標(biāo)題: Titlebook: Assessing the Evidence in Indigenous Education Research; Implications for Pol Nikki Moodie,Kevin Lowe,Karen Trimmer Book 2023 The Editor(s) [打印本頁] 作者: dentin 時(shí)間: 2025-3-21 17:17
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書目名稱Assessing the Evidence in Indigenous Education Research讀者反饋學(xué)科排名
作者: 無瑕疵 時(shí)間: 2025-3-21 23:01
Nikki Moodie,Kevin Lowe,Karen TrimmerPresents up-to-date research and evidence-based practice about what has actually been effective in the field.Provides a practical resource for Aboriginal families, communities and educators.Seeks to r作者: 圣人 時(shí)間: 2025-3-22 03:09
Postcolonial Studies in Educationhttp://image.papertrans.cn/b/image/163311.jpg作者: Hemiparesis 時(shí)間: 2025-3-22 06:38
https://doi.org/10.1007/978-3-030-27061-2lysed over 13,000 publications on 10 critical issues affecting Aboriginal and Torres Strait Islander students’ experience of schooling. As a result of these reviews, we know what is working well and what isn’t—and what the quality of evidence is. We know that when teachers engage in robust professio作者: lactic 時(shí)間: 2025-3-22 11:28
Recent Advances in Analysis of Food Proteinsthodological work of Petticrew and Roberts (Systematic reviews in the social sciences: A practical guide. Blackwell Publishing, 2006) on systematic reviews in the social sciences and the critical Indigenous research traditions championed by Indigenous scholars such as Linda Tuhiwai Smith, Lester-Ira作者: Bridle 時(shí)間: 2025-3-22 13:50
https://doi.org/10.1007/978-3-030-27061-2 investigates recent studies that identify the positive social, cultural and educational outcomes for Indigenous students who have access to these programs at school. The review found that while Indigenous families were strong advocates for the children’s access to quality language and cultural prog作者: Glaci冰 時(shí)間: 2025-3-22 19:59 作者: 強(qiáng)制性 時(shí)間: 2025-3-22 22:45
https://doi.org/10.1007/978-1-4684-0748-8ation that have historically existed between teachers and schools, and Indigenous students, families and their local communities. This relationship is both part symptomatic and part causal of the broader and highly complex array of legal and socio-economic issues that underpin the often highly fraug作者: 暫時(shí)別動(dòng) 時(shí)間: 2025-3-23 02:30 作者: Forsake 時(shí)間: 2025-3-23 07:29
https://doi.org/10.1007/978-3-030-81115-0ols. In the context of a predominantly western curriculum, careful planning and dedicated teaching are not enough to produce good outcomes. The chapter describes how the curriculum is organised in three ways, as a prior body of knowledge, as an approach to teaching this knowledge, and as a promise o作者: Medley 時(shí)間: 2025-3-23 12:24 作者: fatty-acids 時(shí)間: 2025-3-23 14:53
Food for Thought: An Introduction,ctices to improvements in Indigenous student outcomes. Accordingly, most research projects demonstrated improvements in engaging and supporting students, rather than establishing a direct causal link to educational outcomes. Findings from this analysis note that larger empirical studies focused on c作者: ostensible 時(shí)間: 2025-3-23 20:00
David Michael Bell,Theresa Moranlts such as NAPLAN. This chapter explores the kinds of literacy skills that are valued and tested in large-scale literacy programs, through technology-based intervention, bilingual curriculum, community partnerships, and specific classroom skills-based literacy approaches. When considering decades o作者: 晚來的提名 時(shí)間: 2025-3-23 23:52
Numanities - Arts and Humanities in Progressth a focus on addressing the disparity of outcomes between Indigenous and non-Indigenous students. This chapter reports on the results of a systematic review that examined 10?years of Australian research related to mathematics and numeracy education for Indigenous students. A total of 28 articles we作者: 浮夸 時(shí)間: 2025-3-24 05:19
https://doi.org/10.1007/978-3-030-81115-0. Ten years of concerted effort under Closing the Gap and related policy initiatives has done little to improve outcomes beyond small, incremental improvements. Programs and strategies promising much have come and gone, and most have quietly gone by the wayside. This apparent failure leaves the cont作者: Spirometry 時(shí)間: 2025-3-24 07:59
https://doi.org/10.1007/978-94-011-2830-8times subtly represented as being incapable or unwilling to affect the changes needed to succeed at school. This discursive positioning makes Indigenous people seem solely responsible for their own outcomes. Conversely, the education system and its agents are never represented as responsible for any作者: VOK 時(shí)間: 2025-3-24 11:42 作者: amplitude 時(shí)間: 2025-3-24 17:02
https://doi.org/10.1007/978-3-031-14306-9indigenous education; indigenous praxis; remote indigenous education; australian aboriginal education; e作者: alcoholism 時(shí)間: 2025-3-24 19:09
978-3-031-14308-3The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: conjunctivitis 時(shí)間: 2025-3-25 01:58
Book 2023ring questions about the failures of schooling to address the needs of Aboriginal communities. This book provides a systematic analysis of existing research to explain how connection to culture - and the recognition of Indigenous sovereignties and knowledges - are the keys to Aboriginal excellence in schooling..作者: 發(fā)出眩目光芒 時(shí)間: 2025-3-25 05:50 作者: Obliterate 時(shí)間: 2025-3-25 08:22 作者: 返老還童 時(shí)間: 2025-3-25 14:54 作者: 削減 時(shí)間: 2025-3-25 18:57
Developing a Systematic Methodology to Explore Research in Indigenous Education,thodology has meant that these discrete reviews can be brought to a single point of analysis to highlight systemic insights into the complex issues affecting the educational opportunities of Aboriginal and Torres Strait Islander students.作者: 類人猿 時(shí)間: 2025-3-25 23:42 作者: irradicable 時(shí)間: 2025-3-26 03:30 作者: 壟斷 時(shí)間: 2025-3-26 04:41
https://doi.org/10.1007/978-3-030-27061-2till some distance between practice and perceptions of practice, between understanding cause and effect and between the aspirations of Indigenous students and families, and the ability of education systems to meet those aspirations.作者: 遺傳學(xué) 時(shí)間: 2025-3-26 08:37 作者: LAST 時(shí)間: 2025-3-26 15:19
https://doi.org/10.1007/978-3-030-27061-2ves become parents. Based on these findings, this chapter describes implications for research, policy, schools and Indigenous communities. We centre the voices of the Indigenous students, parents and teachers that emerged through our research to consider practical implications for diverse stakeholders and communities.作者: anus928 時(shí)間: 2025-3-26 19:31 作者: AFFIX 時(shí)間: 2025-3-26 23:22 作者: uveitis 時(shí)間: 2025-3-27 01:56
Food for Thought: An Introduction,analysis note a distinct absence of a national vision for Indigenous education, a clear disconnect between policy and practice, and a general lack of understanding of the importance of culture, identity, Country, and kinship to Aboriginal well-being and success as ‘Aboriginal’.作者: Eviction 時(shí)間: 2025-3-27 06:13
David Michael Bell,Theresa Moranprograms testing critical literacies and developing multiliteracies or creativity skills. This chapter explores voices on sustainable and effective approaches to literacy for Aboriginal and Torres Strait Islander students, voices which are largely ignored in the literacy programs funded by the government.作者: 無政府主義者 時(shí)間: 2025-3-27 12:33
Numanities - Arts and Humanities in Progresstrait Island students are reported. The chapter concludes with implications for policymakers and practitioners in driving educational improvement for Aboriginal and Torres Strait Islander learners in mathematics.作者: heart-murmur 時(shí)間: 2025-3-27 16:47 作者: 有限 時(shí)間: 2025-3-27 18:55 作者: PHONE 時(shí)間: 2025-3-28 01:25 作者: pester 時(shí)間: 2025-3-28 06:05 作者: OMIT 時(shí)間: 2025-3-28 08:57 作者: 減少 時(shí)間: 2025-3-28 13:13
Knowing in Being: An Understanding of Indigenous Knowledge in Its Relationship to Reality Through Eent of place-based relations. The research reviewed here underscores interactive practices of ., rather than knowing through the knowledge taught by teachers. Both constitute very different understandings of knowledge in its relationship to reality.作者: Semblance 時(shí)間: 2025-3-28 18:38
Innovative School Leadership: Impacting Aboriginal Student Outcomes into the Future,owledge of cultural context and tailored to meet the needs of individual communities, are essential. Our review suggests that school leaders can bring about positive change by establishing a framework for effective co-leadership with Indigenous communities.作者: ROOF 時(shí)間: 2025-3-28 20:55
What Does Quality Teaching Look Like for Indigenous Australian Students and How Do We Know?,analysis note a distinct absence of a national vision for Indigenous education, a clear disconnect between policy and practice, and a general lack of understanding of the importance of culture, identity, Country, and kinship to Aboriginal well-being and success as ‘Aboriginal’.作者: 項(xiàng)目 時(shí)間: 2025-3-29 00:19 作者: 流行 時(shí)間: 2025-3-29 04:41 作者: 辭職 時(shí)間: 2025-3-29 08:57
,What’s the Problem Represented to Be? Analysing Indigenous Education Policy as Discourse,ffect that success at school and beyond is incompatible with indigeneity. Despite the reinvention of the Aboriginal education policies by successive governments, the continued policy focus on economic outcomes instead of Indigenous rights perpetuates old tropes of integration and assimilation.作者: 致敬 時(shí)間: 2025-3-29 13:23
The Foundations Required for First Nations Education in Australia,ermined agency within classrooms and across educational systems. Third, we theorise the role of pedagogy and curriculum within the frame of an education system designed to provide First Nations students with the knowledge and skills they need to thrive.作者: Free-Radical 時(shí)間: 2025-3-29 17:25 作者: Immunotherapy 時(shí)間: 2025-3-29 20:03 作者: Acclaim 時(shí)間: 2025-3-30 00:55
Improving School Engagement with Indigenous Communities,ht relationships existing between these communities and schools. The findings of this review provide insights into the everyday environments of these interactions, the possibilities that emanate from their establishment and the hope that these interactions can positively impact on students’ educational outcomes.作者: 咒語 時(shí)間: 2025-3-30 07:31
2946-2339 ies. This book provides a systematic analysis of existing research to explain how connection to culture - and the recognition of Indigenous sovereignties and knowledges - are the keys to Aboriginal excellence in schooling..978-3-031-14308-3978-3-031-14306-9Series ISSN 2946-2339 Series E-ISSN 2946-2347 作者: 疼死我了 時(shí)間: 2025-3-30 10:35
2946-2339 or Aboriginal families, communities and educators.Seeks to r.This book explores the current state of research on Indigenous education in Australia. In particular, these chapters focus on exploring deep and enduring questions about the failures of schooling to address the needs of Aboriginal communit作者: 卜聞 時(shí)間: 2025-3-30 13:31
Assessing the Evidence in Indigenous Education ResearchImplications for Pol作者: 刺激 時(shí)間: 2025-3-30 19:54
