000			05304nam a22004571i 4500
001			BRILL9789460918889
003			nllekb
005			20260610105021.0
007			cr un uuuua
008			191130s2012 ne sb 001 0 eng d
020			_a9789460918889 _q(electronic book)
020			_z9789460918872 _q(print)
024	7		_a10.1007/978-94-6091-888-9 _2DOI
035			_a(OCoLC)868632282
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLC3719
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a362.84 _223
245	0	0	_aIndigenous Education : _ba A Learning Journey for Teachers, Schools and Communities / _cEdited by Nina Burridge; Frances Whalan; Karen Vaughan.
246	3		_aA Learning Journey for Teachers, Schools and Communities
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2012.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aTransgressions: Cultural Studies and Education ; _v86
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rNina Burridge , Frances Whalan and Karen Vaughan -- Aboriginal Education Policy Contexts and Learning Pathways / _rNina Burridge , Frances Whalan and Karen Vaughan -- An Historical Overview of Aboriginal Education Policies in the Australian Context / _rNina Burridge and Andrew Chodkiewicz -- Action Learning Based Professional Development / _rFrances Whalan and Kerin Wood -- A Study of Action Learning and Aboriginal Cultural Education / _rNina Burridge , Andrew Chodkiewicz and Frances Whalan -- Coral Secondary School / _rStacey Quince -- Magenta Secondary School / _rNina Burridge and Christine Evans -- Carmine School / _rNina Burridge and Christine Evans -- Indigo Primary School / _rChristine Evans and Geoffrey Riordan -- Teal Primary School / _rPeter Aubusson and Karen Vaughan -- Crimson Primary School / _rSuzanne Kenney and Karen Vaughan -- Maroon Primary School / _rKaren Vaughan , Peter Aubusson and Heather Edwards -- The Journey Continues / _rNina Burridge and Andrew Chodkiewicz -- Appendix / _rNina Burridge , Frances Whalan and Karen Vaughan -- Author Biographies / _rNina Burridge , Frances Whalan and Karen Vaughan.
520			_aEducation is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
588			_aDescription based on print version record.
650		0	_aIndigenous peoples _xEducation.
700	1		_aBurridge, Nina, _eeditor.
700	1		_aWhalan, Frances, _eeditor.
700	1		_aVaughan, Karen, _eeditor.
776	0	8	_iPrint version: _tIndigenous Education: A Learning Journey for Teachers, Schools and Communities, _dLeiden Boston : Brill | Sense, 2012 _w9789460918872
830		0	_aTransgressions: Cultural Studies and Education ; _v86.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-888-9
999			_c20993 _d20993