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5 results on '"Danielle Armour"'

1. The Role of Aboriginal Education Officers in the Context of Settler Colonial Schooling: Challenges and Possibilities

Author

Danielle Armour and Jodie Miller

Abstract

Educational policies indicate that the role of an Aboriginal Education Officer (AEO) is to build on contextual understanding and provide culturally appropriate support to assist Aboriginal and/or Torres Strait Islander students' learning. There is little research exploring the role of the AEO from the perspective of Aboriginal peoples. The stories of four AEOs from New South Wales, Australia, will be shared through a narrative case study. This article will focus on AEOs' experiences when they were initially employed in their schools. Findings suggest that the lack of clarity within the state-wide AEO statement of duties impacted the schools' delegation to the AEOs. This, in turn impacted on the AEOs' initial experience in the role and the inclusion of tasks that AEOs felt were outside of their expectations. Policy states that more Aboriginal educators are required in education systems but there are continual hurdles that AEOs face that prevent them from successfully performing their duties.

Published
2024
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2. Shaping School Success : Empowering Educational Leaders

Author

Ian Hardy, Shiralee Poed, Christina Gowlett, Stephen Heimans, Elizabeth J Edwards, Danielle Armour, Katherine McLay, Suraiya Abdul Hameed, Andrew Beencke, Richard Lee, Laura Rueda Balaguera, Michelle Ocriciano, Ian Hardy, Shiralee Poed, Christina Gowlett, Stephen Heimans, Elizabeth J Edwards, Danielle Armour, Katherine McLay, Suraiya Abdul Hameed, Andrew Beencke, Richard Lee, Laura Rueda Balaguera, and Michelle Ocriciano

Subjects
School improvement programs, Educational change, Educational leadership, Teachers--Training of, Holistic education
Abstract

This book is a unique primer for school professionals, educators and policymakers to develop a solid understanding of the domains essential to cultivating and sustaining successful schools. It also provides essential reading for researchers interested in these issues more broadly.In response to various sensationalist discourses around schooling that dominate both mainstream and social media, the authors draw upon both long-standing and up-to-date research from around the world to present a more accurate, holistic, and optimistic approach. The book identifies the key domains that are necessary to address concerns in equity, leadership and teaching for enhanced student learning and wellbeing. Specifically, these domains relate to: (1) system-wide approaches to enhance school performance; (2) building teacher capability for student learning; (3) educational leadership as a vehicle for leading learning; and (4) building community ‘infrastructures'for equitable, place-based learning. The book can be used in several ways: each chapter can be read as a stand-alone overview of key areas for school improvement. The broad topics are important jigsaw puzzle pieces that are necessary to ‘see the whole picture'of a successful school/system. Each chapter includes ‘Key messages'and ‘Ways forward'and closes with extension questions to further guide thinking through the ‘big ideas'presented in each chapter and how they are relevant to different schooling and policy contexts.Grounded in research into productive and proactive system and school practices from around the world, this book ensures professional educators are equipped with the latest research and practice, without being overwhelmed by the detail.

Published
2024

3. Examining changes in young Aboriginal and Torres Strait Island students and their beginning primary school teachers’ engagement in the teaching and learning of mathematics

Author

Jodie Miller, Elizabeth Warren, and Danielle Armour

Subjects
Continuum (measurement), General Mathematics, 05 social sciences, 050301 education, mathematics education, Education, primary school, School teachers, Aboriginal and Torres Strait Islander students, Torres strait, Learner engagement, Mathematics education, 0501 psychology and cognitive sciences, Attitude change, 0503 education, beginning teachers, 050104 developmental & child psychology, engagement
Abstract

This paper examines the outcomes of a 4-year implementation of a mathematics program (Representations, oral language and engagement in Mathematics: RoleM) for Australian Aboriginal and Torres Strait Island students’ learning of mathematics across the first 4 years of primary school (Foundation—Year 3). It specifically aims to determine how engagement in teaching and learning mathematics changes as beginning teachers and student participate in the RoleM project. Data were collected from teachers across the 4 years of the RoleM project who were working in schools with young Aboriginal and Torres Strait Islander students. This paper draws on data from 22 beginning teachers (in their first 3 years of teaching) who participated in three semi-structured interviews. Findings indicate that the relationship between the constructs of engagement are potentially on a continuum, with changes in teacher perspectives of their own engagement and students’ engagement acting in a synchronised manner.

Published
2020

4. Mathematical discourse when engaging in pattern generalisation: Considering semiotic systems in young Indigenous Australian students

Author

Elizabeth Warren, Danielle Armour, and Jodie Miller

Subjects
Cultural context, Australia, Aboriginal and Torres Strait Islander Peoples, mathematical discourse, pattern generalisation, Social practice, Indigenous, Epistemology, semiotic systems, Semiotics, Mathematical discourse, Sociology, Indigenous students, Construct (philosophy), Early Algebra
Abstract

This chapter considers how best to support the teaching and learning of early algebra, as well as the discourses in this area, for young, marginalised Indigenous students. In particular, the consideration that needs to be given to how these students construct their knowledge and mathematical discourse to act as a platform for reaching mathematical generalisations. This is especially important in the cultural context of Indigenous students given mathematical discourse is a social practice.

Published
2018

5. Working together: Strategies that support cross-cultural engagement of Indigenous teacher assistants working in Indigenous contexts

Author

Jodie Miller, Danielle Armour, and Elizabeth Warren

Subjects
060201 languages & linguistics, mathematics, effective partnerships, 05 social sciences, 050301 education, 06 humanities and the arts, two-way learning, Indigenous, Education, Indigenous teaching assistants, Professional learning community, 0602 languages and literature, Pedagogy, indigenous students, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, Cross-cultural, Traditional knowledge, Mathematics instruction, 0503 education, Qualitative research
Abstract

Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.

Published
2016

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