Signatures of quality teaching for Indigenous students

Boon, Helen; Lewthwaite, Brian

doi:10.1007/s13384-016-0209-4

Cited by 11 publications

(8 citation statements)

References 11 publications

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“…Data triangulation between the focus groups and SWAY questionnaires strengthened these findings. Educators also stated that embedding Aboriginal perspectives was beneficial for student engagement and learning; findings that are consistent with past literature (Silburn et al, 2011;Lloyd et al, 2015;Boon and Lewthwaite, 2016;Scull, 2016).…”

Section: Embedding Aboriginal Perspectivessupporting

confidence: 82%

“…This team contributed expert knowledge in their fields to collaboratively develop and support the implementation of the programme. Interprofessional collaborative practices recommended by the World Health Organisation (WHO, 2010) were thus valued (Speech Pathology Australia, 2016) and conducive to incorporation of culturally responsive practices, inclusive education and quality teaching (Boon and Lewthwaite, 2016;Lewthwaite et al, 2017).…”

Section: The Sway Programmementioning

confidence: 99%

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Perceptions of a culturally responsive school-based oral language and early literacy programme

Norman

Pearce

Eastley³

2020

AJIE

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‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

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Section: Embedding Aboriginal Perspectivessupporting

confidence: 82%

Section: The Sway Programmementioning

confidence: 99%

Perceptions of a culturally responsive school-based oral language and early literacy programme

Norman

Pearce

Eastley³

2020

AJIE

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“…When teachers (and other educational stakeholders) are mindful of students' identity, and the multiple identity‐related intersections at which they sit, in the science classroom, they may be better positioned to use a more inclusive framing of science content and media that helps students, particularly those that are typically excluded from science, connect to the content (Dawson et al, 2020). For example, researchers have consistently demonstrated that teachers who are able to authentically engage with and show they value Australian Aboriginal and Torres Strait Islander knowledges and cultures in the science classroom are not only better able to connect with those students, but also help broaden all students' understanding of who science is for (for summary, see McKinley & Gan, 2014; see also Boon & Lewthwaite, 2016 for domain general discussion of valuing Aboriginal and Torres Strait Islander knowledges and cultures). Given the importance of students' ability to connect with science as an antecedent of participation in unstructured science activities (Dabney et al, 2012), teachers whose science teaching is informed by multiple cultural perspectives may be best placed to support all students' participation in receptive unstructured science activities.…”

Section: Discussionmentioning

confidence: 99%

High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement

et al. 2022

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Students' out‐of‐school science participation has been identified as a factor that supports adaptive science outcomes. Researchers have largely investigated students' out‐of‐school science participation in terms of structured science activities (e.g., attending a science camp), with far less consideration of how students' involvement in unstructured out‐of‐school science activities (e.g., using at‐home science kits) may also be associated with students' aspirations and achievement in science. Research in this area has established a conceptual framework by which activities can be categorized by the activity's level of interaction (i.e., whether receptive or active). Although this conceptual framework is useful to understand the types of unstructured activities in which students engage, this research has tended to overlook the fact that students often participate in more than one out‐of‐school unstructured activity. The present investigation addressed this dearth of research by examining the extent to which different typologies of student participation in out‐of‐school receptive and active unstructured activities existed. The study also examined if these profiles were uniquely associated with students' aspirations and achievement in science above and beyond the effects of their current level of in‐school participation. The study employed a latent class analysis of N = 996 Australian high school students (40.60% girls) from six schools serving predominately above average socioeconomic status Australian high school students. Four distinct profiles of out‐of‐school participation in unstructured activities were found: Optimal, Receptive, Active, and Minimal Out‐of‐School Participation (OSP). The Optimal OSP and Receptive OSP profiles were associated with the higher aspirations (beyond students' in‐school participation), and both were significantly higher than the Active OSP and Minimal OSP profiles. Students' in‐school participation was most strongly associated with students' achievement. These findings suggest that encouraging students' participation in unstructured activities, especially receptive unstructured activities, and their in‐school participation may be viable avenues by which to improve students' science aspirations and achievement.

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“…Mainly because, Orang Asli students have a unique learning style and their academical success reflects the approach applied by educators during the teaching and learning process [27]- [29]. Orang Asli students prefer a holistic approach during teaching and learning, i.e., prefer visible materials such as pictures, perform tasks in a group, and reflective learning, that is, students are given a specific amount of time in completing a given task [29]- [31]. Thus, the integration of learning styles in every activity carried out is a major factor for Orang Asli students in achieving success in education [32]- [34].…”

Section: Introductionmentioning

confidence: 99%

Learning Styles Integration in ICT Literacy Module (mLICT-OA) Development for Orang Asli Students

Kamsin¹,

Salleh²,

Zainal³

et al. 2022

IJIET

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The Orang Asli communities are an integral part of the sociocultural and economic life in Malaysia’s society. Orang Asli students have different learning styles that are considered limited and are less skilled in the field of Information Communication Technology (ICT). These two are factors that hinder the advancement of education among them, thus resulting to them dropping out in higher education. Therefore, this conducted study aims to explore whether learning styles are an important aspect in the development of Orang Asli ICT literacy module (mLICT-OA). This is crucial to ensure students are able to engage in the teaching and learning process, and at the same time develop a meaningful learning environment. Quantitative research was conducted in Malaysia, which involved ninety-two (92) Orang Asli students. Data were analysed using the SmartPLS 3.0 software. Research findings show that learning styles are an important aspect that should be integrated into the ICT literacy module development for Orang Asli students. Therefore, this finding contributes by providing a research direction for improving Orang Asli students' capability in learning ICT by integrating their learning styles in mLICT-OA development.

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Signatures of quality teaching for Indigenous students

Cited by 11 publications

References 11 publications

Perceptions of a culturally responsive school-based oral language and early literacy programme

Perceptions of a culturally responsive school-based oral language and early literacy programme

High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement

Learning Styles Integration in ICT Literacy Module (mLICT-OA) Development for Orang Asli Students

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