Sharma, Namrata (2020). Value-Creating Perspectives and an Intercultural Approach to Curriculum for Global Citizenship. Journal of Interdisciplinary Studies in Education, v9 n1 p26-40. Several recent scholarly works have challenged the Western dominated paradigm underlying the UNESCO-led agenda of global citizenship education. This includes the heavy influence of Enlightenment liberalism. Further discussions must also be centered on integrating non-Western perspectives so that the practice of global citizenship has a more critical and intercultural focus. This paper offers suggestions to develop curriculum for global citizenship based on a study of leaders and their movements, including Wangari Maathai and Daisaku Ikeda who have inspired people to act within their local communities based on their personal values that are rooted in their experiences with being engaged in both Western and non-Western modes of thinking…. [PDF]

Derr, Victoria; Simons, Jordin (2020). A Review of Photovoice Applications in Environment, Sustainability, and Conservation Contexts: Is the Method Maintaining Its Emancipatory Intents?. Environmental Education Research, v26 n3 p359-380. Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire's critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris' original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current… [Direct]

Li, Hui; Yang, Weipeng (2022). Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore. ECNU Review of Education, v5 n2 p299-327 Jun. Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework–formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to… [PDF] [Direct]

Whitehead, Patrick M. (2022). Internationalization of a Course in Human Development. International Research and Review, v11 n2 p85-101 Spr-Sum. The author, a psychology instructor at an American university, describes the internationalization of his course in Human Growth and Development. The author argues that human development cannot be easily summarized by nature (i.e., biological and evolutionary predisposition) or nurture (i.e., learning through environment and experience). Development must be seen as a combination of both, and this makes the internationalization of courses in human development necessary. The internationalization of the course in question is set up with respect to cultural differences in individualism and collectivism. In each internationalization activity, students are asked to compare and contrast mainstream scientific rituals and practices in development, which is consonant with traditional human development textbooks, with indigenous rituals and practices, which are often left out of textbooks. The author provides detailed examples of how this process was carried out, what the objectives were and how… [PDF]

Hradsky, Danielle (2022). Education for Reconciliation? Understanding and Acknowledging the History of Teaching First Nations Content in Victoria, Australia. History of Education, v51 n1 p135-155. Contemporary Australian curricula require teachers to promote reconciliation through the teaching of Aboriginal and Torres Strait Islander histories, cultures and languages. Engaging with First Nations knowledges and histories in education comes with a very complex and historically layered legacy. This paper examines the role of education in the ongoing process of colonisation by critically analysing historical and contemporary documents prescribing what Victorian students should learn about First Nations peoples, histories and cultures. These documents are discussed in the context of relevant events and policies, from the Terra Nullius ideologies that dominated curricula until the 1960s, through the growing agenda of self-determination in the 1970-1980s, and into the current swinging pendulum of political agendas. It is argued that contemporary curricula and policies promote reconciliation without embracing the necessary social justice and decolonising ideologies…. [Direct]

Murad, Md. Wahid; Weiler, Tanya (2022). Motivational Factors Influencing Learners' Academic Success in an Australian Enabling Education Setting. Journal of Social Studies Education Research, v13 n4 p97-119. The main objective of this study is to identify and discuss the motivational factors that significantly influence learners' academic success in an Australian enabling education setting. The logistic regression technique has been employed to identify the motivational factors using data collected through online surveys with 331 learners enrolled in Foundation Studies and Diploma programs at a South Australian university. Empirical results showed that there are some dominant motivational factors that can be used to predict how and why they are important in influencing learners' academic success in these programs. The motivational factors that were found to significantly influence learners' academic success include the time available to study, work status, living with a disability, and childcare arrangements. Individual study habits and interest in the materials were also found to be significant. Additionally, several other motivational factors were found to not significantly influence… [PDF]

Hern√°ndez Su√°rez, C√©sar Augusto; Pab√≥n Gal√°n, Carlos Antonio; Paz Montes, Luisa Stella (2022). Oral Tradition Literature, Social Justice and Inclusive Education. Journal of Language and Linguistic Studies, v18 n3 p447-457. A systematic review was carried out on the production and publication of research papers related to the study of the variable Literature of Oral Tradition, Social Justice and Inclusive Education under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) approach. The purpose of the analysis proposed in this document was to know the main characteristics of the publications registered in the Scopus and WoS databases during the year and their scope in the study of the proposed variables, achieving the identification of 106 publications. Thanks to this first identification, it was possible to refine the results through the keywords entered in the search button of both platforms, which were "social justice" and "inclusive education," reaching a total of 18 documents, excluding duplicates and those that did not meet the analysis criteria. These were analyzed to find out the relationship between the variables and how the Americas have advanced… [PDF]

Townsend, Annie (2022). Preparing Students for Complex Humanitarian Contexts. Journal of Social Work Education, v58 n3 p521-536. The future is unfolding now, framed by unprecedented trends of complex humanitarian contexts. To prepare for this as a profession, social work education faculties need to respond to the current call for the scaling up of well-prepared social work practitioners. The Preparation for Complex Humanitarian Contexts for Pre-Service Social Work Students education framework offers a hybrid experience for social work students and includes an internationalized curriculum, practical hands-on experience through field education, and a meaningful field education Preparation Program. Successful implementation of the Preparation Program provides unparalleled opportunities to engage with students to become social workers for the future who will be well suited to work in complex humanitarian contexts and to be the mainstays of an uber workforce. Autoethnography is used in this article as a qualitative research method. Autoethnographical narratives are used to interpret the author's experiences as a… [Direct]

Carter, Huhana-Suzanne; Hayward, Bronwyn; Mackey, Glynne; Manning, Richard; Tolbert, Sara (2020). Social Agency and Ecoliteracy: Seeds of Change for Teacher Education in Uncertain Climate Futures. set: Research Information for Teachers, n3 p54-60. In this article, we discuss the importance of developing the skills of ecological citizenship for teachers and students. In particular we consider how we can support teaching practice to develop the skills of social agency and ecoliteracy. We argue that these skills are essential for building teacher and student capabilities to co-create regenerative futures on a warming planet. In this discussion we reflect on our experiences as educators and researchers invested in place-based education, sustainability, climate justice research, democracy, and citizenship education. We highlight some of the tools and approaches that we have used in supporting both preservice teachers, and children, to learn these skills of ecological citizenship…. [Direct]

Anderson, Kirk David (2007). Influences Preceding "Nunatsiavut" Self-Determination: Historical, Political and Educational Influences on the People of Northern Labrador (Canada). Australian Journal of Indigenous Education, v36 p101-110. What were the influences on the Inuit of Northern Labrador preceding the creation of the self-governing territory of Nunatsiavut? What are the preterritorial influences of the Inuit on the territory's five schools? To answer these questions and to share the success of one Indigenous people, the Nunatsiavut Inuit (the Inuit of Northern Labrador, Canada), this paper traces their survival, recovery, and development as they reclaim their right to self-determination (Smith, 1999). As part of this process, the paper reports such influences as: the bicultural and assimilationist forces (Moravian missionaries and the governments of Newfoundland), the rise and successful influence of the Labrador Inuit Association as a precursor to the Nunatsiavut Assembly, and the Inuit influence on schools in the region. This paper concludes with a discussion of the nature of northern isolation as a source of economic and cultural strength, which may have enabled the Nunatsiavut Inuit to resist complete… [Direct]

Fredericks, Bronwyn (2007). Utilising the Concept of Pathway as a Framework for Indigenous Research. Australian Journal of Indigenous Education, v36 suppl p15-22. Drawing on Gregory Cajete's (1994, p. 55) explanation of \Pathway\ (Path denoting structure, Way implying a process), a research framework was developed exploring Aboriginal women's perceptions and experiences of health and health services. Developing the research methodology was like laying out the Path, as a well thought out structure or the plan for the research. It relates as an external landscape, not just in terms of the Path itself, but also the research process within the landscape of the site of the research. The Way, being the process, involved enabling a clear, thought out process for me to follow and additionally one for me within my Self. The research was informed and guided by Aboriginal women. I also travelled an internal landscape in the journey of the Self, within my own learning and coming to terms with myself as an Indigenous researcher within the Pathway…. [Direct]

Houston, Jennifer (2007). Indigenous Autoethnography: Formulating Our Knowledge, Our Way. Australian Journal of Indigenous Education, v36 suppl p45-50. This paper seeks to engage the cultural interface where Indigenous knowledge meets Western academia, by questioning the validity of traditional research methods. Firstly, it is a response to the challenges facing Indigenous people confronted with the ethical and methodological issues arising from academic research. Secondly, it is a journey \into\ academia, where the researcher is all too often forced to remove the \self\ from the \subject\; a difficult task for an Aboriginal person involved in research concerning Aboriginal people. Distancing oneself from research is even more difficult if the research is based closer to home, in one's own community. Therefore, a significant need exists for Indigenous people to conduct and present research in a manner respectful of Indigenous ways of understanding and reflective of the ways in which Indigenous peoples wish to be framed and understood. This need has fuelled the search for Indigenous methodologies, which challenge the imperial basis… [Direct]

Dalal, Priya; Williamson, Jane (2007). Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum. Australian Journal of Indigenous Education, v36 suppl p51-58. Attempts to Indigenise the curriculum run the risk of implying the application of an "impoverished" version of "Aboriginal pedagogy" and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between "Indigenous knowledge, standpoints or perspectives" and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators. This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its… [Direct]

Dillon, Steve (2007). Maybe We Can Find Some Common Ground: Indigenous Perspectives, a Music Teacher's Story. Australian Journal of Indigenous Education, v36 suppl p59-65. This paper examines the idea of embedding Indigenous perspectives drawing upon a metaphor for designing an environment that nurtures Indigenous cultural identity and relationships. This paper constitutes a teacher's personal story of emerging understandings of Indigenous Standpoint Theory and pedagogy, which began with embedding Indigenous perspectives within a tertiary music and sound curriculum. These understandings were developed into \rules of thumb\ that have had transferable implications for research that examines community music-making projects in urban Indigenous and cross-cultural communities. These ideas are explored through case studies that examine them in context. Furthermore, the idea of embedding Indigenous perspectives in my own value systems is explored and a growing awareness of the embodied understanding that stems from an open, continuous and critical discourse with Indigenous people. This reveals a relationship of belonging and welcoming interfaced with… [Direct]

Nymo, Randi (2007). Sensibility: A New Focus in Sami Health Care Education. Australian Journal of Indigenous Education, v36 suppl p66-73. Colonialism has had significant bodily impacts on Indigenous peoples through medicine. Excluded from the German race, Sami have been burdened by mainstream prejudices which perpetuate myths about Sami having poor genetic material and, as a consequence, having an inferior culture and language. This offensive burden and subsequent humiliation has particular implications for the Sami who come into contact with the health system as patients. Ethnic identity is connected with taboos, not only for patients, but also for Sami and non-Sami treaters. According to common knowledge Saminess should not be a theme. In spite of intense assimilation, many Sami understand illness as something caused of powers in nature or influenced by other people. The result can be a feeling of bodily chaos. Not understanding the meanings of the signs shown by the patients may bring health workers to interpret expressions of culture as signs of disease. Sami patients can be diagnosed as suffering from delusions…. [Direct]

Adermann, Jenny; Campbell, Marilyn (2007). Big Worry: Implications of Anxiety in Indigenous Youth. Australian Journal of Indigenous Education, v36 suppl p74-80. Excessive anxiety and worry can prevent young people from participating fully in school and life opportunities. Anxiety can involve fear of being apart from significant people or being left alone; avoidance of certain situations or activities for fear of embarrassment; worrying about normal life issues; repetitive thoughts and behaviours used as protection against something bad happening; or panic attacks and fears of recurring attacks and their effects. It has been shown that unusual behaviours such as obsessional activities, the need for reassurance, low self-esteem, poor concentration, fatigue, headaches, stomach aches and other reactions from excessive anxiety can hinder a child's academic success at school and affect their social relationships. Furthermore, anxiety is linked to depression that, in some cases, leads to suicide. This is significant for Indigenous youth as suicide rates in this group are significantly higher than the Australian national average. Not only are there… [Direct]

Green, Richard; Oppliger, Amanda (2007). The Interface between Indigenous and Non-Indigenous Systems of Knowing and Learning: A Report on a Dharug Language Programme. Australian Journal of Indigenous Education, v36 suppl p81-87. This paper reports on the processes experienced in the development of a language programme in a high school in the western suburbs of Sydney in 2006 and represents the ideas and views of the two key participants. We consider the different perspectives held by the key participants on the project and how these need to be worked through in order to come to a place where the two (or more) systems of knowing and learning can be symbiotic rather than pushing against one another. The two systems being referred to are, in brief, a Western academic position, held by the linguist on the project, and an Indigenous intuitive position, held by the language tutor on the project. We report on the steps forward and backward in this process and how the participants felt and dealt with the emotional and intellectual demands incurred throughout the process. Much of this "two steps forward, one step back" process has resulted from the struggle for the non-Indigenous linguist to understand the… [Direct]

Makuwira, Jonathan (2007). The Politics of Community Capacity-Building: Contestations, Contradictions, Tensions and Ambivalences in the Discourse in Indigenous Communities in Australia. Australian Journal of Indigenous Education, v36 suppl p129-136. The recent hype and ascendancy in the discourse of community capacity-building has generated a lot of heated debate among development and policy experts on its applicability in various contexts. In particular, questions have been raised on the presuppositions inherent in the discourse and, more so, the tension that exists between theory and practice. This paper aims to contribute to the ongoing debate about the politics of capacity-building. While the paper begins by deconstructing the theoretical principles that underpin capacity-building, it seeks to show how the concept is covertly used to subjugate and create power imbalance between the "builders" (supposedly those with the power) and the "beneficiaries" (those assumed to be powerless), in the name of development and empowerment. Specifically, the paper seeks to respond to the following questions: What is "capacity"? Who needs capacity? Capacity to do what? Whose interest(s) is/are served when… [Direct]

Kutay, Cat (2007). Knowledge Management as Enterprise. Australian Journal of Indigenous Education, v36 suppl p137-144. Indigenous people have been for a long time deprived of financial benefit from their knowledge. Campaigns around the stolen wages and the "Pay the Rent" campaign highlight this. As does the endemic poverty and economic disenfranchisement experienced by many Indigenous people and communities in Australia. Recent enterprises developed by Indigenous people, such as the sale of art works, can be seen as examples of people receiving remuneration for tangible products deriving from their knowledge. Also, tourism involves the sale of selected knowledge in context. Information and Communication Technology (ICT) is a rich and expanding area of enterprise development which supports the development of knowledge and its use in enterprise. While such work depends on the owner's, or in this case Indigenous, control of the knowledge, it can open up new avenues for enterprise development. Knowledge about local land can be included in children's computer games, knowledge about successful… [Direct]

Eybers, Oscar O. (2019). Applying Ayittey's Indigenous African Institutions to Generate Epistemic Plurality in the Curriculum. Transformation in Higher Education, v4 Article 68. Background: South Africa's institutions of higher learning are currently experiencing a dispensation in which calls for curricula transformation and decolonisation reverberate. While the need for curricula evolution is generally accepted, there appears to be a lack of awareness of methodologies which are applicable to changing curricula. To this end the study proposed the incorporation of Ayittey's text Indigenous African Institutions into mainstream curricula for the following reasons: It is a rich source of indigenous African knowledge and includes history and information which relate to all disciplinary faculties and their areas of teaching. Aim: The following conceptual study aimed to highlight the value of George Ayittey's seminal text, "Indigenous African Institutions" of 2006, towards implementing curricula in South African universities that are epistemically diverse. Setting: This study is contextualised in higher learning spaces in the African context. Method: The… [PDF]

Goldenberg, Katlin; Goley, P. Dawn; Ladwig, Steve; Shaughnessy, Frank J.; Sprowles, Amy (2019). Place-Based Learning Communities on a Rural Campus: Turning Challenges into Assets. Learning Communities: Research & Practice, v7 n1 Article 6. At Humboldt State University (HSU), location is everything. Students are as drawn to our spectacular natural setting as they are to the unique majors in the natural resource sciences that the university has to offer. However, the isolation that nurtures the pristine natural beauty of the area presents a difficult reality for students who are accustomed to more densely populated environments. With the large majority of our incoming students coming from distant cities, we set out to cultivate a "home away from home" by connecting first-year students majoring in science, technology, engineering and math (STEM) to the communities and local environment of Humboldt County. To achieve this, we designed first-year place-based learning communities (PBLCs) that integrate unique aspects and interdisciplinary themes of our location throughout multiple high impact practices, including a summer experience, blocked-enrolled courses, and a first-year experience course entitled… [PDF]

Korbel, Patrick; Osborne, Kristen (2019). The Role and Function of Small VET Providers. Research Report. National Centre for Vocational Education Research (NCVER) The aim of this research was to gain a better understanding of the role and function of small providers in the Australian vocational education and training (VET) system in meeting the needs of learners. Small providers — those with low numbers of students — account for almost one-third of the total, thus justifying a closer look at this segment. In 2017 there were 1130 registered training organisations (RTOs) from a total of 3573 non-school RTOs with fewer than 100 students. RTOs were categorised into three sizes: (1) small providers (those with fewer than 100 students enrolled in VET); (2) medium providers (with between 100 and 999 students); and (3) large providers (with 1000 or more students). The authors selected providers that were in the same size category in 2015, 2016 and 2017. Schools were excluded from the analysis as they are RTOs in only some jurisdictions. Accordingly, the findings reflect VET delivered by non-school RTOs with a stable number of students in terms of… [PDF]

Acharya, Bed Raj; Belbase, Shashidhar; Khanal, Bishnu; Kshetree, Mukunda Prakash; Panthi, Ram Krishna (2021). Mathematics Educators' Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal. Journal on Mathematics Education, v12 n1 p17-48 Jan. The main purpose of this paper was to explore mathematics educators' perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design…. [PDF]

Hidayati, Nur Alfin; Suyitno; Waluyo, Herman J.; Winarni, Retno (2020). Exploring the Implementation of Local Wisdom-Based Character Education among Indonesian Higher Education Students. International Journal of Instruction, v13 n2 p179-198 Apr. Samin is an Indonesian tribe at Mount Kendeng, exactly in the cities of Blora and Bojonegoro. Samin people reject school, fez, polygamy, long trousers, and trade. Although they look like out of date, they have 7 good characters i.e discipline, honesty, responsibility, cooperation, tolerance, social care, and environmental care. This research aimed at investigating the strategies for implementing local wisdom-based character education among Indonesian higher education students by focusing on the values sated in Jamuskalimasada book of Samin Community. The data of this phenomenological research were collected by observation, interview, questionnaire, and documentation. The findings demonstrated that teaching character education in the higher education based on local wisdom could be conducted by integrating values and aesthetics in the course, internalizing positive values to students, habituation and training, providing example and model, creating characterized-situation based on local… [PDF]

Ford, Bruce; Robertson, Patrick; VanWynsberghe, Robert (2020). Sustainability Learning Pathways in the UBC Teacher Education Program: Destination Cohort. Canadian Journal of Environmental Education, v23 n1 p50-67. With the recent and dramatic changes to our K-12 curriculum in British Columbia (B.C.), there is an essential need for pre-service teacher education to lead the transformation of practice in our schools and communities. Education with sustainability as a core foundation is also gaining traction in B.C. and around the world. At the University of British Columbia (UBC), we initiated the Sustainability Learning Pathways in Teacher Education Project to explore possible pathways for the growth of sustainability in our education system. The project has culminated in a new Education for Sustainability teacher education cohort at UBC that launched in September 2018. In this paper, we share the story, consider the challenges, and imagine the possibilities as we work to transform teacher education with sustainability in mind…. [PDF]

(2020). Summary of the 2020 Review of the "Disability Standards for Education 2005". Australian Government Department of Education, Skills and Employment In 2020 the Australian Government reviewed the "Disability Standards for Education 2005" (the Standards). The Standards help to make sure students with disability can access and participate in education and training on the same basis as students without disability. This includes preschool, school, vocational education and training, and higher education. The Standards explain the responsibilities education providers have under the "Disability Discrimination Act 1992." During the 2020 Review of the Standards students with disabilities were heard from, as well as their parents and carers, disability advocacy groups, educators, and education providers. The Review had a focus on the experiences of Aboriginal and Torres Strait Islander students and their families. It was found that some parts of the Standards need to be changed and that more people need to know about and understand the Standards. Four areas where changes will be made are highlighted in this summary…. [PDF]

Ochieng, Sidonia Angom; Waiswa, David Claeve (2019). Pastoral Education: The Missing Link in Uganda Education System. Educational Research and Reviews, v14 n7 p240-253 Apr. Pastoralism is a production system closely linked with cultural identity that relies on raising livestock on pastures. Studies indicate that over 30 million people in the Great Horn of Africa (Somalia, Ethiopia, Kenya, South Sudan, Eritrea, Djibouti, Sudan, Tanzania and Uganda) practice pastoralism and agropastoralism as a major source of livelihoods. Livestock are their social, cultural, spiritual and economic assets providing food and income for the family within and between generations. Yet this important production system of livelihood as well as socialisation mechanism is missing in the school or university curriculum of these countries including Uganda. With the exception of Tanzania and Ethiopia that have recently designed a curriculum on pastoral studies in their university curriculum, pastoral education has been missing in the school and University curriculum of the Great Horn of Africa school systems yet most of these countries livelihoods depend on pastoralism. From the… [PDF]

Cock, Megan L; Eadie, Patricia; Murray, Lisa; Niklas, Frank; Nossar, Victor; Page, Jane; Scull, Janet; Sparling, Joseph (2021). Aboriginal Children's Health, Playgroup Participation and Early Learning Outcomes in Two Remote Northern Territory Communities. Health Education Journal, v80 n5 p596-610 Aug. Objectives: This study aimed to explore the impact of early health risks on young Aboriginal children's attendance in playgroups and their early learning outcomes. Design: The study used a cross-sectional design to identify associations between children's early health characteristics, their attendance at a Families as First Teachers (FaFT) playgroup and their early learning outcomes. Setting: A total of 128 Aboriginal children from two remote Northern Territory (NT) communities attending FaFT playgroups participated in the study. Method: Health data were coded as risk factors and associated with children's attendance and learning outcome data. Results: Children in the cohort experienced relatively high rates of health risks: ear infections (otitis media, 57%), anaemia (37%), skin infections (28%), low birthweight (22%), low weight for age (19%) and a high proportion were born to teenage mothers (26%). However, these rates were lower than previously recorded rates for Aboriginal… [Direct]

Mafalda Carmo Ed. (2024). Education and New Developments 2024 — Volume 1. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and… [PDF]

Mafalda Carmo Ed. (2024). Education and New Developments 2024 — Volume 2. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and… [PDF]