Indigenous Education -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- FOREWORD -- ABORIGINAL EDUCATION POLICY CONTEXTS ANDLEARNING PATHWAYS -- INTRODUCTION -- Overview of the Chapters -- PART ONE -- PART TWO -- PART THREE -- NOTE -- REFERENCES -- A Note on Terminology -- PART ONE -- 1. AN HISTORICAL OVERVIEW OF ABORIGINALEDUCATION POLICIES IN THE AUSTRALIAN CONTEXT -- INTRODUCTION -- POLICY PERIODS -- The Native Institution and the Mission Period -- Access to Schools and the Protection Era -- The Assimilation Period -- STRUGGLE AND ACHIEVEMENTS AFTER 1967 -- Policy Firsts -- Policy Revisions and Reviews -- Natiional Policies -- CONCLUSION -- REFERENCES -- 2. ACTION LEARNING BASED PROFESSIONALDEVELOPMENT: Being More Responsive to Aboriginal Cultures and Histories -- BACKGROUND -- QUALITY TEACHIING INDIGENOUS PROJECT -- IMPLEMENTATION -- School Selection -- Whole School Reform Through Professional Learning -- Aboriginal Community Participation -- The NSW Quality Teaching Model -- ACTION LEARNING APPROACH -- Action Learning and Action Research -- Action Learning for School Teams -- CONCLUSION -- NOTES -- REFERENCES -- 3. A STUDY OF ACTION LEARNING ANDABORIGINAL CULTURAL EDUCATION -- INTRODUCTION -- METHODOLOGY -- QUANTITATIVE METHODS -- Survey Data Collection -- AN OVERVIEW OF SURVEY FINDINGS -- Professional Learning -- Literacy and Numeracy Training -- Teaching Practices -- Culture of Expectations -- Including Aboriginal Cultural Knowledge -- Assessing Student Learning -- Engaging with the Aboriginal Community -- Involvement with Aboriginal Parents -- QUALITATIVE DATA COLLECTION -- Sample Group -- Data Sources -- DISCUSSION ON ACTION LEARNING -- What Did the School-based Action Learning Teams Look Like? -- Learning Partnerships -- PROFESSIONAL LEARNING -- Project Teams -- Value of Collaboration -- Attitudinal Change -- Leadership -- Academic Partners.

The Project Manager -- ABORIGINAL CULTURAL KNOWLEDGE -- School Teams Focus -- Local Aboriginal Resources -- Community Engagement -- Aboriginal Parents -- Respect for Aboriginal Staff -- Project Sustainability -- CONCLUSION -- REFERENCES -- PART TWO: SCHOOL STUDIES -- 4. CORAL SECONDARY SCHOOL -- CONTEXT -- IMPLEMENTATION -- Phase 1 -- Phase 2 -- Phase 3 -- IMPACT -- Evaluation Methods -- Evidence of Teacher Profesional Learning -- Impact on Student Learning -- Impact of Community Engagement -- Challenges and Opportunities -- Leadership -- Sustainability -- Further Developments -- CONCLUSION -- NOTES -- 5. MAGENTA SECONDARY SCHOOL -- CONTEXT -- IMPLEMENTATION -- Phase 1 -- Phase 2 -- Phase 3 -- IMPACT -- Participation in Professional Development -- Teacher Insights -- Greater Level of Student Engagement -- What was Learned in Working with Aboriginal Communities and Students about Aboriginal Cultural Knowledge -- Key Factors in Supporting Aboriginal Students and Aboriginal Programs in Schools -- Consultation and Collaboration with Aboriginal Community -- Understandings of Aboriginal Cultural Knowledge -- Barriers, Challenges and Opportunities -- Leadership -- Role of Mentors and Other Community Based Groups -- Sustaining the Project -- CONCLUSION -- REFERENCES -- 6. CARMINE SCHOOL -- CONTEXT -- Background to the Action Learning Project -- IMPLEMENTATION -- Understandings of Aboriginal Cultural Knowledge -- IMPACT -- Survey Data -- Project Achievements -- Evidence of Teacher Professional Learning -- Evidence of Teacher Collaboration -- Consultation and Collaboration with Aboriginal Community -- Barriers and Opportunities -- The Importance of Good Leadership -- Role of Academic Partners and Other Stakeholders -- Future Directions: Sustaining the Project -- CONCLUSION -- 7. INDIGO PRIMARY SCHOOL -- CONTEXT -- IMPLEMENTATION -- Phase 1.

Peer Lesson Observations and Reflective Journal Writing -- Engagement in Professional Development Opportunities -- Phase 2 -- Phase 3 -- Consultation and Collaboration with Aboriginal Community -- Understandings of Aboriginal Cultural Knowledge -- IMPACT -- Evaluation Methods -- Evidence of Teacher Professional Learning -- Survey Data -- Impact of Community Engagement -- Challenges and Opportunities -- Leadership -- CONCLUSION -- REFERENCES -- 8. TEAL PRIMARY SCHOOL -- CONTEXT -- IMPLEMENTATION -- Action Learning -- Consultation with the Aboriginal Community -- IMPACT -- CONCLUSION -- REFERENCES -- 9. CRIMSON PRIMARY SCHOOL -- CONTEXT -- IMPLEMENTATION -- Project Team -- The Action Learning Planning Process -- The Backward Mapping Process -- Using Technology -- Engaging the Aboriginal Community -- IMPACT -- Survey Data -- Consultation with Aboriginal Community -- Understanding of Aboriginal Cultural Knowledge -- Challenges and Opportunities -- CONCLUSION -- REFERENCES -- 10. MAROON PRIMARY SCHOOL -- INTRODUCTION -- IMPLEMENTATION -- Forming the Action Learning Team -- Phase 1 -- Phase Two -- Outcomes -- IMPACT -- UNDERSTANDING OF ABORIGINAL CULTURAL KNOWLEDGE AND COMMUNITY CONSULTATION -- CONCLUSION -- REFERENCES -- PART THREE -- 11. THE JOURNEY CONTINUES: Pathways for the Future -- SCHOOL CONTEXTS AND APPROACHES -- Project Plans and Action Learning Teams -- EMERGING THEMES -- Program Achievements -- Supporting Teacher Professional Learning -- Active and Supportive School Leadership Teams -- Understanding Contexts and the Complexities of Student Learning -- Use of Personalised Learning Plans -- Applying Technologies and New Learning Projects in a Culturally Responsive Way -- Understanding and Valuing Aboriginal Cultural Knowledge(s) -- Connecting and Improving Engagement with Local Aboriginal Communities.

Understanding the Pressures on Local Aboriginal Communities -- EFFECTIVE TEACHERS MAKING A DIFFERENCE -- Effective Teachers Need Good Training and Professional Development -- National Teaching Standards -- Relationships with Community and Parents -- CONCLUSION -- REFERENCES -- APPENDIX -- SAMPLE ABORIGINAL CULTURAL EDUCATION TEACHER SURVEY -- Rationale -- Privacy Notice -- AUTHOR BIOGRAPHIES.