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Vass, Greg; Lowe, Kevin; Burgess, Cathie; Harrison, Neil; Moodie, Nikki – Australian Educational Researcher, 2019
The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation…
Descriptors: Educational Experience, Indigenous Populations, Educational Quality, Faculty Development
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Lowe, Kevin; Harrison, Neil; Tennent, Christine; Guenther, John; Vass, Greg; Moodie, Nikki – Australian Educational Researcher, 2019
School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic conflict that has historically existed between teachers and schools, and Aboriginal students, families and their local communities. This relationship is both symptomatic and causal of the broader and highly complex field of…
Descriptors: Indigenous Populations, Pacific Islanders, Educational Environment, Cultural Differences
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Burgess, Cathie; Tennent, Christine; Vass, Greg; Guenther, John; Lowe, Kevin; Moodie, Nikki – Australian Educational Researcher, 2019
This review analyses studies that identify pedagogies to support, engage and improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus on pedagogies to support and engage, while others describe pedagogies that are designed to improve engagement, attendance and academic skills. The role of context emerges as a key theme,…
Descriptors: Teaching Methods, Outcomes of Education, Indigenous Populations, Pacific Islanders
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Guenther, John; Lowe, Kevin; Burgess, Catherine; Vass, Greg; Moodie, Nikki – Australian Educational Researcher, 2019
Education for Australian First Nations students living in remote communities has long been seen as an intractable problem. Ten years of concerted effort under Closing the Gap and related policy initiatives has done little to change outcomes beyond small, incremental improvements. Programmes and strategies promising much have come and gone, and…
Descriptors: Outcomes of Education, Indigenous Populations, Rural Education, Foreign Countries
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Harrison, N.; Tennent, C.; Vass, G.; Guenther, J.; Lowe, K.; Moodie, N. – Australian Educational Researcher, 2019
One of the aims of a systematic literature review (SLR) is to test the weight of historical perception against the reality of research and practice. A second aim is to identify approaches to knowing in schools (defined as curriculum) that might help us to identify possibilities for improvement in Indigenous student engagement and achievement in…
Descriptors: Indigenous Populations, Foreign Countries, Self Concept, Academic Achievement
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Moodie, Nikki; Maxwell, Jacinta; Rudolph, Sophie – Australian Educational Researcher, 2019
We present results of a systematic review of empirical research on racism and the schooling experiences of Aboriginal and Torres Strait Islander students, focussing on research published from 1989 to 2016. Our review is part of a series of systematic literature reviews on Aboriginal and Torres Strait Islander education in Australia. It attends to…
Descriptors: Racial Bias, Foreign Countries, Pacific Islanders, Ethnic Groups
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Lowe, Kevin; Tennent, Christine; Guenther, John; Harrison, Neil; Burgess, Cathie; Moodie, Nikki; Vass, Greg – Australian Educational Researcher, 2019
The 'Aboriginal Voices' project is a consortium of researchers invested in seeking long-term solutions to the many and varied issues that have been identified as factors contributing to the underachievement of Indigenous students in education across Australia. The Aboriginal Voices systematic review project established an agreed methodology and…
Descriptors: Indigenous Populations, Underachievement, Program Descriptions, Educational Research
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Bourke, Roseanna; O'Neill, John; Loveridge, Judith – Australian Educational Researcher, 2018
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students' learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An…
Descriptors: Accountability, Informal Education, Benchmarking, Student Evaluation
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Panadero, Ernesto; Andrade, Heidi; Brookhart, Susan – Australian Educational Researcher, 2018
We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on…
Descriptors: Student Evaluation, Learning Processes, Formative Evaluation, Evaluation Methods
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Braund, Heather; DeLuca, Christopher – Australian Educational Researcher, 2018
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support,…
Descriptors: Metacognition, Elementary School Students, Feedback (Response), Student Attitudes
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Heritage, Margaret – Australian Educational Researcher, 2018
Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…
Descriptors: Metacognition, Classroom Communication, Teacher Student Relationship, Student Role
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Graham, Linda J.; Tancredi, Haley; Willis, Jill; McGraw, Kelli – Australian Educational Researcher, 2018
In an effort to support student agency in assessment, teachers seek to provide detailed instructions and advice in associated assessment task sheets. In this paper, we analyse a sample English assessment task to consider how such assessment design practices might inadvertently create barriers to access and participation. To make our case, we…
Descriptors: Barriers, Secondary School Students, Attention Deficit Hyperactivity Disorder, Disabilities
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Harris, Lois R.; Brown, Gavin T. L.; Dargusch, Joanne – Australian Educational Researcher, 2018
Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher…
Descriptors: Student Evaluation, Resistance (Psychology), Success, Teacher Expectations of Students
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Rodgers, Carol – Australian Educational Researcher, 2018
In this article, the author argues the imperative of critical dialogue between learners and teachers on learners' experiences in the classroom. This dialogical process is called "descriptive feedback"--feedback given by students to teachers on their (students') experiences as learners. Drawing on the literature on feedback, descriptive…
Descriptors: Feedback (Response), Student Empowerment, Elementary School Students, Teacher Student Relationship
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Perry, Lawrence; Holt, Leanne – Australian Educational Researcher, 2018
The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their 'fit' within the Western academy, which continues to impose a colonial,…
Descriptors: Foreign Countries, Indigenous Populations, Higher Education, Culturally Relevant Education
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