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- W14169632 abstract "The number of Aboriginal students in NSW schools is increasing but their educational outcomes continue to be compromised by low expectations for their academic achievement (Hayes, Mills, Christie & Lingard, 2006). A range of intervention initiatives have failed to close the educational gap between Aboriginal and non Aboriginal student achievement and outcomes despite policies to match or better the outcomes of the broader community (Productivity Commission, 2009; Long & North, 2009). This is not a new challenge nor is it peculiar to NSW or Australian schools. Challenges inherent in serving many students with different needs have been the preoccupation of educators since the identification of academic achievement gaps in research studies and by school districts. These gaps continue to be a focus … of school reform efforts (Santamaria, 2009). While targeting and monitoring educational outcomes continue to be a focus for national and state governments and education systems it would be misleading to suggest that all Aboriginal students suffer low achievement and compromised educational outcomes (AECG & DET, 2004). This chapter provides a contextual background for whole school approaches to not only challenging perceptions about Aboriginal education in the 21st century but also enriching learning contexts for all teachers and students to engage with the richness of local Aboriginal cultures and histories." @default.
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- W14169632 date "2012-01-01" @default.
- W14169632 modified "2023-09-24" @default.
- W14169632 title "Action Learning Based Professional Development" @default.
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- W14169632 doi "https://doi.org/10.1007/978-94-6091-888-9_3" @default.
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