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This Concept Map, created with IHMC CmapTools, has information related to: RHAMAN PHD ATSI ATTAINMENT AND RETENTION SA UNI, Chapter 3: Review of Literature: Theory and Research in Indigenous Education Introduction 23 3.1 Introduction 23 3.2 Background of Indigenous Education Research in Australia 24 3.3 Theoretical Developments in Indigenous Education 26 3.4 Culture and Culturally Responsive Schooling 31 3.5 The Role of the Teacher 41 3.6 The Role of Family 46 3.7 Resistance and Resilience in Schooling 49 3.8 Indigenous Student Retention and Attendance 52 3.9 Indigenous Student Success 56 3.10 Summary 60 ???? FACTORS contribute positively to achieving successful outcomes for Indigenous school learners. concepts on culturally responsive schooling, culturally responsive relations, culturally responsive pedagogy and cultural safety, validating and showing a respect for and appreciation of culture through the school curriculum, building positive links between Indigenous students and their families and communities, creating a warm and welcoming environment and being culturally accommodating of individual learning styles teacher support and positive teacher and student relationships were the most important factors facilitating the Indigenous student’s success in school, Chapter 3: Review of Literature: Theory and Research in Indigenous Education Introduction 23 3.1 Introduction 23 3.2 Background of Indigenous Education Research in Australia 24 3.3 Theoretical Developments in Indigenous Education 26 3.4 Culture and Culturally Responsive Schooling 31 3.5 The Role of the Teacher 41 3.6 The Role of Family 46 3.7 Resistance and Resilience in Schooling 49 3.8 Indigenous Student Retention and Attendance 52 3.9 Indigenous Student Success 56 3.10 Summary 60 ???? ACTORS TEACHERS have responsibility for helping Indigenous students to succeed in school. The teaching qualities and styles teachers’ use, their interactions and the support they provide to students, and the expectations and their teaching messages, can contribute positively to Indigenous student engagement in class, motivation for school and enhanced academic achievement improved relationships between teachers and students are a fundamental beginning step for creating schools for Indigenous students that are culturally responsive importance of ‘…trust, fairness and teacher consistency in the classroom’ for building positive relationships between teachers and students ‘...teachers who position themselves within a culturally responsive pedagogy of relations and who by extension, actively create culturally responsive contexts for learning in their classrooms’, become effective in working towards improved educational outcomes for Indigenous students. These teachers demonstrate a caring attitude towards students and their individual needs, on a daily basis, they also hold high expectations of them for their schooling and believe in their ability to succeed in school (Bishop et al., 2007b). “…have good conversations and share jokes with them”, and “…talk about what they did on the weekend”. Some interviewed students felt their teachers treated them “…as adults and almost like friends PARENTS FAMILIES AND COMMUNITIES students who have family support, specifically expectations for them to stay on at school and succeed, are highly likely to continue on at school to complete their secondary education STUDENTS a student’s personal desire to succeed academically, and their possession of school related cultural knowledge can potentially enhance student value of school and their academic success, positive school attendance is considered fundamental for Indigenous student progress at school. The student responses indicate that positive peer relationships and interactions with friends, who provide support in school, are important for improving school retention and attendance and for facilitating potentially higher levels of Indigenous student completion of secondary schooling