Creating the ideal classroom environment to ensure success for Indigenous students

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

    Abstract

    This paper presents an educational paradigm, which focuses attention on academic achievement for Indigenous students. The paradigm is the result of an educator’s Indigenous perspective, curiosity as a PhD student, and over 20 years of practical experience, spanning all of the sectors: Early Childhood; Primary; Secondary and Tertiary. Educational corner stones, (Feedback, Subject Content Knowledge, and Relationship Building), are used in conjunction with Hattie’s (2003) expert teacher traits to reconsider best practice as it applies to improving Indigenous educational outcomes. Although dated, further analysis of Hattie’s expert teacher characteristics, and practical application within the framework of the outlined ‘corner stones’, can be used to connect Indigenous Knowledge (IK) with the westernised Australian education system. This reimagining highlights the importance of IK for effectively engaging Indigenous students in education. Karen Martin’s (2003) definition of IK is a foundation publication, and provides the definition of IK for the purposes of this paper.
    Original languageEnglish
    Title of host publicationChanges and challenges
    Subtitle of host publicationThe power of education to build the world to which we aspire
    EditorsKerrie Ikin
    Place of PublicationVictoria
    PublisherAustralian College of Educators
    Pages86-91
    Number of pages6
    Publication statusPublished - 2016
    EventAustralian College of Educators National Conference (ACE 2016): Challenges and changes: The power of education to build the world to which we aspire - Sydney, Australia
    Duration: 26 Sep 201627 Sep 2016
    Conference number: 2016
    https://www.austcolled.com.au/events/category/ace-2016-national-conference

    Conference

    ConferenceAustralian College of Educators National Conference (ACE 2016)
    Abbreviated titleACE
    CountryAustralia
    CitySydney
    Period26/09/1627/09/16
    Internet address

    Fingerprint

    classroom
    expert
    paradigm
    student
    teacher
    academic achievement
    education system
    best practice
    childhood
    educator
    knowledge
    education
    experience

    Cite this

    Woodroffe, T. (2016). Creating the ideal classroom environment to ensure success for Indigenous students. In K. Ikin (Ed.), Changes and challenges: The power of education to build the world to which we aspire (pp. 86-91). Victoria: Australian College of Educators.
    Woodroffe, Tracy. / Creating the ideal classroom environment to ensure success for Indigenous students. Changes and challenges: The power of education to build the world to which we aspire. editor / Kerrie Ikin. Victoria : Australian College of Educators, 2016. pp. 86-91
    @inproceedings{af1ec933b9bd445195be4f8da8754ee6,
    title = "Creating the ideal classroom environment to ensure success for Indigenous students",
    abstract = "This paper presents an educational paradigm, which focuses attention on academic achievement for Indigenous students. The paradigm is the result of an educator’s Indigenous perspective, curiosity as a PhD student, and over 20 years of practical experience, spanning all of the sectors: Early Childhood; Primary; Secondary and Tertiary. Educational corner stones, (Feedback, Subject Content Knowledge, and Relationship Building), are used in conjunction with Hattie’s (2003) expert teacher traits to reconsider best practice as it applies to improving Indigenous educational outcomes. Although dated, further analysis of Hattie’s expert teacher characteristics, and practical application within the framework of the outlined ‘corner stones’, can be used to connect Indigenous Knowledge (IK) with the westernised Australian education system. This reimagining highlights the importance of IK for effectively engaging Indigenous students in education. Karen Martin’s (2003) definition of IK is a foundation publication, and provides the definition of IK for the purposes of this paper.",
    author = "Tracy Woodroffe",
    year = "2016",
    language = "English",
    pages = "86--91",
    editor = "Kerrie Ikin",
    booktitle = "Changes and challenges",
    publisher = "Australian College of Educators",

    }

    Woodroffe, T 2016, Creating the ideal classroom environment to ensure success for Indigenous students. in K Ikin (ed.), Changes and challenges: The power of education to build the world to which we aspire. Australian College of Educators, Victoria, pp. 86-91, Australian College of Educators National Conference (ACE 2016), Sydney, Australia, 26/09/16.

    Creating the ideal classroom environment to ensure success for Indigenous students. / Woodroffe, Tracy.

    Changes and challenges: The power of education to build the world to which we aspire. ed. / Kerrie Ikin. Victoria : Australian College of Educators, 2016. p. 86-91.

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

    TY - GEN

    T1 - Creating the ideal classroom environment to ensure success for Indigenous students

    AU - Woodroffe, Tracy

    PY - 2016

    Y1 - 2016

    N2 - This paper presents an educational paradigm, which focuses attention on academic achievement for Indigenous students. The paradigm is the result of an educator’s Indigenous perspective, curiosity as a PhD student, and over 20 years of practical experience, spanning all of the sectors: Early Childhood; Primary; Secondary and Tertiary. Educational corner stones, (Feedback, Subject Content Knowledge, and Relationship Building), are used in conjunction with Hattie’s (2003) expert teacher traits to reconsider best practice as it applies to improving Indigenous educational outcomes. Although dated, further analysis of Hattie’s expert teacher characteristics, and practical application within the framework of the outlined ‘corner stones’, can be used to connect Indigenous Knowledge (IK) with the westernised Australian education system. This reimagining highlights the importance of IK for effectively engaging Indigenous students in education. Karen Martin’s (2003) definition of IK is a foundation publication, and provides the definition of IK for the purposes of this paper.

    AB - This paper presents an educational paradigm, which focuses attention on academic achievement for Indigenous students. The paradigm is the result of an educator’s Indigenous perspective, curiosity as a PhD student, and over 20 years of practical experience, spanning all of the sectors: Early Childhood; Primary; Secondary and Tertiary. Educational corner stones, (Feedback, Subject Content Knowledge, and Relationship Building), are used in conjunction with Hattie’s (2003) expert teacher traits to reconsider best practice as it applies to improving Indigenous educational outcomes. Although dated, further analysis of Hattie’s expert teacher characteristics, and practical application within the framework of the outlined ‘corner stones’, can be used to connect Indigenous Knowledge (IK) with the westernised Australian education system. This reimagining highlights the importance of IK for effectively engaging Indigenous students in education. Karen Martin’s (2003) definition of IK is a foundation publication, and provides the definition of IK for the purposes of this paper.

    M3 - Conference Paper published in Proceedings

    SP - 86

    EP - 91

    BT - Changes and challenges

    A2 - Ikin, Kerrie

    PB - Australian College of Educators

    CY - Victoria

    ER -

    Woodroffe T. Creating the ideal classroom environment to ensure success for Indigenous students. In Ikin K, editor, Changes and challenges: The power of education to build the world to which we aspire. Victoria: Australian College of Educators. 2016. p. 86-91