Pedagogies to Enhance Learning for Indigenous Students

1. Front Matter

   Pages i-xii

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2. An Aboriginal Perspective on Education – Policy and Practice

   • Dale Kerwin, Harry Van Issum

   Pages 1-20

3. A Systemic Evidence-Based Strategy to Improve Indigenous Students’ Numeracy and Literacy

   • Thelma Perso

   Pages 21-44

4. Indigenous Education Workers: A Special Case of Educational Assistant

   • Robert Funnell

   Pages 45-60

5. Combating Role Discontinuity for Principals of Remote Indigenous Schools

   • Richard Niesche

   Pages 61-74

6. Teachers’ Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools

   • Robyn Jorgensen, Peter Grootenboer, Richard Niesche

   Pages 75-87

7. Language for Learning in Indigenous Classrooms: Foundations for Literacy and Numeracy

   • Rod Gardner, Ilana Mushin

   Pages 89-104

8. Naming Method: “This is it, maybe, but you should talk to …”

   • Lisa Lunney Borden, David Wagner

   Pages 105-122

9. A Three-Level Intervention Pedagogy to Enhance the Academic Achievement of Indigenous Students: Evidence from QuickSmart

   • John Pegg, Lorraine Graham

   Pages 123-138

10. Building Confidence and Fostering Engagement in Aboriginal Learners

    • Peter Sullivan, Niek van Riel

    Pages 139-153

11. Connecting Children, Community and Curriculum

    • Jennifer Rennie

    Pages 155-173

12. Evaluating Indigenous Science Education Programs: Applying the Ininiwi-kiskānītamowin Indigenous Science Education Model to an Informal Education Program

    • Dawn Sutherland, Natalie Swayze

    Pages 175-191

13. Using Digital Media to Mediate Learning in Remote Aboriginal Communities

    • Robyn Jorgensen

    Pages 193-211

14. Back Matter

    Pages 213-221

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​This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum  leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.

• Aboriginal education
• Aboriginal students
• Australia education
• Evidence based practice
• Indigenous education
• Indigenous schools
• Indigenous students
• Literacy
• Numeracy
• learning and instruction

• , Faculty of Education, Griffith University, Queensland, Australia

  Robyn Jorgensen

• Fac. Education, Monash University, Clayton, Australia

  Peter Sullivan

• Griffith University, Queensland, Australia

  Peter Grootenboer

Robyn Jorgensen is a Professor of Education at Griffith University. Her work has been predominantly in the area of mathematics education where she has been focused on understanding the ways in which practice includes or excludes particular groups of learners. She has worked across many Indigenous contexts, most recently spending 12 months in Central Australia, but also including work in the north-west of Australia and Queensland. She has an extensive publication record and is the recipient of numerous Australian Research Council grants.

Peter Grootenboer is Senior Lecturer in Mathematics Education at Griffith University. Peter worked in schools for 12 years as a teacher, senior teacher and Dean before moving into the tertiary sector. In 1997 he received a Jim Campbell Award – a national award for teaching excellence in mathematics in New Zealand. Peter completed his MEd and EdD through the University of Waikato focussing on mathematics education and educational leadership. Recently Peter’s research has focussed on Indigenous education, and issues related to equity and identity in mathematics learning and teaching.

Peter Sullivan is Professor of Science, Mathematics and Technology Education, Monash University. Peter is editor of the Journal of Mathematics Teacher Education, the leading international journal in the field. He was a member of the Executive of the International Group for the Psychology of Mathematics Education for four years. He is currently President of the Australian Association of Mathematics Teachers. Peter has established a reputation among researchers and practitioners for classroom research. His research on the use of open questions in mathematics classes has resulted in 4 books, 2 chapters in books, 12 refereed journal articles, 10 referred conference publications, and 5 research grants. He has also won competitive grants to conduct research on tasks generally, and processes for overcoming barriersto student learning.

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