DEC Scan Journal : 2014 Issue 1
2014 Volume 33, Issue 1 36 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews not be about rewards, but about teachers giving information about tasks that reinforce the learner’s understandings, confidence, and self-evaluation. Additionally, the findings associated with the benefits of teaching students to self-monitor demonstrate the need for teachers to promote self-monitoring in their classrooms. Self-monitoring allows students to directly link their progress to their achievement and, indirectly, to their confidence. Las tly, clear instruction was found to enhance Aboriginal students’ educational outcomes. Therefore, teachers should provide clear explanations and guided learning strategies that involve making clear observable links between learning, assessment, and success. Andrews et al., 2010). However, the current findings offer some insight into diminishing this risk. If teachers can develop a strong rapport with their students, incorporate questioning techniques and fun into their lesson plans, and focus on enhancing reading self- concepts, then Aboriginal students are more likely to be engaged in school. Subsequently, this should lead to decreased rates of truancy. A number of other teaching strategies were also found to be beneficial in facilitating the educational success of Aboriginal students. Teacher questioning was found to increase Aboriginal students’ class participation and enjoyment of school, as well as decrease rates truancy. As this strategy has been positively related to higher-order learning, it is recommended that teachers incorporate this strategy into their teaching of Aboriginal students to promote critical thinking and avoid surface learning or memorisation approaches. As literacy scaffolding was found to promote learning and school enjoyment, it is recommended that all teachers ensure that each student is challenged with classroom reading tasks, regardless of their literacy levels. By acting as models for challenging learning tasks, teachers make success visible to all students. Then, building on this foundation, they allow the dynamic nature of the whole class to discover further pathways to success. Performance feedback was also found to be a critical factor. Therefore, teachers need to ensure that Aboriginal students know what success is, as it allows students to relate their learning development to achievement and their sense of confidence. As advised by Hattie (2009), feedback should wasting their time in enhancing Aboriginal students’ academic self-concepts to seed success. These results also attest to the fundamental importance of literacy for Aboriginal students and to the need to foster positive reading self-concept to enhance school enjoyment to seed success. In addition, the current results imply that school enjoyment for non-Aboriginal students is causally influenced by a more diverse array of constructs as compared to Aboriginal students. The findings also highlight the importance of holding positive math self-concept for non-Aboriginal students to causally influence academic achievement in mathematics. For the Aboriginal students though, similar effects were not observed as cultural identity was the only positive causal predictor of mathematics achievement. These findings also support the international self-concept literature that demonstrates that achievement and self-concept share dynamic and mutually reinforcing relations (see Marsh & Craven, 2006). Hence, enhancing both reading self-concept and reading skills simultaneously is likely to enhance reading achievement. Furthermore, the results also imply that holding a strong cultural identity has a positive causal influence on reading achievement for Aboriginal students. Consequently, the promotion of Aboriginal identity is a strategy that can improve reading outcomes for Aboriginal students. It has been well established in the literature that Aboriginal students are at greater risk of becoming disengaged from school than their non-Aboriginal counterparts (Bodkin-Andrews et al., 2012; Bodkin- By acting as models for challenging learning tasks, teachers make success viable to all students.
Volume 33 Issue 2