John P. Fanshawe

doi:10.1017/S132601110060056X

Authors

John P. Fanshawe

DOI:

https://doi.org/10.1017/S132601110060056X

Abstract

This paper re-evaluates Fanshawe’s (1976) description of effective teachers of adolescent Aborigines in the light of more recent literature and research pertaining to the effective teaching of children from a variety of cultural backgrounds. While particular attention is paid to the two-dimensional warmth-demandingness model of teacher effectiveness which informed the work of Kleinfeld (1972, 1975) and Fanshawe (1976, 1978, 1989), consideration is also given to other teacher characteristics besides warmth and demandingness, as well as teaching strategies and learning environments which are likely to be associated with positive educational outcomes for Aboriginal and Torres Strait Island children. The discussion concludes with the identification of important possibilities for future cross-cultural research into teacher effectiveness.

Downloads

Download data is not yet available.

References

Collins G. ( 1993). Meeting the needs of Aboriginal students. The Aboriginal Child at School, 21( 2), 3– 16.

Eckermann A-K . ( 1987). Learning styles, classroom management, teacher characteristics and rural-urban Aboriginal people: Some thoughts. Discourse, 7( 2), 55– 68.

Fanshawe J. P. ( 1976). Possible characteristics of an effective teacher of adolescent Aboriginals. The Aboriginal Child at School, 4( 2), pp. 3– 23.

Fanshawe J. P. ( 1978). An investigation of some of the characteristics of effective teachers of adolescent Aboriginals. Unpublished masters thesis. University of Queensland, Brisbane.

Fanshawe J. P. ( 1989). Personal characteristics of effective teachers of adolescent Aborigines (Research Report). The Aboriginal Child at School, 17( 4), 35– 48.

Goldberg M. L. ( 1964). Adapting teacher style to pupil differences: Teachers for disadvantaged children. Merrill-Palmer Quarterly, 10, 161– 178.

Gollnick D. M., & Chinn P. C. ( 1998). Multicultural Education in a Pluralistic Society. Upper Saddle River, NJ: Prentice-Hall.

Good T. L., & Brophy J. E. ( 1987). Looking in Classrooms. New York: Harper & Row.

Green N. ( 1982). The classroom teacher’s influence on the academic performance of Aboriginal children. In Sherwood J. (Ed.), Aboriginal Education: Issues and Innovations. Perth: Creative Books, pp. 107– 126.

Harris S. ( 1994). Reasons for optimism in teaching Aboriginal children in urban classes. In Harris S. and Malin M. (Eds.), Aboriginal Kids in Urban Classrooms. Wentworth Falls, NSW: Social Science Press, pp. 124– 128.

Henry M., Knight J., Lingard R., & Taylor S. ( 1988). Understanding Schooling: An Introductory Sociology of Australian Education. Sydney: Routledge.

Hudspith S. ( 1996). Learning to belong: An ethnography of urban Aboriginal schooling. PhD thesis. Northern Territory University, Darwin.

Hudspith S. ( 1997). Visible pedagogy and urban Aboriginal students. In Harris S. and Malin M. (Eds.), Indigenous Education: Historical, Moral and Practical Tales. Darwin: Northern Terrotory University Press.

Jones D. ( 1979). The effects of teacher style on year one Aboriginal children’s reading achievement. The Aboriginal Child at School, 7( 3), 48– 58.

Kleinfeld J. ( 1972). Instructional Style and the Intellectual Performance of Indian and Eskimo Students: Final Report. (Project No. 1-J-027). Washington, D.C.: U.S. Department of Health, Education, & Welfare.

Kleinfeld J. ( 1975). Effective teachers of Eskimo and Indian students. School Review, 83, 301– 344.

Kuykendall C. ( 1992). From Rage to Hope: Strategies for Reclaiming Black and Hispanic Students. Bloomington, Indiana: National Education Service.

Malin M. ( 1994). What is a good teacher? Anglo and Aboriginal Australian views. Peabody Journal of Education, 69( 2), 94– 114.

Malin M. ( 1998). They listen and they’ve got respect: Culture and pedagogy. In Partington G. (Ed), Perspectives on Aboriginal and Torres Strait Islaner Education. Australia: Social Science Press, pp. 245– 273.

Manning M. L., & Baruth L. G. ( 1995). Students at Risk. Boston: Allyn & Bacon.

Manning M. L., & Baruth L. G. ( 1996). Multicultural Education of Children and Adolescents. ( 2ndedn). Boston: Allyn & Bacon.

Munns G. ( 1998). “ They just can’t hack that’. Aboriginal students, their teachers and responses to schools and classrooms. In Partington G. (Ed), Perspectives on Aboriginal and Torres Strait Islaner Education. Australia: Social Science Press, pp. 171– 187.

Murray B. ( 1982). What can you do in the classroom? Impact No. 59. Brisbane: Queensland Department of Education, pp. 7– 8.

O’ Keefe E. A. ( 1989). Effective teachers. The Aboriginal Child at School, 17( 2), 23– 31.

Partington G. ( 1998). Changing educational practice. In Partington G. (Ed), Perspectives on Aboriginal and Torres Strait Islaner Education. Australia: Social Science Press, pp. 189– 190.

Partington G., & McCudden V. ( 1992). Ethnicity and Education. Wentworth Falls, NSW: Social Science Press.

Pianta R. C., & Walsh D. J. ( 1996). High-Risk Children in Schools: Constructing Sustaining Relationships. New York: Routledge.

Price K. ( 1998). Aboriginal and Torres Strait Islander Education. Lecture presented at Queensland University of Technology, Semester 2, 1998.

Reuben S. M. ( 1996). Parents’ Attitudes towards Education of Indigenous Students. Bachelor of Education Independent Study. Queensland University of Technology: Faculty of Education, 37pages.

Rosenthal R., & Jacobson L. F. ( 1968). Teacher expectations for the disadvantaged. Scientific American, 218( 4), 19– 23.

Ryans D. G. ( 1960). Characteristics of Teachers: Their Description, Comparison and Appraisal. A Research Study. Washington DC: American Council of Education.

Stringfield S., & Herman R. ( 1997). Research on effective instruction for at-risk students: Implications for the St. Louis public schools. Journal of Negro Education, 66( 3), 258– 288.