Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature

Autor/inn/en	Lloyd, Natalie J.; Lewthwaite, Brian Ellis; Osborne, Barry; Boon, Helen J.
Titel	Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 11, Artikel 1 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Literature Reviews; Best Practices; Instructional Effectiveness; Pacific Islanders; Teaching Models; Teaching Methods; Teaching Styles; Teacher Behavior; Research Methodology; Evidence; Opinions; Indigenous Knowledge; Indigenous Populations; Evaluation; Data Interpretation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Teacher behaviour; Lehrerverhalten; Research method; Forschungsmethode; Evidenz; Lehrmeinung; Sinti und Roma; Evaluierung; Data evaluation; Datenauswertung; Ausland; Australien
Abstract	This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the "good ideas" category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks to test the influence of specific facets of quality teaching, especially those facets identified by Aboriginal and/or Torres Strait Islander students as the qualities of effective teachers. Where there is evidence supporting best practices, the evidence is primarily qualitative in nature. The review affirms the need for empirical evidence to "tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal and Torres Strait Islander students." Craven, Bodkin-Andrews and Yeung's (2007, p4). (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01