This paper reports an analysis of videotape and interview data from four Year 8 mathematics lessons from the perspective of student cognitive engagement. The study extends our understanding of cognitive engagement by locating empirical evidence for its occurrence within the classroom. On the basis of the data we have examined, it appears that cognitive engagement can be consistently recognised by specific linguistic and behavioural indicators and is promoted by particular aspects of the classroom situation, the task, and the individual.

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This article brings together and discusses three research projects that examined the vocational education and career-decision making of Indigenous Australians. These studies focused on the experiences of Indigenous people themselves, in order to provide an Indigenous perspective on vocational and career development. Four main barriers that limit the career opportunities of Indigenous people are identified, and the characteristics of education and training settings that promote effective career development are described. The article concludes by suggesting ways to respond to the career development needs of Indigenous people that may lead to improved educational and employment outcomes.

Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.