Approaches to theAcademic Preparation andSupport ofAustralian Indigenous Students forTertiary Studies

Abstract

This paper explores how the academic performance of Indigenous students has been investigated in the higher education literature and where this fits within the academic support context and teaching and learning developments in Australian universities. The authors suggest an approach to Indigenous academic skills support that equips Indigenous students with tools for managing their engagements with the content of Western disciplines. A case is made for more focussed research around Indigenous students' approaches to processing intellectual content while developing their own Indigenous standpoints.

A Note on Spin Pumping Theory With Landau–lifshitz–gilbert Equation Under Quantum Fluctuation; Necessity for Quantization of Localized Spin

“…In addition, the work by Adachi et al [25,26] supports our result; they have adopted the same approach with ours [17] (i.e. the Schwinger-Keldysh formalism with magnon degrees of freedom) and have studied the contribution of the exchange interaction, J, to spin pumping up to O(J 2 ) without timedependent transverse magnetic fields (i.e.…”

“…They [25,26] have revealed, through the standard procedure of the SchwingerKeldysh formalism, that spin currents cannot be generated under the thermal equilibrium condition where the temperature difference does not exist between localized spins and conduction electrons, because of the balance between thermal fluctuations in ferromagnet and those in non-magnetic metal, even when a magnetic field along the quantization axis is applied; [25,26,17] …”

“…(19) and (30)). Here it should be emphasized that the Schwinger-Keldysh formalism, [18,19,20,21,22] which we have adopted, [17,25,26] …”

Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia

“…Research on enabling education is still in its infancy, with little evidence to guide the development of effective programs (Lum et al 2011;Nakata et al 2008), and very little evidence that is specific to Indigenous Australian students (Fredericks et al 2015;Oliver et al 2013a, b;Kinnane et al 2014). Most existing research on enabling programs is limited to course-evaluation-style approaches, which are largely focussed on students' perceptions and/or experience rather than on attainment or broader capacity-building outcomes.…”

Aspiration, achievement and access: The ACT-Indigenous Success pathway to university

“…Moreover, they have continually demonstrated a critical role in the retention of students in higher education (e.g., Helme, 2007;Howlett, Seini, Matthews, Dillon & Hauser, 2008;Sharrock & Lockyer, 2008). Universities are not seen as 'black spaces' (Barney, 2013) and so by far the most important function of these centres is to provide a place of acceptance and safety (Nakata, Nakata & Chin, 2008). Such findings highlight the importance of 'place' and 'belonging' to Indigenous students -factors that are at least as important as a priori academic performance.…”