Benefits of Community Involvement at the School Level

2002 ◽  
Vol 30 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Stuart Dwyer
Keyword(s):  
Western Australia ◽  
Community Involvement ◽  
Northern Territory ◽  
National Average ◽  
School Level ◽  
Student Enrollment ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Remote Areas ◽  
Indigenous Student

I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.

Conceptualising and Measuring the Mobility of Indigenous Students in the Northern Territory

2010 ◽  
Vol 39 (1) ◽  
pp. 88-97 ◽  
Author(s):  
Andrew Taylor ◽  
Bruce Dunn
Keyword(s):  
Educational Outcomes ◽  
Policy Making ◽  
Student Mobility ◽  
Northern Territory ◽  
Indigenous Students ◽  
Remote Areas ◽  
Educational Administrators ◽  
Remote Setting

AbstractThe vexed and ongoing issue of poor educational outcomes for Indigenous students in the Northern Territory continues despite years of successive programs and policies. Much of the debate has been on funding and pedagogy, in particular the merits or otherwise of bi-lingual teaching. Largely omitted from discussions, although well known by teachers and schools in remote areas to be an issue, are high rates of in-term student mobility. Such “unexpected” moves are thought to affect the capacity for students to achieve benchmark outcomes, for teachers to deliver these and for schools to administer their students within the allocated systems and budgets. Up to now teachers and schools have relied on anecdotes to engage in dialogue around the impacts of mobility. This is because adequate conceptualisations for aggregating, depicting and reporting on the size and nature of in-term mobility were not available. This paper documents several years of work into producing these outcomes. Three measures are conceptualised and outlined in this paper which will be of interest to teachers, schools and educational administrators in all jurisdictions where services are delivered in a remote setting. The results clearly demonstrate the high churn of Indigenous students within terms, especially in remote areas of the Northern Territory. The findings from this study can be applied to inform funding and policy making and as a basis for further research to document the impacts for teachers and schools.

Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students

2007 ◽  
Vol 36 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Anne Thwaite
Keyword(s):  
Early Childhood ◽  
Western Australia ◽  
Indigenous Studies ◽  
Community Schools ◽  
Department Of Education ◽  
Early Childhood Teacher ◽  
Strategic Partnerships ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Education Commission

AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

The Fourth R — Reconciliation and the Maintenance of indigenous Language in Urban Secondary Schools

1998 ◽  
Vol 26 (1) ◽  
pp. 8-11
Author(s):  
Sue Jade
Keyword(s):  
Secondary Schools ◽  
Torres Strait Islander ◽  
Subject Area ◽  
Northern Territory ◽  
Language Of Instruction ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Language Studies ◽  
Junior Secondary ◽  
Torres Strait

Indigenous students in urban secondary schools in the Northern Territory are faced with barriers to their success in learning, in the education race. Amongst these is the question of language studies. Like all students, they must study English as a separate subject, they must study all other subjects using English as the language of instruction, and they must study a second language, a language other than English (LOTE), as a component of their Junior Secondary Studies Certificate. Most schools offer Indonesian and some are able to offer a broader choice. For the Indigenous student, social justice demands an addition to this range. It is illogical and unfair that schools, in some cases with up to 30 per cent Indigenous students, do not include Aboriginal and Torres Strait Islander languages in their programs. It is also shortsighted of schools to ignore the opportunity to provide these students with a subject area in which their culture is dominant.

Indigenous Australian Students' Participation Rates in Higher Education: Exploring the Role of Universities

2011 ◽  
Vol 40 ◽  
pp. 59-68 ◽  
Author(s):  
Ekaterina Pechenkina ◽  
Emma Kowal ◽  
Yin Paradies
Keyword(s):  
Higher Education ◽  
Student Support ◽  
Education Student ◽  
Completion Rates ◽  
Participation Rates ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Education Participation ◽  
Australian Universities

Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Indigenous Australian participation in higher education, it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this article we analyse higher education student and staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the web sites of 40 Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students' higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students, and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.

scholarly journals Complete Genome Sequence of Community-Associated Methicillin-Resistant Staphylococcus aureus Sequence Type 1, SCC mec IV[2B], Isolated in the 1990s from Northern Western Australia

2021 ◽  
Vol 10 (37) ◽  
Author(s):  
Nicola M. Karakatsanis ◽  
Shakeel Mowlaboccus ◽  
Elena Colombi ◽  
Julie C. Pearson ◽  
Joshua P. Ramsay ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
Genome Sequence ◽  
Western Australia ◽  
Complete Genome Sequence ◽  
Complete Genome ◽  
Sequence Type ◽  
Indigenous Australian ◽  
Methicillin Resistant ◽  
Content Type

Sequence type 1 (ST1) methicillin-resistant Staphylococcus aureus (MRSA) type IV[2B] has become one of the most common community-associated MRSA clones in Australia. We report the complete genome sequence of one of the earliest isolated Australian S. aureus ST1-MRSA-IV strains, WBG8287, isolated from an Indigenous Australian patient living in the remote Kimberley Region of Western Australia.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Improving Indigenous student outcomes through improved teacher education: the views of Indigenous educators

2020 ◽  
Vol 16 (2) ◽  
pp. 146-152
Author(s):  
Tracy Woodroffe
Keyword(s):  
Teacher Education ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Cultural Shift ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Alternative Approach ◽  
Australian Education ◽  
Specialist Knowledge ◽  
Indigenous Educators

This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide a locus of potential for the improved educational outcomes of Indigenous students. Indigenous educators’ knowledge about teaching and their specialist knowledge about Indigenous content place them in a position of epistemological privilege. The vehicle for change in the interests of Indigenous students is teacher education, and the driving force of untapped potential is Indigenous educators.

scholarly journals Indigenous students: Barriers and success strategies-A review of existing literature

2018 ◽  
Vol 9 (3) ◽  
pp. 70
Author(s):  
Heather Joyce Nelson ◽  
Twana Lee-Ann Cox-White ◽  
Beverlee Ann Ziefflie
Keyword(s):  
Nursing Students ◽  
Student Success ◽  
The United States ◽  
Completion Rate ◽  
Cultural Safety ◽  
Future Research ◽  
Success Rates ◽  
Indigenous Students ◽  
Post Secondary ◽  
Indigenous Student

There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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