(2011). Relationship to Place: Positioning Aboriginal Knowledge and Perspectives in Classroom Pedagogies. Critical Studies in Education, v52 n1 p65-76 Feb. This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between "Aboriginal perspectives" and "Aboriginal knowledge" with both concepts being used interchangeably to teach syllabus content and information "about" Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal "knowledge" in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies…. [Direct]
(2010). The Stories Are the People and the Land: Three Educators Respond to Environmental Teachings in Indigenous Children's Literature. Environmental Education Research, v16 n3-4 p331-350. This article explores how Indigenous Canadian children's literature might challenge adult and child readers to consider different meanings and worldviews of the environment as a land-based value system. As three teacher educators from elementary and university classrooms, we use reader-response theory to explore a collection of rich alternative narratives of Indigenous land-based knowledge systems available in the work of Indigenous authors and illustrators of children's literature. Our study considers how Indigenous picture books might serve to decolonize environmental consciousness through offering accessible and immersive Indigenous stories of the land. As we respond to and analyze these picture books, we work from a prior commitment to decolonization as a critical self-reflexive political process in which one's colonized beliefs are explicitly pinpointed, challenged and countered by Indigenous worldviews and perspectives…. [Direct]
(2013). Desert Harmony: Stories of Collaboration between Indigenous Musicians and University Students. International Education Journal: Comparative Perspectives, v12 n1 p180-196. This article will discuss the ways in which community service learning programs in music can foster meaningful collaborations between universities and Indigenous communities. Drawing on recent pedagogical literature on service learning and insights from a four-year partnership between Australian Indigenous musicians at the Winanjjikari Music Centre in Tennant Creek and music students from Queensland Conservatorium Griffith University, it will describe how such programs can facilitate significant cross-cultural exchanges between students and Indigenous communities. By drawing on observations and interview data from those involved in the project, this paper argues that these partnerships can both assist communities with activities such as cultural maintenance, and provide students with intercultural experiences that have the potential to transform their understandings of Indigenous culture…. [PDF]
(2015). Focus Group Outcomes of the Happy Kids Program. Education Research and Perspectives, v42 p607-632. In this article, the outcomes of The Happy Kids project, a strategy to improve the social and emotional well-being of primary school students, were examined. Results indicated that the Happy Kids program had demonstrated positive social and emotional outcomes for students in all schools, in particular, a positive impact upon students' confidence, social skills and well being. In addition, the program has demonstrated positive improvement in students' attendance. Given its positive impact in schools in both metropolitan and regional areas of WA, it has demonstrated transferability and adaptability to local contexts. It can only be hoped that its impact can be felt in later years as the students involved continue with secondary education…. [PDF]
(2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say about Teaching and Their Learning. Australian Journal of Teacher Education, v40 n5 Article 8 May. This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying through the voices of Aboriginal students and community members the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, we problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. Further phases of this research initiative, which investigate the effect of adjusted practice based upon community members' assertions, are also presented…. [PDF]
(2015). ACER 2013-2014 Annual Report. Australian Council for Educational Research The Australian Council for Educational Research (ACER) is one of the world's leading educational research centres. ACER's mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the life span. This annual report describes ACER's milestones and accomplishments for the 2013-2014 academic year. Ongoing priorities include: building the breadth, depth and reach of our research; expanding professional resources; enhancing our international presence; the use of new technologies; building our work in non-school education sectors; providing leadership in school-community partnerships; enhancing our role as education adviser and commentator; addressing disadvantage; and developing our role as a higher education provider. Among other accomplishments achieved during this time frame, ACER reached a significant milestone when it was registered as a higher education provider by the Australian Government's Tertiary Education… [Direct]
(2015). Literature Review of the Impact of Early Childhood Education and Care on Learning and Development. Working Paper. Cat. No. CWS 53. Australian Institute of Health and Welfare During the past three decades, extensive literature has accumulated on the early years of life for children. Research findings unequivocally agree that these years are a critical period of intense learning for children which provides the foundation for later academic and social success. This review explores the literature on the complex relationship between developmental outcomes and attendance at early childhood education and care programs. The article reviews Australian and international literature to evaluate the impact of both the quality and quantity of early childhood education and care (ECEC), the impact for different age groups, and which groups of children benefit most. The Australian early childhood education and care policy context is also described. [Additional funding for this report was provided by the Australian Government Department of Social Services.]… [Direct]
(2016). Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History. International Journal of Environmental and Science Education, v11 n4 p485-503. Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American–particularly Ojibwe tribe–students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also examines how these students understand the time scale of human history in relation to the longer geologic time scale of the earth and of the Ojibwe's unique history. The students participated in a 15-hour lesson unit focused on the topic of climate change in Earth history. The two major sources of data included: 1) students' relative ordering and written descriptions of ten given Earth historical events and 2) student groups' placing of nineteen events on an absolute time line. Students' relative ordering of ten given events and student groups' placing of nineteen events on an absolute time line were analyzed quantitatively by descriptive… [PDF]
(2006). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1. International Group for the Psychology of Mathematics Education This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30–Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano)…. [PDF]
(2016). State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Lecture Notes in Educational Technology This book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by transforming today's learning environments into smart learning environments. It will facilitate opportunities for discussions and constructive dialogue between various stakeholders on the limitations of current learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, which will lead to the evolution, design and implementation of smart learning environments. The focus of the contributions is on the interplay and fusion of pedagogy and technology to create these new environments. The components of this interplay include but are not limited to: (1) Pedagogy: learning paradigms, assessment paradigms, social factors, policy; (2) Technology: emerging technologies, innovative uses of mature technologies, adoption,… [Direct]
(2011). Lunch Time at the Child Care Centre: Neoliberal Assemblages in Early Childhood Education. Journal of Pedagogy, v2 n2 p195-223 Dec. In this article we interrogate neoliberal assemblages within the context of eating and feeding practices in early childhood education. We consider how neoliberal assemblages are enacted and created through multiple linkages between micro and macro regulations and policies, and everyday food routines. We attend to the embodied intensities, desires and affects that accompany these neoliberal formations. In particular, we are interested in making visible entanglements between particular situated neoliberal assemblages and racialization and neocolonialism. In our analysis, we consider how eating and food routines, situated within Inuit early childhood education, come to matter as instances of neoliberal encounters that merge with other discursive and material forces to create particular, situated and at times contradictory neoliberal assemblages that have colonizing and racializing effects on the capacities of certain bodies in certain spaces…. [Direct]
(2021). American Association for Adult and Continuing Education: 2021 Conference Proceedings (Miramar Beach, FL, October 5-8, 2021). American Association for Adult and Continuing Education The American Association for Adult and Continuing Education (AAACE) was founded in 1982 as the result of a merger between the National Association for Public and Continuing Adult Education (NAPCAE) and the Adult Education Association (AEA). This prestigious association is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. The mission of AAACE is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives. This second annual conference proceedings provide an opportunity for presenters at the general conference to showcase a myriad of empirical research and practical application within the field of adult and continuing… [PDF]
(2014). Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students. Canadian Journal of School Psychology, v29 n3 p236-257 Sep. This article examines the need for and importance of culturally responsive behaviour support for Indigenous students. Many of the educational challenges currently faced by Indigenous students can be explained by cultural disconnect and a mismatch between school expectations and cultural values. Principles of Indigenous approaches to behaviour support are described and compared with school-wide positive behavioural interventions and supports (PBIS), a framework for building a positive school culture that shows promise in relation to culturally responsive practice. The authors provide a brief overview of PBIS and adaptations of this practice to meet the needs of Indigenous students. A descriptive case study of PBIS implementation in a high school in the Northwest Territories provides an example of culturally responsive implementation of PBIS…. [Direct]
(2012). Using Education to Bring Climate Change Adaptation to Pacific Communities. Journal of Education for Sustainable Development, v6 n2 p219-235 Sep. Traditional communities remain a dominant feature in the Pacific and are key players in land and sea management. Fostering improved climate literacy is therefore essential to equip communities to respond to the current and future challenges posed by climate change in the region. Increased understanding and development of skills to respond to the impacts of climate change is being pursued by integrating all aspects of climate change across the school curriculum. This article examines some of the work being done on climate change education in the Pacific and the proposed development of strengthened approaches to climate change education, in particular highlighting the case of Kiribati. (Contains 1 table, 1 figure and 5 notes.)… [Direct]
(2012). Cultural Adaptation for Therapy with American Indians and Alaska Natives. Journal of Multicultural Counseling and Development, v40 n2 p82-92 Apr. Most indigenous approaches for any interpersonal interaction begin with the relationship, knowing a person, developing trust, and respect for the individual that fits well with Western interpersonal approaches. Unfortunately, there exists no Western research to determine the efficacy of this method with indigenous populations. Because of the paucity of research on evidence-based treatments with American Indian/Alaska Native (AI/AN) clients, this article addresses barriers to that research and how to adapt treatment to make it more culturally appropriate and acceptable to AI/AN clients so they might benefit from and remain in treatment. (Contains 1 figure.)… [Direct]