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Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie McMillan 2015 Australian Council for Educational Research (ACER)

Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan

Higher Education Research

Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...


Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie McMillan 2015 Australian Council for Educational Research (ACER)

Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan

Dr Julie McMillan

Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...


Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie McMillan 2015 Australian Council for Educational Research (ACER)

Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan

Dr Julie McMillan

Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...


Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie McMillan 2015 Australian Council for Educational Research (ACER)

Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan

Dr Daniel Edwards

Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...


Conditions Of Academic Success For Aboriginal Students In School, Lynette Riley 2015 Australian Catholic University

Conditions Of Academic Success For Aboriginal Students In School, Lynette Riley

Theses

Despite a willingness by stakeholders to address Aboriginal education disadvantage and recent successes in outcomes, Australian education largely continues to fail to provide Aboriginal Australians with educational outcomes and life opportunities commensurate with those of their non-Aboriginal peers. Well-intentioned and widely presumed assumptions about what works to seed success for Aboriginal students seem to prevail and are often unquestionably accepted and implemented as making a real difference in the absence of tangible proof and systemic results. Whilst a diversity of interventions have been implemented they are small-scale in nature, have not been rigorously tested, often rely on a deficit model ...


Contextual Factors That Influence The Achievement Of Australia’S Indigenous Students: Results From Pisa 2000–2006, Lisa De Bortoli, Sue Thomson 2014 Australian Council for Educational Research (ACER)

Contextual Factors That Influence The Achievement Of Australia’S Indigenous Students: Results From Pisa 2000–2006, Lisa De Bortoli, Sue Thomson

Lisa De Bortoli

Results from international programs that assess the skills and knowledge of young people have indicated that Australia’s Indigenous students perform at a significantly lower level than non- Indigenous students. An in-depth comparison of Indigenous and non-Indigenous students’ performance on the Programme of International Student Assessment (PISA) across three cycles is provided in an accompanying volume to this report, while the current report provides an understanding of how various aspects of students’ background and psychological constructs relate to each other and to student performance. Chapters 2 through 5 each focus on a different group of potential influences on the performance ...


The Achievement Of Australia's Indigenous Students In Pisa 2000-2006, Lisa De Bortoli, Sue Thomson 2014 Australian Council for Educational Research (ACER)

The Achievement Of Australia's Indigenous Students In Pisa 2000-2006, Lisa De Bortoli, Sue Thomson

Lisa De Bortoli

The three-yearly PISA assessments provide an opportunity to monitor the performance of Australian students in reading, mathematical and scientific literacy. In particular, the assessments allow us to examine the performance of particular equity groups; to look at how well particular groups of 15-year-old students, approaching the end of their compulsory schooling are prepared for meeting the challenges they will face in their lives beyond school. A special focus for Australia has been to ensure that there is a sufficiently large sample of Australia’s Indigenous students so that valid and reliable analysis can be conducted. This has been achieved in ...


Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson 2014 ACER

Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson

Dr Sue Thomson

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-yearolds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.

This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.


Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson 2014 ACER

Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson

Indigenous Education Research

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-yearolds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.

This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.


Spaces Of Nature: Producing Gilgit-Baltistan As The Eco-Body Of The Nation, Nosheen Ali 2014 Aga Khan University

Spaces Of Nature: Producing Gilgit-Baltistan As The Eco-Body Of The Nation, Nosheen Ali

Institute for Educational Development, Karachi

A while ago, when I was studying in Grade 8 at an English-medium school in Lahore, our class was divided up in four groups for a Geography project on Pakistan. The group of which I was a part had to make a sculptural map of Pakistan, demonstrating the diverse physical and social qualities of its landscape. And so we had set about carving our country with materials like styro-foam, cotton, cloth, and cardboard. In the final map that we made, the region of Gilgit-Baltistan - then the “Northern Areas” – had remained unlabeled and unpeopled, marked only with mountains made of clay ...


Bubalamai Bawa Gumada (Healing The Wounds Of The Heart): The Search For Resiliency Against Racism For Aboriginal Australian Students, Gawaian Bodkin-Andrews, Rhonda G. Craven 2014 Australian Catholic University

Bubalamai Bawa Gumada (Healing The Wounds Of The Heart): The Search For Resiliency Against Racism For Aboriginal Australian Students, Gawaian Bodkin-Andrews, Rhonda G. Craven

Faculty of Health Sciences Publications

Within the Australian research setting, a strong research base has emerged to articulate both the nature and impact of racism from the perspectives of Aboriginal and Torres Strait Islander peoples. It may be argued though that quantitative approaches to this research have been limited by simplistic measures that fail to capture the complexity of racism today. This limitation may have important implications for the identification of factors that could provide a buffer against the detrimental effects of racism, and thus promote a stronger and positive sense of resilience and engagement for Aboriginal and Torres Strait Islander youth. It is the ...


Case Study: Promoting Indigenous School Leadership And Governance. Yirrkala School, Yirrkala Homelands School And Yambirrpa School Council East Arnhem Land, Northern Territory., Kathryn Moyle, Kevin P. Gillan 2013 Charles Darwin University

Case Study: Promoting Indigenous School Leadership And Governance. Yirrkala School, Yirrkala Homelands School And Yambirrpa School Council East Arnhem Land, Northern Territory., Kathryn Moyle, Kevin P. Gillan

Professor Kathryn Moyle (retired)

Three schools provide education to the Clan groups that comprise the Yolnu cultural groups of the Layanhpuy region. This case study provides an overview of community demographics, language and culture, including bilingual education, school leadership and governance and community leadership. Professional learning strategies inlude working collaboratively with Senior Cultural Advisers. This case study funded through the More Aboriginal and Torres Strait Islander Teachers' Initiative (MATSITI) was developed from a review of documents prepared by the school, inclding the Annual Operational Plan, a review of literature, and structured conversations held with the principals of the schools.


West Arnhem College – Gunbalanya School, West Arnhem Land, Northern Territory: Case Study – Co-Principalship, A Model For Indigenous Leadership And Governance., Kathryn Moyle, Kevin P. Gillan 2013 Charles Darwin University

West Arnhem College – Gunbalanya School, West Arnhem Land, Northern Territory: Case Study – Co-Principalship, A Model For Indigenous Leadership And Governance., Kathryn Moyle, Kevin P. Gillan

Professor Kathryn Moyle (retired)

West Arnhem College - Gunbalanya School is a remote Aboriginal school located 320 kilometres east of Darwin NT. This case study has been developed from a review of documents prepared by the School including the Annual Operational Plan, a review of literature, and structured conversations held with the two principals of the School and the Director of School Performance. Gunbalanya School uses a co-principal model, which means an Indigenous school principal works collaboratively with a non-Indigenous school principal. The co-principalship model operates on the basis of equal and reciprocal relationships between the two principals. Initiatives at Gunbalanya School aimed at ensuring ...


Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie 2013 Australian Council for Educational Research (ACER)

Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie

Dr Sarah Buckley

This report presents the results of administration of the Who Am I? and the Renfrew Word Finding Vocabulary Test for the LSIC Wave 2 data collection in 2009. Who am I? is a developmental assessment that requires the child to write their name, copy shapes, write letters, numbers and words in a small booklet, with simple instructions and encouragement from the interviewer. Who am I? is not language dependent and is suitable for children with limited English. The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of school ...


Starting School : A Strengths‐Based Approach Towards Aboriginal And Torres Strait Islander Children, Stephanie Armstrong, Sarah Buckley, Michele Lonsdale, Gina Milgate, Laura Bennetts Kneebone, Louise Cook, Fiona Skelton 2013 Australian Council for Educational Research (ACER)

Starting School : A Strengths‐Based Approach Towards Aboriginal And Torres Strait Islander Children, Stephanie Armstrong, Sarah Buckley, Michele Lonsdale, Gina Milgate, Laura Bennetts Kneebone, Louise Cook, Fiona Skelton

Dr Sarah Buckley

This paper highlights the need for a strengths-based approach to school readiness for Aboriginal and Torres Strait Islander children, in order to recognise the skills, cultural knowledge and understandings they already have when they transition to formal learning. The study, a joint project by the Australian Council for Educational Research (ACER) and the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), reviews the literature and uses a strength-based analysis of information from Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) to examine Aboriginal and Torres Strait Islander children’s abilities and knowledge at 4-6 years of ...


Evaluation Of The Cape York Aboriginal Australian Academy Initiative : Final Report, Australian Council for Educational Research (ACER) 2013 Australian Council for Educational Research (ACER)

Evaluation Of The Cape York Aboriginal Australian Academy Initiative : Final Report, Australian Council For Educational Research (Acer)

Indigenous Education Research

In October 2012, the Queensland Department of Education Training and Employment (DETE) contracted the Australian Council for Educational Research (ACER) to undertake an evaluation of the Cape York Aboriginal Australian Academy (CYAAA) Initiative. The CYAAA Initiative is designed to improve student outcomes. It is a pilot program operating in primary schools at Coen, Hope Vale and Aurukun. (The trial began in January 2010 in Aurukun and Coen, and in January 2011 in Hope Vale.) The Initiative is part of the Cape York Welfare Reform education stream.


Making A Difference : Improving Outcomes For Indigenous Learners, Michele Lonsdale 2013 Australian Council for Educational Research (ACER)

Making A Difference : Improving Outcomes For Indigenous Learners, Michele Lonsdale

Indigenous Education Research

This publication highlights ACER’s contributions to Indigenous Educational research over the past decade. This contribution has included research, policy analysis, program evaluation, professional development, and the development of assessment tools and other resources.


Creating An Effective School For Aboriginal And Torres Strait Islander Students, Gina Milgate, Brian Giles-Browne 2013 Australian Council for Educational Research (ACER)

Creating An Effective School For Aboriginal And Torres Strait Islander Students, Gina Milgate, Brian Giles-Browne

Indigenous Education Research

In Australia, the Collegial Snapshot (CSS) process has been a culturally safe, engaging and empowering way for Aboriginal and Torres Strait Islander students and their parents and carers to share their insights and ideas about what makes an effective school. The Aboriginal and Torres Strait Islander parents and carers through the Collegial Snapshot Process identified six key variables that make an effective school for their child including the Cultural Environment, Quality of Teachers, Community Engagement, Student Health and Wellbeing, Curriculum and School Leadership. The wealth of data collected from Aboriginal and Torres Strait Islander students and parents and carers complemented ...


Reconciliation Action Plan, Australian Council for Educational Research (ACER) 2013 Australian Council for Educational Research (ACER)

Reconciliation Action Plan, Australian Council For Educational Research (Acer)

Indigenous Education Research

ACER’s Reconciliation Action Plan (RAP) was prepared by a Working Group including the Chair of the Advisory Committee on Indigenous Education (ACIE). This document has been endorsed by Reconciliation Australia. The RAP demonstrates ACER’s commitment to the reconciliation process and identifies how ACER intends to contribute to the RAP priorities over the next few years. The focus is on how ACER intends to work to create a culture of respect, to build more effective relationships and to create improved employment opportunities for Aboriginal and Torres Strait Islander people.


Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie 2013 Australian Council for Educational Research (ACER)

Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie

Indigenous Education Research

This report presents the results of administration of the Who Am I? and the Renfrew Word Finding Vocabulary Test for the LSIC Wave 2 data collection in 2009. Who am I? is a developmental assessment that requires the child to write their name, copy shapes, write letters, numbers and words in a small booklet, with simple instructions and encouragement from the interviewer. Who am I? is not language dependent and is suitable for children with limited English. The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of school ...


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