education. High risk for health problems. Indigenous communities face an inordinate number of hardships. But when children have special needs, these problems multiply exponentially, making existing difficulties considerably worse. School-Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities begins with an in-depth overview of indigenous experience and psychology, and situates disabilities within the contexts of indigenous communities and education services. The pilot study at the core of the book, conducted among the Bedouins of southern Israel, shows this knowledge in action as special education personnel engage parents in interventions for their children. Going beyond facile concepts of cultural sensitivity, the model recasts professionals as cultural mediators between school and family. This practice-oriented information has the potential to improve not only the well-being of children and families, but of the greater community as well. Featured in the coverage: Unique characteristics of indigenous communities and children with disabilities. Psychological models of reactions to disability. Benefits of multidisciplinary teams. Factors affecting collaboration between indigenous parents of children with disabilities and school professionals. Core principles of indigenously attuned collaboration. An extended case study on collaboration between parents of children with disabilities and school professionals in a Bedouin community. School-Parent Collaborations in Indigenous Communities is a breakthrough resource for researchers, graduate students, and professionals working with special needs children in child and school psychology, international and comparative education, social work, cross-cultural psychology, public health, and educational psychology.
