Indigenous Secondary Education in the Northern Territory: Building for the Future

Autor/inn/en	Herbert, Jeannie; McInerney, Dennis M.; Fasoli, Lyn; Stephenson, Peter; Ford, Lysbeth
Titel	Indigenous Secondary Education in the Northern Territory: Building for the Future
Quelle	In: Australian Journal of Indigenous Education, 43 (2014) 2, S.85-95 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2014.17
Schlagwörter	Foreign Countries; Indigenous Populations; Minority Group Students; Qualitative Research; Statistical Analysis; Student Motivation; Study Habits; Academic Achievement; Urban Schools; Rural Schools; Student Attitudes; School Attitudes; Goal Orientation; Rural Urban Differences; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Qualitative Forschung; Statistische Analyse; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Schülerverhalten; Zielorientierung; Zielvorstellung; Stadt-Land-Beziehung; Sekundarschüler; Australien
Abstract	This article reports on the findings of an Australian Research Council (ARC) funded research project, "Building the future for Indigenous students", an investigation of the hopes and dreams for the future of over 1,000 secondary students, 733 of whom were Indigenous, living in very remote, remote, and urban locations in the Northern Territory. Using both quantitative and qualitative research tools, researchers sought to understand what motivated the students at school and how they studied--critical elements in successful school achievement. In this article, the analysis of Indigenous student responses to a series of questions in the qualitative component of the study is presented. The analysis concludes that urban and remote Indigenous school children provide similar responses to questions that probe: (1) the value of education/school/self, (2) learner future goals, (3) learner motivation, and (4) learning preferences. The study also finds that very remote Indigenous school children, while similar in some question responses to both groups, also show some important differences that raise questions for more research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01