Teaching Australian Aboriginal higher education students: what should universities do?

Rochecouste, Judith; Oliver, Ron; Bennell, Debra; Anderson, Roz; Cooper, Inala; Forrest, Simon

doi:10.1080/03075079.2015.1134474

Cited by 36 publications

(37 citation statements)

References 18 publications

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“…The VP proposed here taps into that propensity to think imaginatively and open the way for students to write about whatever comes to mind; whatever their imagination provides from their interpretation or reading of the images presented. In relation to accommodating Aboriginal learning styles, Rochecouste et al (2016, p. 12) highlighted the need for universities to allow students to ‘represent their ideas in different forms, such as graphically’, and suggested that one strategy might be ‘to invite art work/graphic representations to express ideas and then introduce writing tasks to describe these visuals’. However, it is important to emphasise the diversity of Aboriginal and Torres Strait Islander perspectives on learning styles and certainly there is no singular Aboriginal learning style.…”

Section: Use Of Images In Indigenous Learning Strategiesmentioning

confidence: 99%

“…Such factors may impede the development of tertiary literacy skills. Some researchers have highlighted the need for students to also learn ‘Western academic literacy skills and discipline specific conventions to succeed’ (see Nakata, Nakata, & Chin, 2008, p. 138 as cited in Rochecouste et al, 2016). Given that the PELA needs to cover all students, as is currently the case with Curtin's ELLP, and if it is to be fit for purpose, then it follows that there should be separate PELAs for different groups, for example EAL/D students.…”

Section: Introductionmentioning

confidence: 99%

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Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

Baird

Dooey

2017

AJIE

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Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.

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Section: Use Of Images In Indigenous Learning Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

Baird

Dooey

2017

AJIE

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“…Australian research into Indigenous student success is often qualitative, reflecting on personal and educational experiences that may impact on an individual's ability to wholly devote themselves to their university studies. Such research is vital, and papers from authors such as Anderson and Reich (2017), Barney (2013Barney ( , 2016, Devlin (2009) and Rochecouste et al (2016) provide key literature and interview data from Indigenous higher education students and staff around the country. Aboriginal and Torres Strait Islander cultures and students are not a homogenous group, and access and success strategies must be locally contextualised.…”

Section: Introductionmentioning

confidence: 99%

Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities

Hearn

Kenna

2020

AJIE

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Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.

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“…An expected thinking skill to face the present era is the level of thinking about the thinking process, which implicates Higher-Order Thinking known as metacognition [1]. Higher-order thinking includes creative thinking, critical thinking, and problem-solving covering the combination of deep understanding of specific topics, proficiency of using basic cognitive process effectively and behavioral control [2].…”

Section: Introductionmentioning

confidence: 99%

Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements

Rahmat¹,

Chanunan²,

Bahri³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The expected skill to face the 21st century is the level of thinking that involves high order thinking concept known as metacognition, which is also believed as a notable predictor on retention. The purpose of this study is to investigate the effect of open inquiry model combined with a learning journal on metacognitive skills and retention of students with low and high learning achievement levels. This study was quasi-experimental research, using the equivalent post-test only with control group design. The subjects of the experiment comprised 60 eleventh grade students. The samples were randomly assigned in a 2 x 2 factorial design. Two learning models were compared: open inquiry and conventional models, and two learning achievement: high and low. The metacognitive skills and retention of students were measured by an essay test integrated with achievement test. The result of a 2-way ANOVA test confirmed that open inquiry with learning journal has a significant effect on metacognitive skills and retention of students with different learning achievement levels. Open inquiry with learning journal appears to be an effective strategy among students with high and low learning achievement levels.

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Teaching Australian Aboriginal higher education students: what should universities do?

Cited by 36 publications

References 18 publications

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities

Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements

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