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| Institution | Ministerial Council on Education, Employment, Training and Youth Affairs, Carlton South (Australia). |
|---|---|
| Titel | A Model of More Culturally Inclusive and Educationally Effective Schools. |
| Quelle | (2000), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aboriginal Australians; Administrator Role; Change Strategies; Educational Change; Educational Environment; Educational Practices; Elementary Secondary Education; Equal Education; Foreign Countries; Models; National Standards; Professional Development; School Community Relationship; Teaching Methods |
| Abstract | Conscious that the achievement of educational equality for Australia's Indigenous peoples is a national priority, Australia's ministers of education, at a March 2000 meeting, committed themselves to a model of more culturally inclusive and educationally effective schools. The model is based on findings from recent work to improve educational outcomes and integrates the successful outcomes of Indigenous programs into mainstream schooling practice. Three focus areas--community, school, and classroom--each have a number of elements to address. School communities need to understand the importance of adopting new approaches to Indigenous education; develop cross-portfolio mechanisms to address the relationship between low educational outcomes and poverty, poor health, deficient housing, and limited access to government services; and actively involve Indigenous parents in decision making. In schools, the integration of the new model will rely heavily on school leadership; an environment that is flexible, stimulating, and supportive; professional development that assists educators in integrating the new model; and implementation that is congruent with the prevailing curriculum and standards framework. Continuous monitoring and recording of Indigenous student progress will determine the success and future direction of the model. At the classroom level, the success of the new model will depend on teachers who understand Indigenous students, recognize differences in learning styles, have high expectations, and are receptive to innovation. A range of intervention strategies, such as one-on-one and small-group teaching, mentors, and parent/community support, must be considered for Indigenous students most at risk. (TD) |
| Anmerkungen | Full text at Web site: http://www.curriculum.edu.au/mceetya/public/public.htm. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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