FELIKS in Queensland
The work of Rosalind Berry, Joyce Hudson in developing a resource
book for teachers of Aboriginal students, was the inspiration for
our professional development program for school personnel working
in Catholic and Independent schools in Central and North Queensland.
100 children turn 10
A longitudinal study of literacy development
from the year prior to school to the first four years of school
This project is a continuation of work published in the report
100 Children Go To School (1998). The report will provide information
on longitudinal literacy outcomes of a sample group of children's
school experiences from preschool to the first four years of school.
The school sites selected were chosen to bring in a range of Australian
contexts including family, financial resources, home language, gender,
ethnicity and geographic location. Research data was compiled from
classroom observations and activities, including behavioural observations
in relation to literacy exercises in the classrooms, interviews
with parents and teachers, institutional documents and the children's
work samples in relation to their literacy development. The site
reports also outline the children's community and home life and
how it reflects their school life and literacy development.
An Investigation of English Language and Literacy
Among Young Aboriginal People in Seven Communities
The project researched patterns and levels in the use of English
and aspects of Aboriginal languages in a range of contexts in seven
communities in the central desert region. The study identifies recently
implemented educational strategies designed to improve outcomes
in literacy and language education and addresses issues in curriculum
development and teacher professional development for these teaching
contexts. The three volume report also provides considerable resource
material pertaining to teaching in this region of Australia and
on language and literacy issues in Aboriginal education more generally.
Aboriginal students can succeed: Case studies of ten successful Aboriginal students
This exploratory study was designed to extend the literature about factors
that have been important in the retention and attainment of a few individual
Aboriginal students who have made a successful transition to senior secondary
schooling, and to explore how these factors might be related to their
Aboriginal identity. What factors influenced their decision to stay at school?
What factors have been important in their succeeding at school?
How are these various factors interrelated?
To what extent have various factors in the lives of individual students fostered their Aboriginal identities?
How do these students express their Aboriginality and how do others see them expressing it?
What is the relationship between the Aboriginal identity of the students and their retention and attainment at school?
Ten Aboriginal students participated in the research. All lived in regional or
rural centres of South Australia, had stayed at school into their post-compulsory
years and were achieving a significant degree of success in their studies,
despite the failure of the majority of their Aboriginal peers to do likewise.
In more specific terms, the study sought to answer the following questions about
these 'successful' Aboriginal students:
Katu Kalpa Report on the inquiry into the effectiveness of education and training programs for indigenous Australians (March 2000)
Imagining themselves, imagining their futures
In 1999, forty-six Indigenous Australian students completed the SACE, and sixteen
of these students agreed to speak to us about their Year 12 experiences, feelings
about their success in completing the SACE, current studies and work, ideas about
their identity, aspirations.
This figure coming at the end of a the twentieth century, reflects a social, political,
and economic legacy that has resulted in only a handful of Indigenous students completing
secondary school education. This study analyses the experiences of those students who
succeeded. It asks whether their experiences can help other Indigenous students to
complete the SACE.
ACER: Supporting English Literacy and Numeracy for Indigenous Students in the Early Years (PDF)
Aboriginal Ways of Learning: Paul Hughes, Arthur J. More, Mark Williams
Improving Understanding of Aboriginal Literacy:Factors in Text Comprehension.
A project of the ABC of Two-Way Literacy and Learning.