Culturally responsive classroom management strategies: what Australian indigenous students and parents have to say

Llewellyn, Linda, Lewthwaite, Brian, and Boon, Helen (2016) Culturally responsive classroom management strategies: what Australian indigenous students and parents have to say. In: Presentations from the American Educational Research Association Annual Meeting, pp. 1-14. From: AERA 2016: Public scholarship to educate diverse democracies, April 8-12 2016, Washington, DC, USA.

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Abstract

Australian Indigenous students are overrepresented in every indicator negatively that is associated with student behaviour; such as student suspension, attendance, expulsion, retention and achievement. Alarmingly absent in the effective teaching discourse in Australia is any discussion of the role culturally located teaching practices are likely to have on improving behaviour support for Indigenous students. As asserted by Sarra (2011), enacted curriculum, including behaviour support, must demonstrate links between school and the everyday realities of Indigenous Peoples life practices and cultures. The focus of this mixed methods study is to address the gap that exists in empirical research into strategies to support Indigenous student behaviour based upon what Indigenous students and their parents identify as appropriate behaviour support practices.

Item ID: 44474
Item Type: Conference Item (Presentation)
Date Deposited: 25 Jul 2016 00:53
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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