ASSIGNMENT 2: ENGAGEMENT WITH AN EDUCATIONAL ISSUE

Introduction

Ongoing research efforts are vital to address the needs of constantly

changing society. Educational research is crucial for teachers to deliver up to

date information that will assist in improving pedagogy (Shank, Pringle,

Brown, 2018). The connection between research and pedagogy can be

explored in the framework of Lewthwaite et al.’s (2017) article on quality

teaching practices for indigenous students. Critical analysis of the articles

recommendations for inclusive and quality teaching practices is implemented

in a NESA- produced Stage 4 writing activity (Appendix), to reflect effective

teaching practices that influence indigenous students learning outcomes.

Conceptualising effective teacher qualities on educational outcomes

Indigenous Australians encounter many educational difficulties, particularly

within the mainstream schooling environment (Klenowski, 2009). For

decades reports have highlighted the under-achievement of indigenous

students (Ford, 2013). Many indigenous students do not finish Year 12 and

the few that do are unable to enter university as a result of unsatisfactory

grades (Klenowski, 2009). Following the introduction of the National

Australian Program in Literacy and Numeracy (NAPLAN) in 2008, results

highlighted poor educational outcomes for indigenous students (Ford, 2013).

Gillborn (2008) applied the term “locked-in inequality”, highlighting the

educational inequality indigenous Australians will be locked into, unless

governments embrace the diverse methods of delivering education.

Schooling can make a difference in reducing educational inequalities (Bishop,

2009), yet NAPLAN results reveal the under achievement of indigenous

ASSIGNMENT 2: ENGAGEMENT WITH AN EDUCATIONAL ISSUE

students (Ford, 2013). Arguments around NAPLAN being a culturally

inappropriate test is masking the serious educational issues, instead of

examining and changing pedagogical practices that ultimately impact

educational outcomes for indigenous students (Ford, 2013). Although there

have been some developments over the years for Indigenous education, a

gap still remains between indigenous and non indigenous students, including

school attendance and retention levels (Rahman, 2013). Many indigenous

students find school difficult and discouraging and as a result withdraw or

resist education (Rahman, 2013). Addressing the issue for improving

educational outcomes for indigenous students begins by assessing the

teaching qualities that will positively impact on educational outcomes. This

notion is echoed through Lewthwaite et al.’s (2017) article on quality teaching

practices.

The Australian Institute for Teaching and Schooling Leadership (AITSL, 2014)

provides the framework for teachers to understand indigenous students and

cultures. Attention to culturally responsive pedagogy is located in the APSTs

and asserts work for students of difference. The assertions are not explicitly

stated, but rather capture the spirit of the APSTs (Lewthwaite, 2017).

Teachers are positioned through the standards to address inequalities and to

promote culturally responsive pedagogy. However, Lewthwaite et al.’s (2017)

findings determine that teachers have a narrow understanding of Indigenous

students and their cultures (Moodie & Patrick, 2017). Engaging more

equitably with indigenous perspectives within the classroom begins by

providing support to non-indigenous teachers/educators (Moodie & Patrick,