bluuebunny/crossref_metadata_2025_split huggingface dataset:
Speaking English – Understanding the Aboriginal Learner’s Problems
Authors: Harris J.W. 
Published: November 2015

In areas where children’s first language is an Aboriginal language, the very nature of the Aboriginal language itself poses complex problems, not only for the child learning English but also for the teacher whose basic first step in solving these problems is to understand what the problems are. Except for a few fortunate teachers who were given some linguistics in college, (a rather recent innovation) and a few conscientious people who have taken courses later, most of us who teach in Aboriginal schools know far too little about linguistics. We therefore don’t know how to approach some language problems in the classroom or, even worse, we don’t recognize that the problems exist. Some teachers who have tried to do something about their lack of knowledge have been put off by technical linguistic terminology, phonetic script and so on.This small article is an attempt by a teacher who is NOT a linguist, to show his fellow teachers who are NOT linguists, that we can still understand the linguistic problems in our classrooms, and have therefore a reasonable chance of coming to grips with them.
Stereotypes – Their Formation and Future
Authors: Knox A.S. 
Published: November 2015

Stereotypes “can be defined as the attribution of general psychological characteristics to large human groups.” (1. Tajfel, p. 150). Often stereotypes have their origin in historical and cultural traditions though the prevailing social climate may also be an influence. Bettelheim and Janowitz (1. p. 48) distinguished between two types of stereotyping:
1)the superego variety with traits such as over-ambition, craftiness, shrewdness and slyness;2)the id variety with derogatory traits such as lack of ambition, stupidity, laziness, lack of inhibition, dirtiness, smelliness and over-sexiness.
School Based Curriculum Development in Aboriginal Studies
Authors: Cook T.E. 
Published: November 2015

In this paper I will draw attention to some basic considerations which my research* would suggest are needed in curriculum development in Aboriginal studies. The research is aimed at identifying basic research findings from which propositions can be formed and constructs for curriculum development formulated. This will enable practical classroom procedures and methods, as well as curricula, to be developed. There is no body of educational knowledge in Aboriginal studies particularly, or ethnic studies generally, which allows a theoretical framework for the curriculum developer to work from. The following considerations may be useful in this regard.Firstly, what does one mean by curriculum, and why refer to curriculum development? Generally, curriculum researchers refer to the curriculum in a much broader way than has been the custom traditionally. (Musgrave, 1974; Hurst, 1974; Walton, 1971; Stenhouse, 1975). For the purpose of this research, the curriculum is considered as the experiences the child will meet with at school as the result of the planned efforts of the school to meet its aims and objectives. This is wider than the old concept of the curriculum which had to do with courses of study in the classroom and planned syllabuses. In the new sense of curriculum, all aspects of school life must be considered. Therefore, a particular model for curriculum development will be suggested, but more essentially what will be stressed is that a model for curriculum development be followed. Intuitive leaps in the dark have seemed to be the pattern, albeit well intentioned.
Aboriginal Secondary Activity Group
Authors: Glennon J. 
Published: November 2015

(Mr Glennon provides a description of a project, funded by the Schools Commission, which will commence in 1978…Ed.)I have now completed three years as Aboriginal Remedial and Supportive Teacher at Cleveland St. Boys High School. I have come to the decision that while my present role is worthwhile, the numbers of students at the school whom I do not reach are an alarming and significant proportion. These children are the ‘chronic truants’ some of whom have spent as little as two days in an entire year at school. These children invariably (I shall cite specific cases later) end up before the Childrens Court at Yasmar and thence are sent to institutions. The charges levelled at these boys range from truancy, through petty crimes to breaking and entry, and assault and robbery. In ninety per cent of the cases that I have been associated with the offences were committed during school hours.As the cases over a period of time have been so consistent and cover boys of all academic calibre, there can be no doubt that an alternative curriculum must be developed for these children.
Work Experience Program: Mackellar Girls High School
Authors: Bolton Y. 
Published: November 2015

Six Aboriginal girls participated in this program in 1977. The girls board at Kirinari Girls Hostel, Allambie Heights.Mr Landy, the Headmaster of the Far West Hospital School, agreed to have the girls work in the school. I also sought permission for two of the girls to work in the hospital; this was granted by the sister-in-charge of the hospital.The girls spent each Monday working with the teachers in the school and in the hospital.For the first three weeks I collected the girls each day from the hostel, took them to the school and then home again. They then travelled independently to and from the hostel and school. This they did with no mishaps. As the girls were from isolated country areas, I was concerned about the travelling, even though it involved catching one bus for a relatively short distance.
Kewdale Community-based Program
Authors: Chesson E. , Hayward E. 
Published: November 2015

During 1977, Ms Kathleen Miller and Mr Adrian Haydock operated an innovation program for disadvantaged children at the Kewdale Development Centre. A high proportion of the children attending the centre were Aboriginal, and so the Aboriginal Education Branch was approached for assistance in designing a suitable course. Mr Eric Hayward, an Aboriginal liaison officer, visited the Centre and suggested a community-based program similar to that outlined in a branch report entitled Minority Groups and the “Foxfire” Experience. Since then, the enthusiasm of the two teachers and the interest of the Aboriginal Education Branch have developed the project to the stage where the following report has been prepared.For many children, belonging to a minority group with its varying degrees of alienation from mainstream society, presents an obstacle to success in the normal curriculum. With Aboriginal children in particular, it is known that excessive numbers of high school students are operating at basic levels and below. There are many factors that contribute to this situation. Yet there is one factor, possessing two facets, that probably overrides all others. This factor is aptly expressed in the following statement from the Ontario Ministry of Education in 1975:
The development and nurture of a positive self image is the single most important ingredient for significant learning to take place. When a child has a positive self concept, when he thinks well of himself, when he believes that he can succeed and achieve, when he perceives other people feeling that way about him, he will respond in a positive way with growth and increasing maturity.
Report : A Solid Link in the Chain – The Aboriginal Teaching Assistants’ Training Programme: an Evaluation
Authors: More A.J. 
Published: November 2015

In the following pages we present extracts from the report prepared for the Department of Adult Education, University of Sydney, by Dr A.J. More, Ph.D. The author is Associate Professor, and the Supervisor of the Native Indian Teacher Education Program in the Faculty of Education at the University of British Columbia, Vancouver, Canada. He is in Australia during 1977–78 on Sabbatical Leave.2.2 … In early 1975, 23 Aborigines were appointed to teacher aide positions throughout the state and an 11 week training programme was an integral part of the employment of the new recruits.In 1977, 60 Aborigines filled such positions in the state. Of these 34 were enrolled in the basic training programme and 36 in an inservice programme at the University.
Providing Opportunities for Cross-cultural Involvement
Authors: Fitzpatrick J. 
Published: November 2015

Mrs Fitzpatrick reports on a project funded under the Schools Commission Innovations Program. She is with the South Australian State Association of School Welfare Clubs, and was assisted in the co-ordination and supervision of the project by Mrs B. Tothill of the Northern Suburbs Association of School Welfare Clubs.As this project involved providing experiences for a small number of people, over only a short period of time, it would seem to be presumptuous to draw conclusions on the subject of “Cross-Cultural Involvement”. The following report, therefore, is descriptive rather than assumptive. I have included comments on the scheme by people who were involved either deeply or peripherally and have tried to record facts only. This has been difficult in a scheme where emotions and affections played a big part, especially as in re-reading letters and reports written soon after the project took place, I find that most people saw it at that time as an enormous success.
What to Do Until the Reading Specialist Comes
Authors: Christie M. 
Published: November 2015

In an earlier issue (Vol.4 No.2) Michael Christie told us about the reading program he was using at Mi lingimbi. In this issue he outlines “a number of teaching techniques which are both simple to implement and congruent with what (little) we know about learning styles in Aboriginal children.”Nothing is more depressing for a teacher than to hear about other teachers’ fabulous successes while feeling incapable of replicating them. Enthusiasm for other people’s programs begins to wear thin in the cold light of your own circumstances. What exactly can be done to achieve reading without tears at your school? There are so many ideas and theories in the teaching of reading, we are at a loss as to which of them to choose. And teaching Aboriginal children to read is an even more difficult task for two main reasons. Firstly, they come from a culture where reading is not a part of everyday life, so there is a lot of reading which we take for granted and which they don’t understand. Secondly, we know only a very little about the ways in which Aboriginal children learn. If we think carefully, we can see that our past failures have only taught us that white teaching methods are by and large simply unsuitable for Aboriginal children. This paper is essentially an attempt to rectify this in the field of reading.
Technical Studies at Yalata Aboriginal School
Authors: Williams K. 
Published: November 2015

In technical studies at Yalata we are trying to cater for two worlds, that of the traditional Aboriginal and that of the present-day Aboriginal.Incorporated into the technical studies course is a section taught by the Aboriginal teaching assistants, in which the students learn to perfect their own artifact making skills and learn new skills. These new skills are taught by men from the Community. The most frequently made artifacts are wombats, kangaroos, snakes, emus, lizards and the more traditional woomeras, spears and boomerangs. Lessons are held in the shade of a tree, using local myall wood. Artifacts find a ready sale through the Kalinguratja Co-operative and the boys make pocket money as well as raising money for excursions and other class projects.Another side of the technical studies class includes training for employment. This includes such skills as submitting tenders for local work, keeping timesheets and calculating payments, welding, flame cutting, thread-cutting, mechanics, carpentry, joinery and painting. Numerous minor repairs are carried out for both the school and the community. Some of these include broken window and door replacement, making reinforced septic tank lids, shed construction, demolition of old buildings, fencing and construction of an Adventure Playground.
Yesterday, Today and Tomorrow
Authors: Lunnay J. 
Published: November 2015

A three day seminar for Aboriginal secondary students was held in early April. This was the first time that such a program has been attempted by the Education Department. Valuable assistance was given by a number of other government departments.All Aboriginal students in years 9 to 12 who attend Adelaide metropolitan high schools were invited to attend. A few representatives from selected country schools were also invited. Between 180 and 200 students attended each day. They were supervised in groups of eight to ten by Aboriginal teacher aides and other volunteers from the Aboriginal community.
Aboriginal Parental Involvement in Education
Authors: Budby J. 
Published: November 2015

The Aboriginal consultative group to the Schools Commission in their report, Education for Aborigines, made the following statement about the involvement of parents in the education of their children:
We are aware of recent research that emphasises the importance of adult and parent involvement in the educational process. This is particularly relevant in an Aboriginal context, where traditionally the education of children was the responsibility of the family. We are keen to see Aboriginal parents become more active in their children’s education and in turn develop more skills and greater confidence in themselves.These thoughts resound the sentiments of the Queensland Department of Education. We appreciate the need for parents to become more involved in education, in providing guidelines of what they feel should be taught to cater for the needs of the Aboriginal/Islander child.
Developing a Set of Readers for Aboriginal Children
Authors: Jaunay G.R. 
Published: November 2015

Most teachers of Aboriginal children are well aware of the difficulties they have in identifying with the characters of most classroom readers. Obviously, publishing companies have to consider their market when preparing series of readers on a viable commercial basis, and hence the characters and their situations reflect the life-styles of the bulk of Australian citizens who live in large urban sprawls, and enjoy a reasonable standard of living which is reflected in their material possessions.A different language background also makes the task of using the conventional classroom reader difficult. Children with an Aboriginal language, or even Aboriginal English as their first language, need greater emphasis placed on certain patterns found in standard English. I feel this is especially important, as the bulk of material any person can read will inevitably be in standard English form.At Oodnadatta School we are overcoming these problems by the development of our own sets of readers. Some are purely experiential and have a limited life equal to the need to relate to that experience, while others are based on certain language patterns we feel need specific development in our program. To work out these patterns, we have used ideas formulated by the Van Leer Foundation Experimental Reading Project in Queensland.
Aboriginal Education & Innovation
Authors: Road D. 
Published: November 2015

All of us in the broad field of Aboriginal education – teachers, aides, administrators – are innovators. For the first time there is an effort being made to modify the school system to cater for the needs and interests of Aboriginal students and parents – individualized treatment, bilingual teaching, meaningful consultation with the Aboriginal community, new studies in Aboriginal culture and Australian history. Seminars and teacher training, consultation on books and curriculum in preparation, provision of special resource teachers and Aboriginal teacher aides and a number of initiatives begun at individual schools by resource teachers and teacher aides themselves, are the means of change.Innovation brings difficulties for the innovators, whatever field it is in. It is rare for new ideas to go into practice smoothly, because new ideas generally replace old ideas and old, established ideas have their followers. Quite often there will be a vested interest involved. Vested interests in education do not often involve money or profits but they do involve time and effort, and sometimes reputations. People don’t like hearing that some practices or beliefs they have spent great effort in developing, or learning, are now regarded as obsolete. So they resist. They resist change. To be able to handle such people is just one of the extra demands made on innovators. It calls for patience, the ability to remain firm in your own beliefs while trying to win people over. It calls for flexibility in your own plans where discussion reveals shortcomings.Innovation also means an increased workload. Explaining to teachers, principals, students, parents and curriculum developers takes time. Preparing submissions takes time. Drawing up detailed action plans for any education program takes time. As education is funded by government and as innovations create interest among colleagues, report writing becomes part of the job – far more than when well-known practices are being followed. Finding solutions to problems which arise along the way takes more time than usual because there are no precedents to follow.
Aboriginal Home/School Visitor
Authors: O’Brien, L. 
Published: November 2015

In the time I have been employed as a home/school visitor, I have visited 55 schools and have seen about 91 Aboriginal students. I have talked to principals and have spoken about Aboriginals to groups of children in some of the High Schools. I have attended a number of committees that one finds that one gets involved in once one gets into Aboriginal affairs. In addition, I have spoken to different groups of people at colleges, at teachers’ councils, and also at the Aboriginal Educational Seminar for Aboriginal children which was held in April.*I think about 188 students attended that seminar during the three day period, and even the bus strike did not affect the children’s attendance, which I thought was great. The seminar was organized by John Lunnay, a consultant in Aboriginal education, with whom I work rather closely. It was a great success, with people on the program like Wandjuk Marika and David Gulpilil, Colin Thiele and Dora Hunter, Sonny Morey, Sid Jackson, Kay Hampton, Michael Ahmad, Brian Dickson, Eva Johnson, Leila Rankin and Des Price. During the seminar, I accompanied some of the students on visits to different places, like the Aboriginal Community College, the Task Force at the South Australian Institute of Technology, Torrens College of Advanced Education where some Aboriginal students are enrolled in the Teacher Education program, the Community Centre, the Aboriginal Health Unit and D.A.A. Over all, I feel it was very successful.
Graduation Address: Aboriginal Teacher Assistants – University of Sydney, 1978
Authors: Allen H. 
Published: November 2015

Sir Herman Black, Lady Black, distinguished guests, ladies and gentlemen.When I was first asked would I come along this afternoon to say a few words, my reply was, “I will think about it”. The response was, “How long do you need to think?”Well, here I am.It gives me great pleasure to be here this afternoon, to take part in this occasion. An occasion that has been taking place about this time every year, since 1975.1975 will always be a year to remember, for it was the year that the first group of Aboriginal teacher assistants graduated from the training program and were presented with their certificates by Sir Herman Black.Since then I have watched many Aboriginal people go through the same well-earned procedure. I guess it was the same with most of the groups, not knowing anybody, but by the end of the year it was like one big family.First, I would like to congratulate the people who have successfully completed another year of the Aboriginal Teacher Assistants Training Program. I am sure this will be another year, 1978, that will go down in history, where yet another group of Aboriginal people have progressed within themselves from doing such a program, and I wish them the best of luck for what they may do in the future. I hope there will be many more continuous ATA programs to follow.
Homeland Centres Education in the Maningrida (N.T.) District
Authors: Deslandes B.S. 
Published: November 2015

The decentralizing movement away from large, multi-tribal settlements and missions over the last half decade is one of the most significant Aborignal initiated movements since the beginning of the European invasion.Initially the movement required and requested nothing from Europeans. Gradually requests have been made for assistance in the areas of specific foods, health and education services.In establishing an educational program for the homeland centre schools, it is essential that a situation is not created whereby Europeans saturate/dampen the initiative of the Aboriginal people; and so a program aimed at basic numeracy and literacy (as requested by the groups) has been devised aimed at supporting Aboriginal teachers.
Indigenous Education in Queensland: One Teacher’s View
Authors: McCollow J. 
Published: November 2015

Many writings on indigenous education focus on the role of the individual teacher. This is as it should be since the individual teacher is indeed the most significant factor in the success or failure of an educational program. There are other factors, however, which are significant, and in this article I would like to deal with one, namely: the system within which a teacher works.A good educational system develops, supports and encourages good teaching practice. A poor system inevitably, if unintentionally, frustrates the efforts of its teachers. I believe many of the ablest and most dedicated teachers in Queensland are frustrated. I present here my own view. Quite possibly some of the facts are wrong. The important point is that this is the impression that at least one teacher on the job has of the way things work.I would also like to propose a few ways in which the Queensland Education Department and the Queensland Teachers Union could better promote indigenous education through more effective staffing and curriculum development procedures. I do not mean to suggest that either of these two organizations is unconcerned with the plight of indigenous students; I do mean to suggest that both bodies are committed to maintaining an administrative system which is inappropriate and harmful to the interests of these students. In order to establish a truly effective program for indigenous students, substantive changes need to be made in the bureaucracy.
The Effects of Teacher Style on Year One Aboriginal Children’s Reading Achievement
Authors: Jones D. 
Published: November 2015

Since the mid-1950’s, educational literature has reflected a deep concern for the relatively poor academic performance of children from particular ethnic minority groups. In the United States, for example, attention has focused on the low achievements of many Negro, Spanish and Indian children, and in Australia there is an increasing concern with the educational achievements of numbers of Aborigines. The data collected to date suggest that a child’s ethnic group membership makes an important contribution to his success in school. More specifically, the data raise the very broad issue of educability of children from some socio-economic and sub-cultural groups.In most instances educability has been closely linked with teacher performance, suggesting that teachers play an important role in determining their pupil’s behaviours and achievements. It is this possible link between teacher behaviour and student achievement which has provided the impetus for much of the educational research focusing on the influence of the teacher. This area of research, however, is not characterized by a large number of conclusive studies. Nevertheless, some encouraging trends can be noted to indicate a possible relationship between the teacher variable and student achievements and behaviours.