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Making a Difference : Improving Outcomes for Indigenous Learners

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Making a Difference : Improving Outcomes for Indigenous Learners MAKING A DIFFERENCE IMPROVING OUTCOMES FOR INDIGENOUS LEARNERS First published 2013 Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell, Victoria, 3124, Australia www.acer.edu.au Copyright © Australian Council for Educational Research, April, 2013 This book is copyright. All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, and any exceptions permitted under the current statutory licence scheme administered by Copyright Agency Limited (www.copyright.com.au), no part of this publication may be reproduced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Cover design, text design and typesetting by ACER Project Publishing. Text by Dr Michele Lonsdale, Principal Research Fellow, ACER Photos: Cover by Ivonne Wierink, Shutterstock; page 2 by Bloodstone, iStock; page 4 by iTobi, iStock; page 6 by Kerrie Kerr, iStock; pages 8 and 9 by Rozenn Leard, Dreamstime; page 10 and 12 by Marco Tomasini, Shutterstock; page 15 by John Austin, Shutterstock. ISBN 978-1-74286-201-9 FOREWORD The Australian Council for Educational Research (ACER) is proud of its continuing and substantial contribution to improving learning outcomes for Indigenous Australians.1 This contribution has included research, policy analysis, program evaluation, professional development, and the development of assessment tools and other resources. Our work has helped inform policy and practice. Our research covers the early years of learning, lifelong learning, school education, higher education, transition to work and workforce development, health and wellbeing. It has been used to improve student engagement and academic performance, support teaching practice, inform policy development and decision making, support parents and carers, help mental health practitioners, engage communities, bring about systemic change, develop high quality awards programs and contribute to the growing evidence base in Indigenous education. We have worked with Indigenous students, teachers, principals, support staff, parents and carers, community members, researchers and educators in urban, regional, rural and remote locations in Australia. The purpose of this publication is to highlight and share some of the findings from the research and other projects ACER has undertaken in the area of Indigenous education. Geoff Masters Chief Executive, ACER 1 The word ‘Indigenous’ is used in this publication to refer to Aboriginal and Torres Strait Islander peoples. 1 IMPROVING LEARNING IN THE EARLY YEARS Taking a strengths-based approach (Armstrong et al. 2012). The FaHCSIA team manages the LSIC project. Much government policy language, and many The study confirms that family support, strong of the instruments that test children’s cultural identity, good health, positive self- performance, are grounded in a deficit model identity and engaging in shared activities such which focuses on the ‘gaps’ in Indigenous as storytelling, are likely to lead to resilience in children’s learning rather than on the learning Aboriginal and Torres Strait Islander children. that already exists. However, a recent ACER study shows the importance of cultural The review found that resilience is critical for knowledge and identity in the development of successful transitions from home to school, as resilience, which in turn can be a protective Indigenous children who possess the resilience factor facilitating school readiness. attributes of social competence, autonomy, mastery, optimism and problem-solving skills Family support, strong ACER’s paper, which argues for a are better able to adapt and learn. Additionally, cultural identity, good strengths-based approach towards the responses of LSIC parents and carers Indigenous children starting school, health, positive self- show the critical importance of family, and was written in collaboration with a identity and engaging connections to land and culture in developing small team in the Commonwealth in shared activities such resilient children. as storytelling, are likely Department of Families, Housing, to lead to resilience in Community Services and Indigenous This ACER study is an important addition to existing research. New approaches that Aboriginal and Torres Strait Affairs (FaHCSIA) and is based on analysis of information from draw on resilience research are offering Islander children. Footprints in Time: The Longitudinal positive strategies for helping children make Study of Indigenous Children (LSIC) and a successful transition from home learning to a review of the literature on resilience formal learning. 2 Working ‘two ways’ Supporting early years learning in creative ways Other research undertaken by ACER confirms the importance of recognising and building on ACER’s report on how television can be used the strengths of Indigenous families. In 2012, to improve learning opportunities for ACER evaluated the fourth year of the Warlpiri Indigenous children (Lonsdale 2011) has been Education and Training Trust Early Childhood used as the basis for an innovative and Development program. During extensive ambitious project to develop a high quality consultations, ACER researchers learned television program aimed at Indigenous from Warlpiri parents and carers about the children aged three to six years. ACER has practices that help make their ‘little kids grow partnered with the Australian Children’s strong’ and the qualities of an effective early Television Foundation and the Secretariat of childhood program for their children. These National Aboriginal and Islander Child Care to findings are being used to shape the next stage develop this program. of the project. The report shows how educational Educational television The consultations were co-facilitated by television programs can support programs can support local community members in places of their children’s school readiness by children’s school readiness choosing and the evaluation findings were building literacy and numeracy by building literacy and shared subsequently with communities. The skills, cultural awareness, self- numeracy skills, cultural discussions highlighted the importance of a esteem and appropriate behaviours. awareness, self-esteem and ‘two ways’ approach to early years learning Overseas studies indicate that appropriate behaviours. with Indigenous and non-Indigenous people educational television programs working side by side in each community to aimed at Indigenous preschool children can deliver playgroups and crèches for children help raise awareness of language and cultural and families. The consultations also showed identity. Research shows that Indigenous ways the critical importance of having mutually of learning, grounded in connectedness to respectful and equal relationships in terms of culture and community, are fundamental to research processes and protocols. quality early learning and care for Indigenous ACER’s publication Two Way Teaching and children. Learning: Toward culturally reflective and relevant ACER and its partners are currently education (Purdie et al. 2011) confirms the need seeking funding to develop a pilot episode for genuinely collaborative ways of working of educationally sound and culturally between mainstream and Indigenous cultures, appropriate content for young Indigenous schools and communities, if the underlying children. issues that impact on children’s educational outcomes are to be addressed effectively. The book consists of contributions from a range of well-respected researchers, educators and Indigenous community members. 3 IMPROVING LITERACY AND NUMERACY OUTCOMES FOR INDIGENOUS STUDENTS ACER has made, and continues to make, a until Year 3 (Frigo et al. 2003). substantial contribution to research aimed at Phase 2 of the ILLANS project followed improving literacy and numeracy achievement students through Years 3 to 6 of primary for Indigenous students. Currently, ACER is school (2003 to 2006) (Purdie et al. 2011). evaluating the Closing the Gap – Expansion of While the study showed growth in English intensive literacy and numeracy programs literacy and numeracy skills across time and initiative for the Commonwealth Department showed that the rate of development for of Education, Employment and Workplace Indigenous and non-Indigenous students was Relations (DEEWR). The Closing the Gap similar, it also showed that the gap in average programs build on existing successful achievement that is evident at the beginning approaches to teaching and learning literacy of Year 3 remains relatively consistent to the and numeracy for Indigenous students and are final year of primary school. However, the intended to provide an evidence base of ILLANS study also showed great variability innovative and effective approaches. ACER’s across schools, with many Indigenous students evaluation will be completed in 2013 but our achieving as well as or better than the average research into the characteristics of effective performance of all students, thus highlighting literacy and numeracy practices for Indigenous the importance of being able to isolate critical children extends back many years. school-level factors that support Indigenous The ILLANS study also In 2000, ACER and a team of children to achieve highly. showed great variability Indigenous consultants initiated a Some enabling factors identified in
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