Annotated and Select Bibliography on Rural and Remote Education in Australia
Rural and Remote
Education Inquiry
An Annotated and Select Bibliography
on Rural and Remote Education in Australia
- Foreword
- Rural
and remote education in general
- Education
for children with disabilities
- Teacher
training, in-service and retention
- Income
support and funding
- Distance
education and technology
- Indigenous
education
- Education
for non-english speaking background children
Foreword
This bibliography
has been prepared by the Rural Education, Research and Development Centre,
Townsville, Qld according to guidelines established by the Human Rights
and Equal Opportunity Commission to assist in its inquiry into aspects
of rural and remote school education provision in Australia. It attempts
to include highly relevant, more recent, seminal, theoretical and policy-oriented
Australian materials. Only items which directly relate to rural and remote
education have been included. More broadly based materials have not been
included. Only a few overseas references are included.
Materials published
since 1990 have been included unless a work published prior to that date
is still considered seminally important and has had a substantial impact
on the development of policy and research in rural and remote education.
It was tempting to include works such as Turney, Sinclair and Cairns'
book Isolated schools: Teaching, learning and transition to work
(1980), because it was one of the first significant, systematic analyses
by Australian educators of the needs of children in rural and remote schools.
In the end, it was decided to omit it because of its age. For similar
reasons Sher's Rural education in urbanised nations (1981) was
also omitted.
The construction
of a select bibliography of this type is fraught with difficulties. It
was particularly difficult to keep the bibliography to a manageable size
including as it does research, theoretical and policy-oriented materials,
as requested by the Commission. Further, what appears as "seminal" to
one person will not appear so to another and changing social, cultural,
economic and political imperatives alter perceptions of what publications
are important.
To validate the selection
of items, the draft bibliography was sent for evaluation and review to
some fourteen scholars and practitioners in rural education who have a
special interest in the various areas. Their comments and suggestions
have been incorporated into the final bibliography.
The bibliography
is presented under the following headings:
- Rural and remote
education in general
- Education for
children with disabilities
- Teacher training,
in-service and retention
- Income support
and funding
- Distance education
and technology
- Indigenous education
- Education for
non-English speaking background children
It proved difficult
sometimes knowing where to locate particular publications because their
subject matter crossed headings.
Under each heading
bibliographic references with short annotations are provided. These publications
are further listed by type of publication; for example, monographs, journal
articles, government reports, conference papers, and book chapters. Within
each of these sections, items are listed by date from most recent to least
recent.
Rural
and remote education in general
Government
reports
Commonwealth
Australia. Department of Employment, Education, Training and Youth Affairs.
(1998). Differential access to higher education: The measurement of
socioeconomic status, rurality and isolation. (Chairperson Professor
John Western). Canberra: Department of Employment, Education, Training
and Youth Affairs.
The report examines and evaluates suitable and practicable alternative
methods of identifying students from low socioeconomic, rural and isolated
groups.
Australia. Department
of Primary Industries and Energy. (1998). The rural book: Part of the
Countrylink program (8th ed.). Canberra: Department of Primary Industries
and Energy.
The purpose of this book is to provide overviews and contact details
for the Commonwealth departments and programs, including those for education.
Robinson, L. & Ainley,
J. (1995) The availability of baseline data on equity in Australian
schools. Canberra: Department of Employment, Education and Training
(DEET).
Australia. Department
of Employment, Education and Training. (1994). Curriculum provision
in rural secondary schools: A report to the Country Areas Program, Schools
and Curriculum Division, Department of Employment, Education and Training
(Draft for comment). Camberwell, Victoria: ACER.
Includes examples of how information collected through the study can
be used to improve decision making on curriculum provision at school,
regional and system levels.
Australia. Department
of Primary Industries and Energy. Department of Human Services and Health.
(1994). Rural, remote and metropolitan areas classification 1991.
Canberra: Australian Government Publishing Service.
This classification was developed in response to the growing need for
knowledge and information about issues of concern to rural and remote
Australia.
Australia. Department
of Employment, Education and Training (DEET). Schools and Curriculum Division.
Targeted Programs Branch. (1993). National strategy for equity in schooling:
Paper for consultation: draft. Canberra: Australia Department of Employment
Education and Training (DEET).
This report was developed by an Australian Education Council Schools
Working Party and deals with a range of policy matters including rural
students and matters affecting rural education.
Australia. National
Board of Employment, Education and Training. (1991). Toward a national
education and training strategy for rural Australians. Canberra, Australian
Government Publishing Service.
The report highlights inequalities in the participation rates of non-metropolitan
people in education and training when compared to their metropolitan counterparts.
The report proposes the development of a national education and training
strategy for rural Australians arguing for co-operation between Commonwealth
and State/Territory governments and their active commitment to co-ordinating
their activities. The analysis reveals that outback children are seriously
disadvantaged.
Griffin, M. and Batten,
M. (1991). Equity in schools: an independent perspective: A study of
equity policies, programs and practices in nongovernment, nonsystemic
schools. Canberra: Australian Government Publishing Service.
This project was funded by the Commonwealth Department of Employment,
Education and Training. The study was conducted by the Australian Council
for Educational Research.
Australia. Commonwealth
Schools Commission. Curriculum Development Centre. (1988). Schooling
in rural Australia. Canberra: Curriculum Development Centre.
A major report which is built upon input from various interest groups
and from commissioned reports. It deals with such issues as Commonwealth
and State support for rural schooling, access to schooling, teachers and
rural schooling and rural schooling and the use of technology. Its recommendations
are wide-ranging including such matters as living away from home accommodation
support scheme, encouragement for the development of and financial support
for off-campus teacher education programs, and in-service education.
State
Queensland. Dept of Education. (1994). Social justice strategy 1994-1998:
Issues and strategies: Draft. Book 2. Brisbane: Dept of Education.
Deals with a range of policy matters including access to education
in rural areas as well as a range of social justice issues.
Western Australia.
Ministerial Review of Schooling in Rural Western Australia. (1994). Schooling
in rural Western Australia. (Chair: D Tomlinson). Perth: Western Australia
Education Department.
This report questions the role of "rurality" in explaining the performance
of rural/remote students and schools indicating that factors such as socioeconomic
status are more powerful.
Queensland. Department
of Education. (1993). Rurality and participation in schooling: A project
funded under the Country Areas Program (National Element) of the Commonwealth
Department of Employment, Education and Training and undertaken for the
Australian Council by the Department of Education, Queensland. Canberra:
Australian Education Council.
Major outcomes of this investigation carried out by K Rousseau are
a working definition to describe rural locations and suggested methods
for the classification of urban and rural locations.
Monographs
Mackenzie, P., Harrold,
R. & Sturman, A. (1996). Curriculum provision in rural secondary schools.
(ACER Research Monograph No. 48). Melbourne: ACER.
This report is intended to assist school and system decision makers
by improving the information base on rural secondary schools.
Stern, C.D. (Ed.)
(1994). The condition of education in rural schools. Washington,
DC: US Department of Education.
An overview of the condition of education in rural America. It was
prepared to assist policy makers and practitioners by providing concise
and current information on rural education in America.
Higgins, A. (1993).
Rural difference: A challenge for beginning teachers. Townsville:
Rural Education Research and Development Centre, James Cook University.
Based on the author's lecture notes, this is an excellent introduction
to living and teaching in rural areas covering such matters as characteristics
of isolated learners and isolated teachers, curriculum in rural schools
and rural schooling and technology.
Conference
papers
Boylan, C., Nor,S.,
& Rahman,A. A. (1996). Rural education provision: Insights from Malaysia
and Australia. Paper presented at the Joint Conference of Educational
Research Association, Singapore and Australian Association for Research
in Education, 25-29 November 1996, Singapore Polytechnic. Conference theme:
Education research: building new partnerships.
An analysis of government policies on educational provision in New
South Wales and Malaysia for rural children. The impact of programs on
school organisation, curriculum delivery and teacher training are examined.
Issues of educational disadvantage and sustainability of programs are
examined as a basis for recommending actions that can improve the quality
of education for rural students.
McSwan, D. & McShane,
M. (Eds.). (1994). An international conference on issues affecting
rural communities. Proceedings of the conference held by the Rural
Education Research and Development Centre at Sheraton Breakwater Casino-Hotel,
Townsville, Queensland, Australia, 10-15 July 1994. Townsville: Rural
Education Research and Development Centre, James Cook University.
This important international conference brought together a large gathering
of rural scholars and professionals. The proceedings contain a large number
of papers covering policy, practice and pedagogy in areas such as education,
health and community and economic development.
Walton, J. (1991,
November) Interpretations of rurality and their implications. Unpublished
paper presented at the Australian Association for Research in Education
annual conference, Surfers Paradise 26-30 November 1991. Conference theme:
Practitioners, researchers and policy makers: changing coalitions?
This paper attempts to explore that mosaic of symbols and meanings
that often form part of the Australian understanding of rurality. It considers
the impact of this mosaic on people's perceptions, and suggests that possible
influence of these perceptions on school curricula, retention rates, gender
issues, employment opportunities and teacher attitudes in rural areas.
Clark, S. (1990).
Rural education research: a "state of the art" review. Keynote
paper to "Think Tank" on research into rural education held at Sheraton
Breakwater Casino-Hotel, Townsville, June 10-14 1990. Townsville: Rural
Education Research and Development Centre, James Cook University.
This paper attempts to summarise research findings relating to rural
education following a literature survey. Topics covered include schooling,
technology and educational delivery.
Journal
articles
D'Plesse, P. (1992).
Redefining remoteness in the post industrial society. Education in
Rural Australia, 2 (1), 1-6.
The article suggests a definition for the concept of remoteness and
explores how it may alter within the context of the emerging information
based society.
Sher, J. P. and Sher,
K. R. (1994) Beyond the conventional wisdom: Rural development as if Australia's
rural people and communities really mattered. Journal of Research in
Rural Education, 10 (1), 2-43.
An outline of what rural development could encompass as Australia enters
the 21st century. It argues that Australia has no coherent and explicit
national rural development policy and advocates a policy which places
primary emphasis on the actual well-being of rural peoplle and communities.
Education
for children with disabilities
Government
reports
State
Northern Territory Board of Studies. (1994) Special education policy:
Provision for students with disabilities in Northern Territory schools.
Darwin: Northern Territory. Dept of Education
Although special education policies have been published by other state
education departments, this report spotlights a range of special education
policy issues including special education needs in rural areas.
Read, N. (1988).
Service delivery for children with special needs who live in isolated
areas: a survey. Hobart: Tasmania Education Department.
A useful government policy report on service delivery for children
with special needs in isolated Tasmania.
Monographs
Rural Education Research
and Development Centre. (1999). A whole Community approach to otitis
media: Reducing its incidence and effects. Townsville: Rural Education
Research and Development Centre, James Cook University.
An interim report after the first year of a project to assist the Queensland
Health Promotion Council in its developmental work on otitis media (OM).
The project aims to reduce the incidence of effects of OM in three communities,
to improve learning outcomes of children who are suffering or who have
suffered OM, and embed appropriate practices in local communities.
Higgins, A.H. (1997).
Addressing the health and education consequences of Otitis Media among
young rural school-aged children. Townsville: Australian Rural Education
Research Association (Inc.).
An important report which addresses several issues including the extent
of the link between the incidence of otitis media and trachoma and learning
difficulties among remote rural children up to ten years old, and to provide
learning materials for the children and communities in which the conditions
occur.
Brentnall, B. & Dunlop,
M. (1985). Distance and disability: A survey of children with disabilities
in isolated areas of Australia. Sydney: United Church National Mission
Frontier Services.
This survey was done following an appeal for assistance arising from
the annual conference of the Isolated Children's Parents Association in
1981. It seeks to establish the prevalence of children with disabilities
in isolated areas of Australia.
Theses
Crease, I. D. (1991).
Supporting disabled students in rural Queensland: An exploratory study
(Thesis). Townsville: James Cook University of North Queensland.
This thesis addresses the difficulties that are related to providing
education for disabled students in rural locations in Queensland. It explores
the challenge that disabled students may place on teaching principals
and the needs that are created on account of the interrelatedness of isolation,
disability and integration. The conclusions reached from the interviews
conducted and the surveys that were developed have implications for policy
guidelines that address remote and rural education in general, the way
preservice teacher preparation courses are constructed, and how professional
support services are delivered in rural areas where integration is an
accepted and natural practice.
Conference
papers
Pagliano, P. (1998).
Special education, rurality and research. In D. McSwan (Ed.), An international
symposium on the Doctor of Philosophy for candidates and supervisors:
A focus on rural issues, 30 June-2 July 1997 (pp. 45-49). Townsville:
Rural Education Research and Development Centre, James Cook University
of North Queensland.
Examines a number of research issues as they relate to special education
and rurality, using illustrations from the research of the author and
that of his research students.
Bandy, H. E. & Boyer,
W. A. R. (1994). The impact of special needs students on teachers in the
rural areas of British Columbia. In D. McSwan and M. McShane (Eds.), An
international conference on issues affecting rural communities: Proceedings
of the conference held by the Rural Education Research and Development
Centre at Sheraton Breakwater Casino-Hotel, Townsville Queensland Australia,
10-15 July 1994 (pp. 232-241). Townsville: James Cook University of
North Queensland. Rural Education Research and Development Centre.
This study found that the majority of rural teachers in British Columbia
perceived that both their inservice and preservice education had inadequately
prepared them for the realities of inclusion. The teachers cited a high
percentage of children with special needs in their classrooms, a wide
range of disabilities, a grave concern regarding the lack of support services,
and a perceived inability to provide optimal educational programs. Repeatedly
the teachers reported the implementation of a variety of individualised
learning experiences.
Johanssen, P. (1994).
Educational services for students with severe/multiple disabilities in
rural Western Australian schools. Partnerships in teaching and learning:
Australian Association of Special Education 18th National Conference,
30th September-3rd October 1994: papers and presentations. [Buranda
Qld]: Australian Association of Special Education (AASE)
Western Australia has followed the path of devolution of centrally
organised services to schools, as have other States. However, because
of the low incidence of students with severe and multiple disabilities
and the extreme remoteness of many of their locations, a centrally funded
and organised service provides support to country schools where these
students are enrolled. This service assists the schools in the implementation
of the Education Department's policy and the Task Force recommendations
to provide appropriate educational programs for such students.
Cross, L. & Burrell,
J. (1991). What about me: ever thought about including rural Australians
who also may have an intellectual disability? What Does Social Justice
Mean for Education in Rural Australia? Sixth National Conference Proceedings,
July, 1990, Wagga Wagga, NSW, Society for the Provision of Education
in Rural Australia (SPERA).
Discusses possible scenarios to illustrate some of the problems and
options for inclusion for rural Australians with disabilities.
O'Neill, C. & Linfoot,
K. (1989). Issues concerning the integration of students with special
needs. In `Research and future development of education in Australia':
unpublished papers presented at the annual conference of the Australian
Association for Research in Education held at the University of Adelaide
28 Nov - 2 Dec 1989, 13 pages. Adelaide:
Nongovernment schools have also begun to offer enrolment to students
with disabilities in a more systematic way than hitherto. Data are presented
on the attitudes of teachers and principals in nongovernment schools in
western NSW towards the enrolment of students with disabilities. The paper
examines issues relating to resources needed to support these enrolments
and implications for curriculum adaptions.
Journal
articles
Wolstenholme, R.
(1996). Caring for Aboriginal people with disabilities. Australian
Disability Review, 3, 3-14.
Examines emerging trends and demographic patterns of the Aboriginal
communities involved within a framework of cultural vitality theory.
Westling, D. L. &
Whitten, T. M. (1996). Rural special education teachers' plans to continue
or leave their teaching positions. Exceptional Children, 62, 319-335.
Survey of 158 rural special education teachers to determine teachers'
plans for remaining in or leaving their current positions. Data suggested
that administrative support and job requirements played important roles
in teachers' five-year plans.
Winn, S. (1995).
Hearing impairment services itinerant teaching service in South Australia.
Australian Journal of Education of the Deaf, 1 (1), 22-27.
The itinerant teaching is similar to that used in other states. The
paper discusses what was, what is, and a projection of how the service
could operate in the future, noting the difficulty of service provision
in the country region where access to allied services is difficult.
Yonowitz, L., Yonowitz,
A., Nienhuys, T. & Boswell, J. (1995). MLD evidence of auditory pprocessing
factors as a possible barrier to literacy for Australian Aboriginal children.
Australian Journal of Education of the Deaf, 1 (1), 34-42.
Findings indicated that Aboriginal children may be at a disadvantage
for listening to speech, particularly English, in noisy settings. The
discussion addresses intervention issues.
Douglan, M. (1989).
Educating blind and visually impaired children in Western Australia. Journal
of Visual Impairment and Blindness, 83, 51-55.
Discusses the history of education of the blind and visually impaired
people in the State, and special problems of itinerant teachers who may
travel hundreds of miles to see one student.
Hayes, A. & Livingstone,
S. (1986). Mainstreaming in rural communities: An analysis of case studies
in Queensland schools. The Exceptional Child, 3 (3), 35-48. Mainstreaming
in rural schools is often a matter of necessity. Key issues in rural mainstreaming
are offered as a basis of future research.
Shaddock, A. J. &
Batchler, M.W. (1986). An analysis of the use of telconferencing to support
a rural early intervention program. The Exceptional Children. 37
(3), 215-219.
Discusses functions of teleconferences in an early intervention program.
Teacher
training, in-service and retention
Book
chapters
Boylan, C. (1997).
A rural perspective on professional development. In R. J. King, D. M.
Hill and J A Retallick (Eds.). Exploring professional development in
education, pp.123-144. Wentworth Falls NSW: Social Science Press.
This chapter sets out to establish that for rural teachers, participation
in professional development programs that can be accessed by a variety
of delivery modes, produce lasting outcomes that enhance rural teacher
retention. Rural teachers cite intellectual isolation as their most pressing
professional concern.
Marland, P., Gibson,
I., Gibson, K., King, S., Lester, N. & Young, P. (1994). Multgrade teaching:
An exploratory study. In P. Marland and K. Smith (Eds.) Knowledge and
competencies for beginning teaching: A report of a policy development
initiative, pp.167-201. Toowong, Qld: Queensland Board of Teacher
Registration.
Although not specifically targeted at rural education, this discussion
is of particular interest because of the prevalence of multi-grade classrooms
in rural schools. The aim of the project is to provide an adequate basis
for strategic planning by teacher education institutions in respect of
preparing teachers for effective multigrade teaching.
Conference
papers
Grant, M. (1996).
Promoting rural Aboriginal off-campus study using information technology
and other innovative strategies. Paper presented at the Joint Conference
of Educational Research Association, Singapore and Australian Association
for Research in Education, 25-29 November 1996, Singapore Polytechnic.
Conference theme: Education research: building new partnerships.
Indigenous students from rural New South Wales (Australia) must cope
with isolation and distance from the University as they undertake Diploma
in Aboriginal Education/ Bachelor of Teaching studies in a part-time mixed-mode
course. Once immersed in their communities following residential schools,
they struggled to manage their studies along with work, family, and community
responsibilities. Following a review of the program in 1995 a number of
initiatives using information technology were taken.
Gibson,I. W. & King,
S. (1995). Pre-service preparation for teaching in small rural communities.
In D. Riley (Ed.). Lifelong learning in rural areas: between a rock
and a hard place: proceedings of the 11th National Conference (pp.
31-41). Toowoomba: Society for the Provision of Education in Rural Australia
(SPERA).
This paper reports a case study in teacher education, describing innovative
teaching approaches to rural teacher preparation. It looks at course work,
curriculum delivery, teaching practice, the use of information and communication
technology, professional development, teacher support, school management,
school community relationships, and political contexts.
Gibson, I. W. (1993).
Policy, practice and need in the professional preparation of teachers
for rural teaching: an Australian perspective. Unpublished paper presented
at the Annual Conference of the Australian Association for Research in
Education (AARE), Fremantle 22-25 November 1993. Conference theme: Educational
research: making a difference.
This paper, based on research which explores the perceptions of a sample
of teachers newly appointed to isolated rural schools during the course
of one academic year in the western regions of Queensland, analyses current
policy and practice relating to the selection of teachers for rural areas
of Australia and contrasts these to the perceptions of rural teachers
regarding needed additions to preservice preparation.
Boylan, C., Sinclair,
R., Smith, A., Squires, D., Edwards, J., Jacob, A., O'Malley, D. & Nolan,
B (1993). Retaining teachers in rural schools. In C Boylan and M Alston
(Eds.) Rural education issues: an Australian perspective (pp. 81-89).
(Key papers n.3). Wagga Wagga NSW: Charles Sturt University - Riverina.
Centre for Rural and Social Research; Darling Heights Qld: Society for
the Provision of Education in Rural Australia (SPERA).
The paper addresses issues such as teacher satisfaction with teaching
and their present situation; levels of expressed commitments to teaching;
some teacher perceptions of their communities' attitudes to education
and how their communities regard them; and teachers' perceptions of life
in rural environments.
Journal
articles
Yarrow, A., Ballantyne,
R., Hansford, B., Herchell, P. & Millwater, J. (1999). Teaching in rural
and remote schools: A literature review. Teaching and Teacher Education,
15, 1-13.
An excellent summary of recent research into the preparation and support
for teachers working in rural and remote schools. Although reviewed from
an Australian perspective, it evaluates research from throughout the world.
Boylan, C. & McSwan,
D. (1998). Long-staying rural teachers: Who are they? Australian Journal
of Education, 42 (1), 49-65.
This report analyses available studies and, among other things, reveals
much variation in the definition of `long-staying'. A survey was administered
which sought information on professional pre- and inservice education,
satisfaction, commitment and community. There emerges a profile of a professionally
satisfied, community integrated family oriented teacher who enjoyed the
rural lifestyle and environment. The results carry strong messages for
teacher education and teacher selection processes.
Dunshea, G. (1998).
Beginning principals and the issue of gender in rural and regional areas.
Asia Pacific Journal of Teacher Education, 26 (3), .203- 215.
This paper reports qualitative data arising from an interview study
of a small group of beginning women principals in rural and regional areas
of New South Wales, Australia. The data demonstrate not only that there
are distinctive issues for female school leaders, but that the conservative
rural and regional context in which they work probably intensifies these
issues. The paper concludes with a recommendation for further research
examining the experiences of female beginning principals in a variety
of social and cultural locations.
Partington, G. (1997).
Practice teaching in remote Aboriginal communities: The need for adaptation
to the social and cultural context. Australian Journal of Teacher Education,.22
(1), 31-39.
As part of the teacher education program at Edith Cowan University,
a small group of student teachers experience teaching practice in remote
Aboriginal communities. In this paper, student teacher perceptions of
their experiences on such a practice are presented to illustrate the influence
of the practice on their views about teaching Aboriginal children.
Boylan, C. (1996).
Practice teaching in a distance education centre: Expanding opportunities
for teacher education students. Education in Rural Australia, 6
(1), 37-41.
A report describing the success of a program, for a small group of
pre service students who completed a practice teaching experience in a
distance education centre.
Smith, R. and Macindoe,
M. (1991). Education and the interactive multimedia technologies: The
Remote Area Teacher Education Project (RATEP). Unicorn, 17 (3),
139-145.
This paper outlines the Remote Area Teacher Education Project (RATEP),
the technologies involved, the principles of courseware production and
what has been learnt in the process of courseware development at James
Cook University. RATEP is unique in that the delivery of courses is to
students in remote locations using interactive multimedia technology and
the project has involved the cooperation of four major educational institutions
in Queensland: James Cook University of North Queensland; Queensland University
of Technology; Cairns College of TAFE; and the Queensland Education Department.
The importance of RATEP and community involvement are discussed and examples
of student tracking and authoring techniques are provided.
Income
support and funding
Government
reports
Australia. Dept of
Employment Education and Training (DEET) Targeted Programs Branch. (1994)
The National Equity Program for Schools: improving the ways we allocate
equity funds. Canberra: Dept of Employment Education and Training
(DEET).
The Program is based on the National Strategy for Equity in Schools
(1993).
Cumming, J. (1992).
Resourceful communities: integrating education, training and work for
young people in rural Australia. Belconnen, ACT, Australian Curriculum
Studies Association (ACSA).
The result of a twelve month project (Educational Resources for Enterprising
Communities in Rural Australia project) conducted by ACSA in 1991-92 and
jointly funded by the Commonwealth Departments of Employment, Education
and Training and Primary Industries and Energy. The book is about community-based
partnerships between education, business, government and non-government
interest groups in education, business and non-government interest groups
in rural Australia.
Monographs
Bendigo College of
Advanced Education. (1990). AUSTUDY rural inequities. Bendigo:
Bendigo College of Advanced Education.
A joint project of the Country Education Project, the Office of Rural
Affairs and the Victorian Country Youth Affairs Network. The purpose of
the project was to identify the effect of AUSTUDY on rural people and
to develop strategies to bring about changes to the scheme where it was
found that inequities existed. Five areas are addressed in the report:
access to reliable and accurate information about AUSTUDY in rural areas;
the adequacy of the living away from home allowance; the impact of AUSTUDY
on retention rates in secondary schools; the assets test and the income
tests; and the transition from dependence to independence for young people
and assumptions made by AUSTUDY about that transition.
Theses
Griffith, D. A. (1996).
Development of a spatial model to quantify access to services in rural
and remote areas of Australia (Thesis). Casuarina, NT: Northern Territory
University.
This study describes a model, the Griffith Service Access Frame, which
quantifies the relative access disadvantage of rural and remote population
centres in Australia. The study limits the application of the model to
educational services to enable a detailed comparative analysis to be undertaken
using the Griffith Service Access Frame and the Commonwealth Department
of Employment, Education and Training's Country Areas General Component
formula. The study provides evidence of the Griffith Service Access Frame's
face validity by providing evidence of a high correlation between the
perceptions of the inhabitants of seventeen education regions, through
their ranking of schools in the Northern Territory, Tasmania and Queensland
and their rankings as generated by the Griffith Service Access Frame.
Clark, S. L. (1992).
Rural education or education in rural areas: an exploratory study in Queensland
(Thesis). Townsville, Qld, James Cook University of North Queensland.
This thesis explores the type of education desired by teachers and
parents in rural and remote areas of Queensland. Teachers and parents
of school eligible for Priority Country Area Program (PCAP) funding within
the catchment areas of Longreach and Charters Towers Schools of Distance
Education were surveyed by questionnaire. Suggestions for future policy
have been made in authenticating the curriculum for rural and remote students,
providing rural specific subjects in teacher education courses, inducting
teachers through community based programs and in empowering students to
make informed choices regarding the use of telecommunications in overcoming
the tyranny of distance.
Conference
papers
Witham, M. (1998).
A rationale for allocating resources to country schools. Unpublished
paper presented at the Australian Rural education Research association
Adelaide Seminar, University of South Australia City East Campus 4 December
1998.
Examines the current basis for allocating resources to government schools
in South Australia. The analysis shows that there is not currently a policy
of providing additional resources on the basis of rurality or geographic
isolation.
Griffith, D. (1998).
"Boiling the Frog": The dangers of linking efficiency targets, economic
rationalism, national educational benchmarks to resource allocation and
the implications to systems with significant numbers of disadvantaged
students. Unpublished paper presented at the Australian Rural education
Research association Adelaide Seminar, University of South Australia City
East Campus 4 December 1998.
The paper discusses the role of the Commonwealth in establishing educational
priorities, benchmarks for educational outcomes and target groups. The
case for the development and adoption of objective definitions and classification
of students is argued to enable improved educational outcomes to be achieved
for all Australians.
Sheed, J. and Lloyd,D.
(1993). AUSTUDY rural inequities. In C Boylan and M Alston (Eds.) Rural
education issues: an Australian perspective (pp. 81-89). (Key papers
n.3). Wagga Wagga NSW: Charles Sturt University - Riverina. Centre for
Rural and Social Research; Darling Heights Qld: Society for the Provision
of Education in Rural Australia (SPERA).
This paper provides a summary of a project which identified the effect
of AUSTUDY on rural people and which aimed to develop strategies to bring
about changes to the scheme where it was found inequities existed.
Cooper, R. S. (1992).
Tasmanian school resource allocation formulas. Unpublished paper
presented at the Australian Association for Research in Education (AARE)/New
Zealand Association for Research in Education (NZARE) Joint Conference,
Deakin University Geelong 22-26 November 1992. Conference theme: Educational
research: discipline and diversity.
The paper summarises the development of formulas used to distribute
staffing and financial resources to Tasmanian schools and colleges in
1992. The concept of a needs weighted per capita allocation was introduced
to provide an equitable basis for the distribution of resources to schools.
Boylan,C. (Ed). (1991).
What does social justice mean for education in rural Australia?: Sixth
National Conference proceedings, July 1990, Albury NSW. Wagga Wagga,
NSW: Society for the Provision of Education in Rural Australia.
The four major issues discussed at the conference centred around equity,
participation, access and rights.
Larocque, L. (1990).
National examination of the Country Areas Program. In M. McShane and J.
Walton (Eds.) "Think Tank" on research into rural education: proceedings
of the conference held by the Rural Education, Research and Developemnt
Centre at the Sheraton Breakwater Casino-Hotel, Townsville, June 10-14,
1990 (pp. 115-123). Townsville: James Cook University of North Queensland:
Rural Education Research and Development Centre.
This paper examines the Country Areas Program and looks at the National
Board of Employment, Education and Training's involvement in rural education
issues, rural education and training and Government reports, student retention,
financial recommendations and funding, and other related areas.
Distance
education and technology
Government
reports
Gray, A (1994). Expanding
opportunities for learning: report for the National Country Area Program
on alternate delivery systems. Brisbane: Queensland Dept of Education.
Open Access Support Centre.
This report provides an overview of 18 delivery technologies which
are of relevance to rural schools and discusses their advantages and disadvantages
when used in educational contexts. It also examines issues relating to
the selection, establishment and management of the communications and
information technologies likely to be employed in rural schools.
Monographs
Calzoni, F. (1991).
The Australian School of the Air: a conceptual analysis of its origins,
history and recent developments, with particular reference to distance
education in Western Australia 1955-1990. Perth: Murdoch University.
This study is the first systematic attempt to analyse the Australian
School of the Air as a progressive development in modern education. The
study analyses the origins and development of these unique schools throughout
Australia, but with particular reference to their place in distance education
in Western Australia from 1959 to 1990. Their stress on fully functioning
primary education, individualised teaching and community involvement helped
rather than hindered their pervasive influence, as wider spheres of distance
education came to embrace much of their methodology.
Conference
reports
Cuskelly, E., Danaher,P.
& Purnell, K. (1997). Just which technology do distance students really
want? results of focus group research. In J Osborne, D Roberts and J Walker
(Eds.) Open, flexible and distance learning: education and training
in the 21st century: selected papers from the 13th Biennial Forum of the
Open and Distance Learning Association of Australia (ODLAA) (in association
with the Australian Association of Distance Education Schools), University
of Tasmania, Launceston, 29 September - 3 October 1997 (pp. 88-93).
Launceston: University of Tasmania.
Students in guided group discussion were generally more comfortable
with technology at the level of telephone, audio and video tapes, than
with the Internet and the latest remote-conferencing facilities.
Webster, B.J. and
Young, D. J. (1997) Equality of opportunity in rural schools: an Australian
study. Paper presented at the Annual Conference of the Australian Association
for Research in Education (AARE), 30 November - 4 December 1997.
The Third International Mathematics and Science Study (TIMSS) was conducted
in Australia in 1994 among 13-year-old students in 161 schools. This study
involved the use of a multilevel model to examine the effect of school
resources on student achievement in mathematics and science. Resources
examined included the use of computers, technology and other physical
resources provided by the school for academic learning.
Boylan, C. (1996).
Practice teaching in a distance education centre: Expanding opportunities
for teacher education students. Education in Rural Australia, 6
(1).
A report describing the success of a program, for a small group of
pre service students who completed a practice teaching experience in a
distance education centre.
Oliver, R. & Reeves,
T. (1994). An investigation of the use of telecommunications to increase
equity and access to education in Rural schools in Western Australia.
In educational multimedia and hypermedia, 1994. Proceedings of ED-MEDIA
94: World conference on educational multimedia and hypermedia. Vancouver,
British Columbia, Canada, June 25-30, 1994.
Reports on PCAP project in WA and discusses real-time electronic communications
to enhance the equity and access to schooling for students in rural schools.
Stevens, K. & Mason, D. (1994). The reduced significance of geographic
isolation for rural education: some implications for small communities
in New Zealand, Australia and Canada. In D. Riley (Ed.) The rural community
and its school: in partnership for the future (Proceedings of the
10th National Conference held in Fremantle, Western Australia, 12-15 October
1994) (pp. 145-151). Toowoomba: Society for the Provision of Education
in Rural Australia (SPERA).
The paper considers the significance of geographic isolation and the
implications of introducing new information and communication technologies
for small communities in New Zealand, Australia and Canada.
Shewring, B. (1993).
Delivery of secondary education to remote Aboriginal communities using
communication technologies. In The emerging culture of educational
administration: putting the heat on administrators: collected papers:
Australian Council for Educational Administration National Conference,
Darwin Northern Territory, 5-8 July 1992 (Volume 4: Education and
society - social issues). Darwin: Northern Territory Council for Educational
Administration.
This paper focuses on the question of, and the problems associated
with the development, management and administration of Junior Secondary
Education for remote Aboriginal students using technology. This is examined
using one of the proposed Aboriginal Education Projects for the 1993/95
triennium.
Squires, D., Sinclair,
R. & Bell, R. (1991). Schools, technology and community development. In
C. Boylan (Ed.) Rural education and local development: proceedings
of the Seventh Annual National Conference, July 1991, Hawkesbury Campus,
University of Western Sydney (pp. 133-139). [Wagga Wagga NSW]: Society
for the Provision of Education in Rural Australia (SPERA).
As part of its Rural Education Plan, the New South Wales Government
in 1990 conducted a trial in a small number of its rural central schools
whereby schools that previously could offer courses only to Year 10 were
able, by use of modern communications technologies and the concept of
clustering, to extend to offering the full Higher School Certificate range
of courses to Years 11 and 12. This paper explores some of the interesting
but probably unforeseen consequences of a program to increase equity and
participation in education in the bush.
Journal
articles
McLoughlin,C. (1998).
The student voice: perceptions of autonomy and collaboration in learning
with technology. Australian Educational Computing, 13 (2), 28-33.
This paper reports on the insights and responses of a group of students
who accessed the gifted and talented program via telematics during 1996-1997,
using audiographic conferencing.
Indigenous
education
Government
reports
Commonwealth
Aboriginal and Torres Strait Islander Commission, Australian Bureau of
Statistics. (1996). National Aboriginal and Torres Strait Islander
Survey 1994: regional statistics. Canberra: Australian Bureau of Statistics.
Includes statistics from the 1991 Census of Population and Housing
and the 1992 ATSIC Housing and Community Infrastructure Needs Survey.
Australia. Department
of Employment, Education, Training and Youth Affairs (DEETYA). (1996).
Desert schools: an investigation of English language and literacy among
young Aboriginal people in seven communities. Canberra: Department
of Employment, Education, Training and Youth Affairs (DEETYA).
A three-volume report, including a literature review (Volume 3). This
National Children's Literacy Project was funded by the Department of Employment,
Education, Training and Youth Affairs under the 1993/4 Children's Literacy
National Projects and undertaken by the NLLIA South Australian Teaching
and Curriculum Centre, University of Adelaide and University of South
Australia. Principal researchers: J. Barnett, G. Kemelfield and P. Muhlhausler.
Australia. Department
of Emplyment, Education and Training. (1994). National review of education
for Aboriginal and Torres Strait Islander peoples: Final report. (Chair:
M Yunupingi). Canberra: Department of Emplyment, Education and Training.
A seminally important report dealing with a range of policy issues
affecting Aboriginal and Torres Strait Islander education. Areas covered
include rural education, program evaluation, community involvement and
financial support.
Coles, P. (1994).
Educational and vocational training needs of the Aboriginal labour
market in rural and remote areas of the Northern Territory. Canberra:
Australian Government Publishing Service.
Survey of employment aspirations and opportunities in remote areas
of Northern Territory undertaken by Batchelor College.
Australia. Department
of Employment, Education and Training. (1992). Aboriginal employment,
education and training. Canberra: Australian Government Publishing
Service.
Outlines federal government education policy and programs.
State
McCue, G. (1993). Results of the 1992 Primary Assessment Program in
non-urban schools. (Research and evaluation report n.1 1993, Northern
Territory. Curriculum and Assessment Branch). Darwin: Department of Education.
Prepared for the Northern Territory Board of Studies this publication
reports on academic achievement in rural schools in the Territory.
Scott, T. (1993).
Issues in education in remote rural Australia: Western Australia Ministerial
Review of Schooling in Rural Western Australia. Perth: Western Australia.
Education Dept.
This review sought: to determine the extent to which educational opportunities
and outcomes for rural students differed from those of their metropolitan
peers; to identify factors which might impact upon rural students' access
to schooling; and to recommend future strategic directions for schooling
in rural Western Australia.
Monographs
Rural Education Research
and Development Centre. (1999). A whole Community approach to otitis
media: Reducing its incidence and effects. Townsville: Rural Education
Research and Development Centre, James Cook University.
An interim report after the first year of a project to assist the Queensland
Health Promotion Council in its developmental work on otitis media (OM).
The project aims to reduce the incidence of effects of OM in three communities,
to improve learning outcomes of children who are suffering or who have
suffered OM, and embed appropriate practices in local communities.
Higgins, A.H. (1997).
Addressing the health and education consequences of Otitis Media among
young rural school-aged children. Townsville: Australian Rural Education
Research Association (Inc.).
An important report which addresses several issues including the extent
of the link between the incidence of otitis media and trachoma and learning
difficulties among remote rural children up to ten years old, and to provide
learning materials for the children and communities in which the conditions
occur.
Symonds, R. and J.
Glasby (1996). The Bushlink Project: a Katherine Region initiative.
Katherine High School is 320 km south of Darwin in the Northern Territory;
it is the only high school in the region, which covers 408,000 square
km. Within the region are 12 schools, 4 Community Education Centres and
4 urban primary schools, as well as a School of the Air. Bush schools
are geographically isolated and synonymous with Aboriginal Education.
This paper reports.
Retallick, J. Hill,
D., et al. (1995). Workplace learning and the use of Curriculum Statements
and Profiles by teachers of educationally disadvantaged students.
The purpose of the research was to trial the workplace model of professional
development to facilitate use of Curriculum Statements and Profiles by
teachers operating within the New South Wales syllabus guidelines with
educationally disadvantaged students. The project focused on improving
the learning outcomes of such students in the middle years of schooling
(Years 5-8) with particular emphasis on those who were experiencing educational
disadvantage relating to rural isolation, low socioeconomic status, or
were Aborigines.
Willsher, M. (1995).
Talking early childhood: a profile of services and programs for young
Aboriginal children living on remote communities in the N.T. Batchelor,
NT: Batchelor college.
A community-based Aboriginal early childhood project.
McGill, G. (1993).
An Australian Aboriginal community's restraints on a school program:
a case study. Casuarina NT: Northern Territory University.
The academic achievement of Aboriginal children in the Northern Territory
of Australia is depressed. There is a body of research that suggests the
causes of the depressed level are to be found in the cultural and linguistic
differences between Aboriginal society and the major Australian society.
This study complements that research by inquiring into the effectiveness
of school as a source of those academic skills when the school is within
a community of Aboriginal people.
Martin, R., S. Burrow,
et al. (1993). 1992 ATU National survey of public schools: highlights
report. South Melbourne, Vic :Australian Teachers Union (ATU).
The ninth national survey reports on: staffing and teaching conditions
including Aboriginal and Torres Strait Islander teachers and education
workers, integration of students with disabilities, and distance education,
open access and telematics.
Theses
Henry, M. E. (1987).
Rural schooling: An ethnology. (Thesis). Armidale, NSW University
of New England
Rural schooling has long been a focus of debate, but few attempts have
been made to understand the social and cultural dynamics which separate,
and to an extent exclude, rural students from educational and career success.
Those students who attain high levels of academic competence do so in
spite of, not because of rurality. This ethnology is an attempt to describe
and interpret the process at work and the product that regenerates inequity.
Conference
papers
Gilbert, R. (1995).
Improving the outcomes of girls who benefit least from schooling: a special
focus on rural and isolated girls. In Proceedings of the Promoting
Gender Equity Conference, Canberra, 22-24 February 1995 (pp.237- 244).
Canberra, ACT:. Department of Education and Training.
The construction of gender is the main theme of this paper. The author
examines the significance of education in rural and isolated areas. The
diversity of rural and isolated communities, their schools and the underlying
inequalities in educational opportunity, outcomes are pointed to in the
light of interaction with poverty, race, gender and class.
Cunnington, R. (1994).
English Language Arts Program for Aboriginal and Torres Strait Islander
students. In Best practice in Aboriginal and Torres Strait Islander
education: NLLIA celebrates the International Year of the World's Indigenous
Peoples: proceedings of the conference held in Canberra on 17-18 November
1993, (pp. 54-56). Deakin ACT: National Languages and Literacy Institute
of Australia.
State schools in far north Queensland's remote communities now have
an English Language Arts Program for Aboriginal and Torres Strait Islander
students. This program was developed to help students communicate well
in standard Australian English without losing any facility in the language
or dialect in which they were raised. The program is context based. Teachers
are asked to devise life-like social contexts that will allow the students
to become personally involved and encourage them to talk, read and write
in English appropriate to the context and genre.
Brady, W. (1993).
The education of Aboriginal women and girls in rural New South Wales.
In R C Petersen and G W Rodwell (Eds.) Essays in the history of rural
education in Australia and New Zealand (pp. 129-149). Darwin: William
Michael Press.
The paper uses Aboriginal women's voices in describing the education
of Aboriginal women and children in New South Wales and argues that historians
of education must learn to utilise the voices of Aboriginal people in
their research and writing.
Gosam, E. (1993).
Rural curriculum from an Aboriginal perspective. In National curriculum
implications for rural communities: papers and presentations from the
Curriculum Conference, May 14, 15 & 16, 1993.
This short paper (2p.) comments on issues relating to Aboriginal education,
curriculum development and rural education.
Herbert, J. (1990).
Aboriginal and Torres Strait Islanders: Rural concerns. In M McShane and
J Walton (Eds.) 'Think tank' on research into rural education: proceedings
of the conference held by the Rural Education Research and Development
Centre at the Sheraton Breakwater Casino-Hotel, Townsville, June 10-14,
1990 (pp. 81-85). Townsville: James Cook University of North Queensland.
Rural Education Research and Development Centre.
This paper looks at educational research needs for rural education
in Australia. In particular, it examines this subject from the perspective
of Aboriginal and Torres Strait Islanders. It examines the needs of teachers,
students, parents and the community.
Journal
articles
Hatton, E. & O'Brien,
L. (1997). Discipline policy in a working class rural primary school:
Gender and ethnicity. Forum of Education, 52 (2), 70-79.
Many schools now maintain records of misdemeanours as perceived by
teachers, which give a school-wide perspective. Although they are obviously
selective; being open to gender, race, cultural and class biases, for
example, they can provide useful insights into how a school is functioning,
not least because it may reveal these very patterns of bias. This paper
provides an analysis of disciplinary records in Term 3, 1993 in Meiki,
a small, rural, working- class school in New South Wales.
Heitmeyer, D., P.
Nilan, et al. (1996). The feasibility of radical change in Aboriginal
education curricula and pedagogy. Curriculum Perspectives, 16 (1),
13-24.
The paper is concerned with pointing out the tension between two current
policy trends: the drive for economic rationalism and calls to place the
responsibility for5 aboriginal education completely in the hands of Aboriginal
people.
Higgins, A. H. (1994).
A background to rural education schooling in Australia. Journal of
Research in Rural Education v.10 n.1 p.48-57 Spring 94
A brief history of rural education in Australia is introduced by providing
a geographical description of the country and then by discussing the development
of education in remote areas. The history of rural education in Queensland
is examined to provide an illustration of developments elsewhere. The
impact the Commonwealth government has had on rural education in Australia
since the 1960s concludes the article.
Young, D. J. (1994).
A comparison of student performance in Western Australian schools: rural
and urban differences. Australian Educational Researcher, 21 (2),
87-105.
The purpose of the report is to compare the performance of students
in Western Australian government schools in the metropolitan and country
areas. Discusses the performance of Aboriginal and Torres Strait Islander
children. Non-Aboriginal and Torres Strait Islander children showed consistently
higher performance. Concludes that it is not the location of the school
which influences performance but whether the student is Aboriginal and
Torres Strait Islander and whether the school is in a low socio-economic
area.
Dench, P. (1991).
Some computer strategies for achieving literacy in Australian languages:
the Yintarri project. Aboriginal Child at School 19 (2), 3-15.
The Yinatarri Project is a program which uses touch- sensitive boards
with microcomputers to assist in the development of literacy in both Wangkatja
and English. There are three computer strategies using touch-sensitive
boards: touch exploring, language-controlled software, and word processing.
These are introduced, and then there is a discussion on the use of touch-exploring
and word processing at Yintarri.
Pugh, D. (1992).
Outstation schools - a case history. Aboriginal Child at School, 20
(4), 21-26.
Provision of educational services to outstation schools , with particular
reference to the school community at Wurdeja, is the subject of this short
paper.
Non-english
speaking background children
Government
reports
Department of Employment,
Education, Training and Youth Affairs (DEETYA). (1996). Desert schools:
an investigation of English language and literacy among young Aboriginal
people in seven communities. Canberra: Department of Employment, Education,
Training and Youth Affairs (DEETYA).
A three-volume report, including a literature review (Volume 3). This
National Children's Literacy Project was funded by the Department of Employment,
Education, Training and Youth Affairs under the 1993/4 Children's Literacy
National Projects and undertaken by the NLLIA South Australian Teaching
and Curriculum Centre, University of Adelaide and University of South
Australia. Principal researchers: J. Barnett, G. Kemelfield and P. Muhlhausler.
Cairney, T., Ruge,
J., Buchanan. J., Lowe, K. & Munsie, L. (1995). Developing partnerships:
The home, school and community interface. Canberra Australia. Dept
of Employment, Education and Training (DEET).
This report examines how the language and school literacy learning
of students from specific target groups is influenced by support within
their home and community environment as well as their parent, caregiver
or tutor's involvement in their literacy learning. The study sought to
consider initiatives situated within a variety of community contexts designed
to support school literacy learning through home support. These contexts
included schools, after school care, community libraries, homework centres,
and a variety of community centres. This project was supported by a grant
from the Department of Employment, Education and Training under the Australian
Language and Literacy Policy.
Cairney, T. H., Lowe,
K. & Sproats, E. (1994). Literacy in transition: an evaluation of literacy
practices in upper primary and junior secondary schools. Kingswood, NSW:
University of Western Sydney, Nepean
A three volume report Funded by the Department of Employment, Education
and Training as part of the Children's Literacy National Projects 1993-1994
under the Australian Language and Literacy Policy.
Martin. L. M. !994).
Equity and general performance indicators in higher education. Volume
1, Equity indicators. Canberra: Australian Government Publishing Service.
Place of Publication: Canberra: Department of Employment, Education and
Training.
This paper seeks to define and evaluate a set of equity indicators.
In relation to rural and isolated students it proposed that further work
be done on alternative classification of geographic disadvantage developed
by Griffith.
Australia. Department
of Employment Education and Training (DEET). Schools and Curriculum Division.
Targeted Programs Branch. (1993). National strategy for equity in schooling:
Paper for consultations: Draft. Canberra: Department of Employment
Education and Training (DEET).
This report was developed by an Australian Education Council Schools
Working Party and deals with a range of policy matters including rural
students and matters affecting rural education.
Griffin, M. & Batten,
M. (1991). Equity in schools: an independent perspective: A study of
equity policies, programs and practices in nongovernment, nonsystemic
schools. Canberra: Australian Government Publishing Service.
This project was funded by the Commonwealth Department of Employment,
Education and Training. The study was conducted by the Australian Council
for Educational Research.
Australia. Department
of Employment Education and Training (DEET). (1990). A fair chance
for all. Canberra: Department of Employment Education and Training
(DEET).
A policy statement which describes objectives, goals and startegies
for people from socio-economically disadvantaged background, Aboriginal
and Torres Strait Islander people, women. People from non-English speaking
backgrounds, people with disabilities and people from rural and isolated
areas.
Monographs
Lamb, S. 1996). Completing
school in Australia: Trends in the 1990s. Melbourne: Australian Council
for Educational Research (ACER).
This is Research report n.1 / Longitudinal Surveys of Australian Youth
(Program). The report forms part of the Longitudinal Surveys of Australian
Youth, a research program funded by the Commonwealth Department of Employment,
Education, Training and Youth Affairs.
Edith Cowan University.
School of Language Education. (1994). Literacy in its place: An investigation
of literacy practices in urban and rural communities. Churchlands
WA: Edith Cowan University. School of Language Education.
This two volume report was funded as a Children's Literacy National
Project under the Australian language and literacy policy administered
by the Commonwealth Department of Employment, Education and Training.
Project director: M P Breen.
Osuch, M. (Comp).
(1994). Families in Australia: a resource guide to the issues of the
90s. Port Melbourne Vic.: D W Thorpe.
This book is a survey of the bibliographic and reference material available
on families in Australia in 1994, the International Year of the Family.
It focuses on the issues that challenge governments and institutions no
less than individuals. Many of these issues relate to the way the family
has evolved over recent years. Issues covered are: divorce; fertility,
surrogacy and adoption; family violence; one parent families; rural families;
families from non English speaking backgrounds; homelessness; homosexuality;
and, employment. Chapter contents include bibliographies of recent books,
newspaper and journal articles, and addresses of key organisations. Also
included are biographical notes on prominent and influential figures,
a chronology of events and a glossary of terms.
Lee, P. (1993). Bilingual
education in remote Aboriginal schools: Developing first and second language
proficiency. Broome, WA: Catholic Education Office Kimberly Region.
Recommends measures to balance language instruction and develop proficiency
in both vernacualr languages and English, and procedures to set up support
networks for bilingual education in WA.
Conference
papers
Cunnington, R. (1994).
English Language Arts Program for Aboriginal and Torres Strait Islander
students. In Best practice in Aboriginal and Torres Strait Islander
education: NLLIA celebrates the International Year of the World's Indigenous
Peoples: proceedings of the conference held in Canberra on 17-18 November
1993 (pp. 54-56). Deakin ACT: National Languages and Literacy Institute
of Australia.
State schools in far north Queensland's remote communities now have
an English Language Arts Program for Aboriginal and Torres Strait Islander
students. This program was developed to help students communicate well
in standard Australian English without losing any facility in the language
or dialect in which they were raised. The program is context based. Teachers
are asked to devise life-like social contexts that will allow the students
to become personally involved and encourage them to talk, read and write
in English appropriate to the context and genre.
Elliott, M. (1993).
Non English-speaking background children in Wagga Wagga schools. In C.
Boylan and M. Alston (Eds.) Rural education issues: an Australian perspective
(Key papers n.3) (pp. 165-174). Wagga Wagga NSW: Charles Sturt University
- Riverina. Centre for Rural and Social Research; Darling Heights Qld:
Society for the Provision of Education in Rural Australia (SPERA).
A survey of non-English speaking background children in Wagga Wagga
schools which recommends the need for further research, specialist and
support staff.
Yunupingu, M. (1990).
Language and power: The Yolngu rise to power at Yirrkala school. In C.
Walton and W. Eggington (Eds.) Cross cultural issues in educational
linguistics conference (1997, Batchelor College, NT) (pp. 3-6). Darwin:
NTU Press.
Last
updated 2 December 2001.
