Aboriginal Students in Victoria. ACER Research Monograph No. 3.

Autor/in	de Lemos, Marion M.
Institution	Australian Council for Educational Research, Hawthorn.
Titel	Aboriginal Students in Victoria. ACER Research Monograph No. 3.
Quelle	(1979), (208 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance Patterns; Demography; Dropout Rate; Dropout Research; Educational Objectives; Elementary Secondary Education; Equal Education; Followup Studies; Mathematics; Occupational Aspiration; Reading Achievement; Rural Schools; School Holding Power; State Schools; Student Attitudes; Students; Surveys; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Demografie; Educational objective; Bildungsziel; Erziehungsziel; Follow-up studies; Kontaktstudium; Mathematik; Berufsneigung; Berufsziel; Leseleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Staatliche Schule; Schülerverhalten; Student; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Lehrerverhalten; Australien
Abstract	An estimated 80%-90% of all Aboriginal students enrolled in the primary and secondary schools of Victoria, Australia, were tested and surveyed to determine their numbers, distribution, attendance, achievement, attitudes, and school leaving patterns. Most of the 1244 Aboriginals surveyed attended state schools and 75% were schooled in rural areas. Their attendance was regular but they had more extended absences than non-Aboriginal students. At the primary level (where the father's occupational ranking is the most significant factor affecting academic achievement), Aboriginal students performed consistently lower than non-Aboriginal students on academic achievement tests. At the secondary level, lower achievement by Aboriginals was especially evident in math and reading. Although non-Aboriginals in primary school had more positive attitudes than their Aboriginal agemates, this difference disappeared in secondary school. There were no marked differences noted in educational or occupational aspirations, but more Aboriginal students left school at age 15. Specific to Victoria, results did not support the view that low achievement of Aboriginals could be attributed to poor motivation, poor self-concept, or dislike of school. Research is needed to study what factors determine whether or not a student likes school. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC