LEADER 04416nam 2200517 450 001 9910148705303321 005 20190118051224.0 010 $a1-63485-088-2 035 $a(CKB)3710000000922386 035 $a(MiAaPQ)EBC4743939 035 $a(OCoLC)950203181 035 $a(EXLCZ)993710000000922386 100 $a20160516h20162016 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aImproving services to aboriginal and Torres Strait Islander students $ea critical study /$f[editors], Tiffany Jones [and eight others] 210 1$aHauppauge, New York :$cNova Science Publishers, Inc,$d[2016] 210 4$dİ2016 215 $a1 online resource (xix, 126 pages) $ccolour illustrations 225 1 $aEducation in a competitive and globalizing world 311 08$a1-63484-982-5 320 $aIncludes bibliographical references (pages [93]-100) and index. 327 $aChapter 1. Introduction -- Chapter 2. Design of the study -- Chapter 3. Diverse aboriginal and Torres Strait Islander students -- Chapter 4. Why choose a teaching degree? -- Chapter 5. Achieving success at university -- Chapter 6. Seeking support at university -- Chapter 7. Improving university services -- Chapter 8. Conclusion and recommendations. 330 $aAboriginal and Torres Strait Islander people have historically been marginalised in the Australian education system in multiple ways. A literature review of the field has shown that training of more Aboriginal and Torres Strait Islander teachers has been a key effort proposed to redress marginalisation, alongside other efforts at making schooling contexts more proactive and inclusive. However, Australian universities? studies have shown Aboriginal and Torres Strait Islander education students have higher rates of withdrawal from their teaching programs and there is little information on why or how this can be overcome in a practical sense. Applying a critical approach, this book is distinctive in that it reports on a study investigating why Aboriginal and Torres Strait Islander students succeed and withdraw from education units/degrees. This is based on the university responsible for the producing the most teachers in Australia, and under the advice of Aboriginal and Torres Strait Islander reference groups. It draws on data from a survey, discussion-board blogs and focus groups developed with the aid of local communities. Its findings offer important insights to university administrators and lecturers in education, schools, Aboriginal and Torres Strait Islander people and current/returning students of education on such themes as the diversity of this student group, elements that lead to success and elements impacting withdrawal from education programs for the group. The study approached its participants? experiences holistically, considering contextual elements such as university curricula, support features, advice conduits, and also experiences of racism and cultural sensitivity on teaching practicums, for example. The study allowed opportunities for students to talk about their diverse cultural groups and to narrate their own stories of success and withdrawal directly, so that they contribute to their co-construction in the book. The result is a book that is informative to its stakeholders, but also genuinely affirming of all contributing participants, which concentrates the focus of future actions on institutions rather than problematizing individuals. The final chapter contains a set of clear research-based recommendations that can be enacted. 410 0$aEducation in a competitive and globalizing world series. 606 $aAboriginal Australians$xEducation 606 $aTorres Strait Islanders$xEducation 606 $aTeachers$xTraining of$zAustralia 606 $aCulturally relevant pedagogy$zAustralia 615 0$aAboriginal Australians$xEducation. 615 0$aTorres Strait Islanders$xEducation. 615 0$aTeachers$xTraining of 615 0$aCulturally relevant pedagogy 676 $a371.8299915 702 $aJones$b Tiffany 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bSUSA 906 $aBOOK 912 $a9910148705303321 996 $aImproving services to aboriginal and Torres Strait Islander students$92888593 997 $aUNINA