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Supporting Indigenous Students to Succeed at University: A Resource for the Higher Education Sector [Kõva köide]

(James Cook University, Australia), (Australia)
  • Formaat: Hardback, 146 pages, kõrgus x laius: 234x156 mm, kaal: 540 g, 5 Line drawings, black and white; 5 Illustrations, black and white
  • Ilmumisaeg: 13-Dec-2022
  • Kirjastus: Routledge
  • ISBN-10: 1032353481
  • ISBN-13: 9781032353487
Teised raamatud teemal:
Supporting Indigenous Students to Succeed at University: A Resource for the Higher Education SectorSuurem pilt
  • Formaat: Hardback, 146 pages, kõrgus x laius: 234x156 mm, kaal: 540 g, 5 Line drawings, black and white; 5 Illustrations, black and white
  • Ilmumisaeg: 13-Dec-2022
  • Kirjastus: Routledge
  • ISBN-10: 1032353481
  • ISBN-13: 9781032353487
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032353487.html
Märksõnad:
Addressing a significant gap in the literature, this book provides conceptual and practical foundations for the development of more effective support strategies to improve academic outcomes for Indigenous higher education students.

Authors Martin and Vicky Nakata draw on Indigenous and higher education research, as well as their own experience implementing reforms to Indigenous student support services in Australian universities, to present a method that focuses on helping students to develop the skills and capabilities they need to thrive at university. The book is divided into three sections, the first outlining fifteen key concepts and conditions for student success. The second section provides detailed guidance on individual student case management, from foundational concepts through to implementation. The third section outlines what staff need to consider before attempting to implement changes to practice in their local context, offering a blueprint for assessing current practice, planning for and then implementing change.

Presenting an approach that has proven successful in closing the gap between the academic outcomes of Indigenous and non-Indigenous students, this book is an essential resource for academic and non-academic staff who support underprepared students to succeed in higher education.
List of figures
x
Acknowledgements xi
List of acronyms
xii
Introduction 1(13)
Background
1(5)
About the book
6(3)
Use of terms
9(1)
Notes
9(1)
References
10(4)
1 Key concepts and conditions for student success
14(72)
Independent learning and independent learners
14(3)
Student readiness for academic learning and university
17(2)
Student agency
19(1)
Self-efficacy and academic self-ejficaq
20(5)
Self-regulation
25(6)
Persistence
31(3)
Motivation and persistence
34(6)
Student engagement
40(4)
Self-organisation and study behaviours
44(3)
Student belonging
47(5)
Indigenous knowledge and perspectives in academic learning
52(5)
Resilience
57(3)
Transition
60(3)
Student health and socio-emotional wellbeing
63(4)
Student finance, accommodation, employment, and commute times
67(3)
Implications for student support
70(2)
Timely, individualised support for all Indigenous students
70(1)
Implementing support strategies to help students develop the capabilities for managing academic learning and personal challenges
71(1)
Efficient systems for monitoring, managing, and utilising student progress data and outcomes and the effectiveness of support strategies
72(1)
Notes
72(5)
References
77(9)
2 An individual student case management approach
86(18)
Developing student profiles: Why, what, and when to collect student information
86(2)
Using student information to assess students' support needs and develop individual learning support plans
88(1)
Developing contact strategies to monitor student needs over the semester
89(2)
Daily workloads and individual staff task lists
91(1)
Tracking student movements towards independent learning
91(1)
Monitoring students' use and effectiveness of supplementary tutoring
92(1)
Using local data to improve support strategies and practices
93(8)
Staff knowledge, strategies, skills, and responses to students
101(2)
Notes
103(1)
3 Shifting to a capacity development approach
104(37)
Defining goals for Indigenous student support practices
104(3)
Academic success
104(1)
Developing the capabilities of independent learners
105(2)
Finding a frame for the student support approach
107(6)
Deficit-based frames
107(1)
Crisis management frames
108(1)
Remedial frames
108(1)
Advocacy frames
109(1)
Indigenous cultural frames
110(1)
Strengths-based frames
111(2)
Aligning the support frame with goals: A capacity development frame
113(1)
The whole-of-education journey
114(2)
Access pathways, pre-entry, and tertiary preparation programs
116(2)
Selection-for-entry processes
118(2)
Supplementary tutoring
120(2)
Managing Indigenous student diversity
122(2)
Managing student progress
124(1)
Developing semester schedules for support tasks and interventions
124(2)
Developing help-seeking behaviours
126(1)
Rethinking academic and pastoral support roles
127(2)
Managing tensions between Indigenous cultural values and institutional/professional cultures and practices
129(2)
Establishing an ethic of care for all Indigenous students
131(1)
Evaluate, reflect, review, plan, and improve cycles
132(1)
Building support staff knowledge about Indigenous students and their circumstances
133(1)
Professional ethics and student privacy and confidentiality
134(1)
Professional development
135(1)
Developing an argument for change
136(1)
Managing the change process
136(2)
Notes
138(1)
References
139(2)
Concluding remarks 141(3)
Index 144
Martin Nakata is the Deputy Vice-Chancellor of Indigenous Education & Strategy and Head of the Indigenous Education and Research Centre at James Cook University.

Vicky Nakata, now retired, was a Researcher in the Indigenous Education and Research Centre at James Cook University.