scholarly journals Grade Repetition Risk for Indigenous Students in Early Schooling in Queensland, Australia

2014 ◽  
Vol 114 ◽  
pp. 744-748
Author(s):  
Robyn Anderson
Keyword(s):  
Grade Repetition ◽  
Indigenous Students ◽  
Early Schooling

scholarly journals Indigenous Students’ Increasing Risk of Grade Repetition in Early Schooling

2012 ◽  
Vol 41 (2) ◽  
pp. 196-207 ◽  
Author(s):  
Robyn Anderson
Keyword(s):  
At Risk ◽  
Research Literature ◽  
Early Years ◽  
Grade Repetition ◽  
Indigenous Students ◽  
Educationally Disadvantaged ◽  
Social And Emotional ◽  
Intervention Practice ◽  
Early Schooling ◽  
State Schools

The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students are more at risk of being repeated in the preschool/Prep year. These groups include boys and until recently, non-Indigenous students. However, the most recent data collected in 2009 shows that Indigenous students are more at risk of being repeated in all early years of schooling. As grade repetition has been shown to have limited value, it remains a concern that this intervention practice continues to be offered to students, and in particular Indigenous students, who may already be educationally disadvantaged. While grade repetition rates are low in Queensland state schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

2020 ◽  
Vol 30 (2) ◽  
pp. 146-158
Author(s):  
Robyn Anderson ◽  
Carla Anderson
Keyword(s):  
Department Of Education ◽  
Relative Risk Ratio ◽  
First Year ◽  
Grade Repetition ◽  
Policy And Practice ◽  
State Education ◽  
State Education Department ◽  
Early School ◽  
Early Schooling ◽  
Future Policy

AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

A Sociological Approach to Early Schooling

1984 ◽  
Vol 29 (1) ◽  
pp. 59-60
Author(s):  
Jere Brophy
Keyword(s):  
Sociological Approach ◽  
Early Schooling

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

scholarly journals Illuminating Indigenous health care provider stories through forum theater

2021 ◽  
Vol 17 (1) ◽  
pp. 61-70
Author(s):  
Vanessa Van Bewer ◽  
Roberta L Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Health Care Professionals ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Cultural Safety ◽  
Lateral Violence ◽  
Indigenous Students ◽  
Current Context ◽  
Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs

2021 ◽  
pp. 084456212110161
Author(s):  
Nicholas Metheny ◽  
Claire Dion Fletcher
Keyword(s):  
Baccalaureate Nursing ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Cultural Safety ◽  
Indigenous Students ◽  
Safe Spaces ◽  
Environmental Scan ◽  
Truth And Reconciliation ◽  
Substantial Progress ◽  
Cultural Competency Education

Background The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. Purpose To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. Methods A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Results Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. Conclusions This represents the first attempt to systematically catalog nursing and midwifery programs’ response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

2018 ◽  
Vol 48 (2) ◽  
pp. 119-128
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Gregory Martin ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Indigenous Students ◽  
Knowledge And Skills ◽  
Academic Knowledge ◽  
Success In Higher Education ◽  
Hidden Knowledge

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

Sign in / Sign up

Export Citation Format

Share Document