ORCID Profile
0000-0002-2290-695X
Current Organisation
Monash University
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Publisher: SensePublishers
Date: 2014
Publisher: Northern Institute
Date: 11-2018
Publisher: Emerald
Date: 10-08-2015
Abstract: – The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts. – A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course. – The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience. – This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.
Publisher: Bond University
Date: 15-11-2022
DOI: 10.53300/001C.55652
Abstract: The outbreak of the COVID-19 pandemic changed everything about the world we lived in in 2020. It has had obvious impacts on the way we teach and the way we learn. Monash University provides clinical health education to around 130 third, fourth and fifth year medical students each year in a rural setting. By mid-March 2020 it was clear that substantial changes in delivery methods would be required to ensure the continuation of both placements and clinical education. In particular, there was a need to provide continuity of education for the final year students who needed to be ready to graduate as Interns by the end of the year. A key component of the final year is a capstone unit in clinical skills which has a strong emphasis on simulation-based scenario teaching. This unit was already in the process of adapting to changes in the curriculum when the COVID-19 pandemic hit, presenting clinical educators with the additional challenge of teaching a new curriculum in new ways. What began as a reaction to an unforeseen disruptor resulted in innovations that ultimately were extremely well-received by the students and will likely become new ways of teaching final year students into the future. Additionally, these innovations offer important alternatives for how to ensure continuity of clinical education during systemic disruption caused by pandemic.
Publisher: The University of Queensland
Date: 22-01-2012
DOI: 10.1017/JIE.2012.13
Abstract: High turnover of teachers in remote Indigenous community schools in the Northern Territory has long been considered a significant contributing factor to low academic outcomes for students in those communities. The average length of stay for a non-Indigenous teacher in a remote school can more easily be measured in months than years. This instability in staffing is largely responsible for the instability experienced by many students in these schools. This ‘Come and Go’ syndrome holds true for non-Indigenous staff however, the opposite can often be said of Indigenous staff. Indigenous staff in these schools tend to be the ‘Stay and Stay and Stay’ teachers. They have often worked in their local community school for decades and have seen literally hundreds of non-Indigenous teachers ‘Come and Go’. They have been the ones to provide a semblance of stability and some level of program sustainability in education for the children of their own communities. While there is some qualitative data on the things that improve retention of non-Indigenous teachers in rural and remote schools, it mostly looks at the training and skills development that can be applied to the situation. No one has really ever asked Indigenous teachers for their observations or opinions about what makes teachers stay and what makes them go. This article will draw on conversations from two focus groups of Indigenous teachers from remote schools in Central Australia who were invited to discuss just this question.
Publisher: Informa UK Limited
Date: 24-04-2014
Publisher: IGI Global
Date: 22-01-2021
DOI: 10.4018/978-1-7998-7106-4.CH016
Abstract: This chapter focuses on the applicability of universal design for learning principles for First Nations students. It looks at a pre-tertiary course designed for Aboriginal and Torres Strait Islander students in Australia that has been very successful at supporting students not only to transition successfully into higher education, but also to decolonize their understanding of themselves as learners and rewrite their own educational narrative about what is possible for them. Following a description of the history and context of the course design and development, the chapter examines the philosophies and practices of the course through the lenses of the three key principles of UDL: multiple means of engagement, multiple means of representation, and multiple means of action and expression. While there are clear limitations regarding the extent to which the UDL principles can be overlaid upon an existing course, the comparison does show that intentional design that subconsciously shares these principles can help students to overcome structural learning barriers and create inclusion.
Publisher: Queen's University Library
Date: 16-02-2018
Abstract: This essay is based on doctoral research that examined the reasons behind the low number of young Aboriginal teachers currently undertaking and completing teacher education in remote communities in Central Australia. By listening to the stories of a group of fully qualified and experienced Aboriginal teachers, this doctoral research explored the complex array of barriers, as well as supports, that Aboriginal people from remote communities encounter as educators. The seven teacher participants in this research have each spent between 20 and 35 years working in their respective schools in their home communities (see map below) and have undertaken and completed the requisite study to become fully qualified teachers. The purpose of this essay is to focus exclusively on the ex les of systemic barriers experienced by these teachers through the theoretical lens of race, using settler colonial theory, whiteness theory and critical race theory (CRT).
Publisher: Northern Institute
Date: 12-2017
Publisher: Informa UK Limited
Date: 02-09-2014
Publisher: Informa UK Limited
Date: 23-12-2017
Publisher: Northern Institute
Date: 12-2017
Publisher: Unpublished
Date: 2016
Publisher: Informa UK Limited
Date: 23-12-2018
Publisher: Northern Institute
Date: 10-2015
Location: Australia
Location: Australia
No related grants have been discovered for Lisa Hall.