Marguerite Maher

Making inclusive education happen: the impact of initial teacher education in remote Aboriginal communities

This paper discusses the Growing Our Own initial teacher education (ITE) pilot programme which allowed Indigenous assistant teachers in their own communities to study to become a teacher with the support of a non-Indigenous teacher. There are five sections in this paper, including: (1) the underpinning theory and philosophy of one Australian universitys Inclusive Education paper in their ITE course; (2) how these principles informed the Growing Our Own pilot which has made ITE accessible to Indigenous Australians in remote Aboriginal communities in the Northern Territory, Australia; (3) elements of the programme which have led to it becoming systemically sustainable; (4) how it has enhanced the provision of authentic education for Aboriginal children, making it accessible to them; and (5) the unforeseen positive outcome of non-Indigenous initial preservice teachers being provided with opportunities to complete professional experience in remote Aboriginal communities.

Teacher education with Indigenous ways of knowing, being and doing as a key pillar

This paper reports on a project known as the Growing Our Own Indigenous teacher education initiative. This project involves the provision of teacher education, in situ, to Indigenous assistant teachers in remote Aboriginal communities in the Northern Territory, Australia. First, factors leading to the development of the project are provided. Second, the theoretical and conceptual frameworks for the project are explained. Third, the collaborative self-study methodology for the study is justified. Fourth, perceived successes are described: these include community engagement, cultural responsiveness in the programme, improved attendance of children at school, and the value of collaboration for lecturers. Fifth, challenges of the project are explained and the strategies for addressing them are described. Challenges include those of a physical nature, students having English as an additional language, ensuring the development of culturally appropriate assessment, and the challenge for lecturers of standing in two worlds and for students to cross boundaries. In conclusion, the significance of the project is discussed.

The influence of class size upon numeracy and literacy performance

Purpose The purpose of this paper was to investigate the influences of calendar year, year level, gender and language background other than English (LBOTE) on student achievement in literacy and numeracy relative to class size. Design/methodology/approach Data for this study were collected over five years (2008-2012) as test results from the Australian National Assessment Plan in Literacy and Numeracy (NAPLAN) in Years 3 and 5 from over 100 Sydney primary schools. Findings It was found that the most important factors influencing academic performance in literacy and numeracy were, in descending order: gender, LBOTE, the calendar year in which the test was conducted, followed by class size. All variables were significantly associated with NAPLAN performance, but effect size estimates for class size were close to zero. Originality/value The results of this study support other studies suggesting that factors other than class size are more important in influencing academic performance.

Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making

Abstract This paper examines beliefs and attitudes in the context of how they influence the decisions of university Human Research Ethics Committees (HRECs) as a preface to undertaking an empirical study in this area. It also aims at establishing a conceptual framework to guide the design of a questionnaire targeting beliefs about research ethics and the implications of these beliefs on review practices of HREC members throughout Australia. Using content analysis of the extant body of the literature the paper examines the relationship between the concepts of beliefs and knowledge, beliefs and attitudes, and among beliefs, attitudes and behaviour in the context of research ethics. The discussion suggests that ethics approval practices can, at times, be influenced more by personal beliefs than by contemporary review standards. It is also suggested that personal beliefs can be transmitted through the review process and that HRECs can serve to influence the transfer of values from reviewers to researchers. The framework that this paper presents has the potential to appraise an array of perspectives which in turn would guide the design of professional development programs. In addition, an improved, more nuanced understanding of how HREC members make ethical decisions will positively impact and inform best practice in the review of ethical applications for research projects. The paper presents a novel theoretical framework underpinning research ethics reviewer beliefs and attitudes within a contemporary context.