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    This document discusses improving educational outcomes for indigenous students in Australia. It notes that indigenous students often face difficulties in mainstream schooling and have poor educational results. Research shows the importance of quality teaching practices to positively impact student learning. The document analyzes an article that identifies effective teaching qualities for indigenous students, such as culturally responsive pedagogy. It asserts that addressing educational inequality requires assessing which teaching qualities can improve indigenous student outcomes.

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    This document discusses improving educational outcomes for indigenous students in Australia. It notes that indigenous students often face difficulties in mainstream schooling and have poor educational results. Research shows the importance of quality teaching practices to positively impact student learning. The document analyzes an article that identifies effective teaching qualities for indigenous students, such as culturally responsive pedagogy. It asserts that addressing educational inequality requires assessing which teaching qualities can improve indigenous student outcomes.

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    This document discusses improving educational outcomes for indigenous students in Australia. It notes that indigenous students often face difficulties in mainstream schooling and have poor educational results. Research shows the importance of quality teaching practices to positively impact student learning. The document analyzes an article that identifies effective teaching qualities for indigenous students, such as culturally responsive pedagogy. It asserts that addressing educational inequality requires assessing which teaching qualities can improve indigenous student outcomes.

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    This document discusses improving educational outcomes for indigenous students in Australia. It notes that indigenous students often face difficulties in mainstream schooling and have poor educational results. Research shows the importance of quality teaching practices to positively impact student learning. The document analyzes an article that identifies effective teaching qualities for indigenous students, such as culturally responsive pedagogy. It asserts that addressing educational inequality requires assessing which teaching qualities can improve indigenous student outcomes.

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    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,

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