Australian Journal of Indigenous Education最新文献_第6页

Rural Aboriginal high school students' views of their future tertiary education 农村原住民高中生对未来高等教育的看法

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-12-01 DOI: 10.1017/jie.2020.32

J. Howard, Jacob Jeffery, L. Walters, E. Barton

引用次数: 2

Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education 体现土著知识，保护和特权土著人民的方式认识，存在和做本科护理教育

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-12-01 DOI: 10.1017/jie.2020.16

A. Drummond

{"title":"Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education","authors":"A. Drummond","doi":"10.1017/jie.2020.16","DOIUrl":"https://doi.org/10.1017/jie.2020.16","url":null,"abstract":"Abstract In the era of Indigenising the academy, health disciplines like nursing are required to teach Indigenous peoples' health, history and culture in their undergraduate programmes in order to meet national accreditation standards. This inclusion of Indigenous peoples' perspectives within nursing education towards registration thus qualifies respective Indigenous perspectives as legitimate parts of the Australian nursing profession's scope of practice, which may sound like a reason to celebrate. However, caution should be exercised. Indigenous and Western knowledge systems are incommensurable. The practice of defining Indigenous perspectives for placements within curricula could be likened to extractive colonialism. Thus, the commodifying of Indigenous perspectives in creating competitive education products is problematic. As a Meriam and Wuthathi man who grew up in the Zenadth Kes (Torres Straits) now living and working on Turrbul and Yuggera country, and as a nurse academic, being immersed in this space of contentions is my reality. In order to enhance the education preparation of nursing students I teach, while simultaneously protect my embodied Indigenous knowledges and the Indigenous perspectives included in the curricula I teach, I privilege Indigenous ways of knowing, being and doing in my teaching practice. This yarn is about my experience in this cultural interface.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

JIE volume 49 issue 2 Cover and Front matter JIE第49卷第2期封面和封面

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-12-01 DOI: 10.1017/jie.2020.33

引用次数: 0

Introduction to the special issue: critical conversations on higher education as an enabler to building an Indigenous health workforce 专题导言:关于高等教育促进土著卫生工作队伍建设的关键对话

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-12-01 DOI: 10.1017/jie.2020.12

Chelsea J. Bond, Helena Kajlich

引用次数: 3

JIE volume 49 issue 2 Cover and Back matter JIE第49卷第2期封面和封底

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-12-01 DOI: 10.1017/jie.2020.34

引用次数: 0

Yes, DI did it: the impact of Direct Instruction on literacy outcomes for Very Remote Indigenous schools 是的，DI做到了:直接教学对非常偏远的土著学校扫盲结果的影响

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-11-27 DOI: 10.1017/jie.2020.20

N. Pearson

{"title":"Yes, DI did it: the impact of Direct Instruction on literacy outcomes for Very Remote Indigenous schools","authors":"N. Pearson","doi":"10.1017/jie.2020.20","DOIUrl":"https://doi.org/10.1017/jie.2020.20","url":null,"abstract":"Abstract In the journal article Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools, Guenther and Osborne (2020) compare schoolwide NAPLAN reading scale scores for 25 Very Remote Indigenous schools implementing Direct Instruction through the Flexible Literacy for Remote Primary Schools Program (‘Flexible Literacy’ or ‘the program’) with those for 118 Very Remote Indigenous schools not involved with the program, to assert the program has not improved literacy outcomes. Good to Great Schools Australia (GGSA) undertook an analysis of the same school data for Reading, Writing, Spelling and Grammar and Punctuation scores. Our findings contradict theirs. In all areas, schools participating in the program show significant growth compared with all Australian and all Very Remote Indigenous schools. In Reading, schools involved in the program from 2015 to 2017 averaged 124% growth, while the average growth for comparable ages was 19 and 34% for Australian and Very Remote Indigenous schools, respectively. In Grammar and Punctuation schools involved in the program in the same period grew 180%, whilst growth for Australian schools was 15%, and for Very Remote Indigenous schools, 28%. These contrasting results illustrate the importance of evaluating growth to assess the impact of educational programs, rather than achievement alone, particularly in the case of Very Remote Indigenous schools where achievement levels are far below Australian grade levels. Guenther and Osborne's comparison of achievement across schools rather than measuring growth within schools obscures real gains and is misleading.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48886241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori 对城市土著自决的贡献：尼吉南和考帕帕毛利的故事

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-11-19 DOI: 10.1017/jie.2020.26

Darwin Horning, B. Baumbrough

引用次数: 0

Editorial December 2020 社论2020年12月

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-11-11 DOI: 10.1017/jie.2020.25

M. Nakata, B. Fredericks, Katelyn Barney

引用次数: 0

An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland 一项赞赏性调查，以确定昆士兰地区原住民和托雷斯海峡岛民健康从业者的继续教育需求

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-11-11 DOI: 10.1017/jie.2020.24

J. Martyn, A. Woolcock

{"title":"An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland","authors":"J. Martyn, A. Woolcock","doi":"10.1017/jie.2020.24","DOIUrl":"https://doi.org/10.1017/jie.2020.24","url":null,"abstract":"Abstract Aboriginal and Torres Strait Islander health practitioners (Practitioners) have a broad scope of practice and play a pivotal role in addressing health disparities for Aboriginal and Torres Strait Islander people. Practitioners are required to maintain knowledge and skill levels to provide ongoing quality care. However, continuing education (CE) opportunities for Practitioners in regional areas are limited and little is known about the types of CE best suited to Practitioners. This study aimed to identify the CE needs of Practitioners working in a South-East Queensland region in Australia. Participatory action research and appreciative inquiry were combined in this multi-staged study. A local Aboriginal and Torres Strait Islander advisory group provided cultural guidance for the study design and implementation. Supervisors and Practitioners from two Aboriginal Medical Services consented to participate. In stage one of this study, the supervisors were interviewed and the Practitioners contributed to focus groups. The Practitioners prioritised their CE needs in the second study stage using a questionnaire. The participants identified Practitioner CE needs and group 2 listed their career aspirations and the best practitioners were described as ‘Deadly’. The Deadly practitioner had diverse practice knowledge, skills and attributes. The Practitioners had career aspirations beyond their role and a desire to learn. However, their career advancement was stifled by a lack of CE opportunities. CE in regional areas is limited. Practitioners are disadvantaged by exclusion. Enhancing CE opportunities for Practitioners will positively impact the health of regional Aboriginal and Torres Strait Islander communities by building social capital. Therefore, future research on Practitioner roles and CE is needed.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities 成功的支出：确定“什么有效？”澳大利亚大学土著学生成绩

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-10-28 DOI: 10.1017/jie.2020.27

S. Hearn, L. Kenna

{"title":"Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities","authors":"S. Hearn, L. Kenna","doi":"10.1017/jie.2020.27","DOIUrl":"https://doi.org/10.1017/jie.2020.27","url":null,"abstract":"Abstract Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.27","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2