Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019
The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational...
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ftqueensland:oai:eprints.qut.edu.au:197730 2024-02-11T10:03:52+01:00 Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 White, Simone Anderson, Peter Gower, Graeme Byrne, Matt Bennet, Maria Quin, Alison Darling, Anna 2019 application/pdf https://eprints.qut.edu.au/197730/ unknown Australian Government Department of Education and Training https://eprints.qut.edu.au/197730/1/ID16-5428_FinalReport_ImprovingAccess_White_2019%2B2.pdf https://ltr.edu.au/resources/ID16-5428_FinalReport_ImprovingAccess_White_2019.pdf White, Simone, Anderson, Peter, Gower, Graeme, Byrne, Matt, Bennet, Maria, Quin, Alison, & Darling, Anna (2019) Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019. Australian Government Department of Education and Training, Australia. https://eprints.qut.edu.au/197730/ Faculty of Education; School of Early Childhood & Inclusive Education free_to_read http://creativecommons.org/licenses/by-sa/4.0/ 2019 Australia Government With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution-ShareAlike 4.0 International License creativecommons/4.0/license IARE Book/Report 2019 ftqueensland 2024-01-22T23:22:13Z The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students n schools, Australia’s First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with local communities, parents and caregivers to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students. The resource positions educators as powerful agents of change. The project began from the premise that school education has traditionally involved ways of thinking and learning imposed on Aboriginal and Torres Strait Islander people, more often than not with little to no opportunity for input or collaboration. The project has built on the momentum for reconciliation and change, drawing from institutional recommendations in the Australian Government’s Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, Final Report (2012). Professional development in regards to addressing these standards is acknowledged as vitally important and funding to date has supported a number of ‘partnership’ resources that have already been created and developed to educate teachers about Aboriginal and Torres Strait Islander peoples and culture. Up to this point, however, these resources appear to be underutilised, with many teachers, teacher educators, leaders and pre-service teachers still either unaware of or ill-equipped for the best ways to ensure better outcomes for all Aboriginal and Torres Strait Islander students. As a consequence, partnerships between schools, teacher education providers ... Report First Nations Queensland University of Technology: QUT ePrints |
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IARE White, Simone Anderson, Peter Gower, Graeme Byrne, Matt Bennet, Maria Quin, Alison Darling, Anna Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
topic_facet |
IARE |
description |
The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students n schools, Australia’s First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with local communities, parents and caregivers to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students. The resource positions educators as powerful agents of change. The project began from the premise that school education has traditionally involved ways of thinking and learning imposed on Aboriginal and Torres Strait Islander people, more often than not with little to no opportunity for input or collaboration. The project has built on the momentum for reconciliation and change, drawing from institutional recommendations in the Australian Government’s Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, Final Report (2012). Professional development in regards to addressing these standards is acknowledged as vitally important and funding to date has supported a number of ‘partnership’ resources that have already been created and developed to educate teachers about Aboriginal and Torres Strait Islander peoples and culture. Up to this point, however, these resources appear to be underutilised, with many teachers, teacher educators, leaders and pre-service teachers still either unaware of or ill-equipped for the best ways to ensure better outcomes for all Aboriginal and Torres Strait Islander students. As a consequence, partnerships between schools, teacher education providers ... |
format |
Report |
author |
White, Simone Anderson, Peter Gower, Graeme Byrne, Matt Bennet, Maria Quin, Alison Darling, Anna |
author_facet |
White, Simone Anderson, Peter Gower, Graeme Byrne, Matt Bennet, Maria Quin, Alison Darling, Anna |
author_sort |
White, Simone |
title |
Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
title_short |
Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
title_full |
Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
title_fullStr |
Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
title_full_unstemmed |
Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019 |
title_sort |
engaging and partnering with aboriginal and torres strait islander parents and caregivers: final report 2019 |
publisher |
Australian Government Department of Education and Training |
publishDate |
2019 |
url |
https://eprints.qut.edu.au/197730/ |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
https://eprints.qut.edu.au/197730/1/ID16-5428_FinalReport_ImprovingAccess_White_2019%2B2.pdf https://ltr.edu.au/resources/ID16-5428_FinalReport_ImprovingAccess_White_2019.pdf White, Simone, Anderson, Peter, Gower, Graeme, Byrne, Matt, Bennet, Maria, Quin, Alison, & Darling, Anna (2019) Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers: Final report 2019. Australian Government Department of Education and Training, Australia. https://eprints.qut.edu.au/197730/ Faculty of Education; School of Early Childhood & Inclusive Education |
op_rights |
free_to_read http://creativecommons.org/licenses/by-sa/4.0/ 2019 Australia Government With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution-ShareAlike 4.0 International License creativecommons/4.0/license |
_version_ |
1790600208665542656 |