Signatures of Quality Teaching for Indigenous Students

Autor/inn/en	Boon, Helen J.; Lewthwaite, Brian E.
Titel	Signatures of Quality Teaching for Indigenous Students
Quelle	In: Australian Educational Researcher, 43 (2016) 4, S.453-471 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-016-0209-4
Schlagwörter	Indigenous Populations; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Literacy Education; Culturally Relevant Education; Foreign Countries; Statistical Analysis; Parent Attitudes; Interviews; Student Attitudes; Content Validity; Teacher Attitudes; Educational Quality; Teacher Surveys; Student Needs; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Elternverhalten; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Quality of education; Bildungsqualität; Australien
Abstract	This paper presents findings from the validation of a survey instrument constructed in response to what Indigenous parents/carers and students believe constitutes culturally responsive pedagogies that positively influence Indigenous student learning. Characteristics of culturally responsive pedagogies established through interviews with Australian Indigenous parents, community members and students generated themes which were distilled into survey items by a team of Indigenous and other educators. The instrument was then put on trial with 141 teachers for statistical validation. Analyses employing the Rasch model confirmed that the instrument measured a unidimensional latent trait: culturally responsive pedagogy. Seven subscales, content validities of which were determined by a panel of experts, were also confirmed. Results highlighted differences between primary and secondary teachers' self-reported practice, and important facets of teacher pedagogy in the two different school contexts emerged. Analyses of four of the subscales of the instrument--Indigenous cultural value, self-regulation support, literacy teaching and explicitness--are presented in the context of current emphases on quality teaching and Indigenous student outcomes. The instrument can be used to measure teachers' nuances in pedagogy, and the resulting teacher profiles can be used to assist teachers to focus on particular aspects of their pedagogy to meet the needs of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01