Pedagogical considerations for a culturally responsive reading program for Indigenous students: Reflections from a critical participatory action research study
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Amber Kennedy Thesis
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Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
Active student engagement in reading is a major concern of many state, national and international governments. Aboriginal and Torres Strait Islander students on average are well behind Australian standards, due to many factors, including a lack of early reading success. This study investigated what constitutes a culturally responsive reading program for Indigenous children from a critical participatory action research perspective. Culturally responsive pedagogical practices, together with the support of a critical friend with knowledge of local language and culture, contributed to student reading gains (between one and four reading levels in the 5-week data collection period).
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| ID Code: | 225973 |
|---|---|
| Item Type: | QUT Thesis (Master of Philosophy) |
| Supervisor: | Ewing, Bronwyn & Sarra, Grace |
| Keywords: | CRPs, culturally responsive pedagogies, holistic, Grant's Holistic Framework, Ernie Grant, contextualised learning, student engagement, reading achievement, four-lesson sequence, ZPD |
| DOI: | 10.5204/thesis.eprints.225973 |
| Divisions: | Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 26 Nov 2021 04:10 |
| Last Modified: | 26 Nov 2021 04:10 |
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