Indigenous Education

ACER Research

Annotated Bibliography on Indigenous Education Issues

De Bortoli, L., & Cresswell, J. (2004).  Australia's Indigenous Students in PISA 2000: Results from an International Study. ACER Research Monograph No. 59.  ISBN 0864317077. Camberwell: ACER Press.

In the total PISA sample, the weighted percentage of Indigenous students was 2.4 percent. This figure consisted of 192 students who identified themselves as being of Aboriginal or Torres Strait Islander descent in the main sample. An additional 301 Indigenous students, not selected for the main sample, accepted the offer to participate in PISA. This report is based on the results of this combined group of 493 Indigenous students. The distribution of the sample is representative of the Indigenous population in Australia. p.4

Frigo, T., & Adams, I. (2002). Diversity and Learning in the Early Years of School. Paper presented at AARE Annual Conference, Brisbane, Queensland.

Purdie, N., Ellis, L., & Stone, A. (2004). Engaging Indigenous Students at School: An Evaluation of the Deadly Vibe Magazine. 

Deadly Vibe is a magazine for Indigenous students that aims to enhance their academic and social outcomes of schooling, including literacy and numeracy learning, self-esteem and self-concept, regular school attendance and retention, career and employment opportunities, and healthy lifestyles.  The magazine is sponsored by:

  • Australian Government Department of Education, Science and Training (DEST);
  • Department of Communications Information Technology and the Arts (DCITA);
  • Department of Employment and Workplace Relations (DEWR);
  • Department of Family and Community Services (FaCS);
  • Department of Health and Aged Care;
  • Department of Health and Ageing;
  • Office of Aboriginal and Torres Strait Islander Health (OATSIH); and
  • Office of Indigenous Policy Coordination (OIPC).

ACER’s evaluation of the magazine was presented to Vibe Australia in December 2004.  In February 2005, ACER was invited to present an oral report in Canberra to the magazine sponsors.

Batten, M., Frigo, T., Hughes, P., & McNamara, N. (1998). English Literacy Skills in Aboriginal and Torres Strait Islander Students: A Review of the Literature and Case Studies in Primary Schools. ACER Research Monograph No. 54 Camberwell:  ACER Press.

This report draws together theory and practical experience to provide a comprehensive picture of Aboriginal and Torres Strait Islander primary school education. The report includes:

  • a review of literature examining the context of learning, government policies and reports, and English literacy development
  • a series of diverse case studies in which teachers describe strategies that have improved the performance of Aboriginal and Torres Strait Islander students in the areas of reading, writing, speaking, viewing and listening
  • an annotated bibliography

Cresswell, J., Underwood, C., Withers, G., & Adams, I. (2002). Evaluation of the University of Canberra Programme for Advanced Literacy Development Scaffolding Literacy Programme with Indigenous Children in School. Report prepared for the Commonwealth Department of Education, Science and Training.

This evaluation was created from the records of interviews with the principals and teachers and others involved in the Scaffolding Literacy Programme and is, therefore, a summary document of all the data collected by the three researchers at ACER and the sub-contractor in Western Australia, with an interpretation of the observations in terms of the guidelines set out in the contract.

Lokan, J., Greenwood, L and Cresswell, J. (2001). 15-up and counting, reading, writing, reasoning : how literate are Australian students? : the PISA 2000 survey of students' reading, mathematical and scientific literacy skills. Camberwell: ACER Press.

Chapter 5 focuses on results for the Australian states and territories and for other sub-national groups. Results achieved by Indigenous students and by students with language backgrounds other than English are included in this chapter.  The sixth chapter describes the Australian PISA participants in some detail, presenting a profile of the Australian schools and students who took part in the study.

Greenwood, L., Frigo, T., & Hughes, P. (2002). Messages for Minority Groups in Australia from International Studies. In M. Meiers (Eds.) Proceedings Research Conference 2002. Providing World-Class School Education:  What can Australia learn from international achievement studies?’ ISBN 0864314019. pp. 25-29

Frigo, T., & Simpson, L. (2001). Research into the Numeracy Development of Aboriginal Students: Implications for the NSW K-10 Mathematics Syllabus.  New South Wales: Board of Studies

The planned revision of the NSW Years K–10 Mathematics syllabus provides a timely opportunity to reflect on research into the numeracy development of Aboriginal children, and to identify key factors that affect their achievement.

Frigo, T. (1999 updated 2001).  Resources and Teaching Strategies to Support Aboriginal Children's Numeracy Learning: A Review of the Literature.

This literature review focuses on teaching and learning strategies that support the development of numeracy skills in Aboriginal children. The purpose of the paper is to provide a theoretical framework that will inform the development of numeracy materials to support teachers of Aboriginal children in New South Wales primary schools.

Frigo, T., Corrigan, M., Adams, I., Hughes, P., Stephens, M., & Woods, D. (2004). Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years.  ACER Research Monograph No. 57.  ISBN 0864317948

This publication is the result of research that formed part of a program supported by a grant to the Australian Council for Educational Research by state, tertitory and Commonwealth governments. The support provided by these governments is gratefully acknowledged.  The views expressed in this report are those of the authors and not necessarily those of the state, territory and Commonealth governments.

Mellor, S., & Corrigan, M. (2004). The Case for Change: A review of contemporary research on Indigenous education outcomes.  Australian Education Review No 47, Melbourne: ACER. ISBN 0864317859

This publication is the result of research that formed part of a program supported by a grant to the Australian Council for Educational Research by state, tertitory and Commonwealth governments. The support provided by these governments is gratefully acknowledged.  The views expressed in this report are those of the authors and not necessarily those of the state, territory and Commonealth governments. It included a Foreword by Prof Paul Hughes.

Long. M., Frigo, T., & Batten, M. (1998). The School to Work Transition of Indigenous Australians: A Review of the Literature and Statistical Analysis. Task Force on School to Work Transition for Indigenous Australians, Department of Employment, Education, Training and Youth Affairs.  

This report identifies barriers to successful transition from school to work, including forms of teaching, curriculum and assessment which pose greater educational challenges for Indigenous youth, as well as broader social issues such as racism, poverty, poor health, remote location, incarceration and an absence of employment opportunities.