Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-28T19:40:18.375Z Has data issue: false hasContentIssue false
  • English
  • Français

Warmth, Demandingness, and What Else? A Reassessment of What It Takes to Be an Effective Teacher of Aboriginal and Torres Strait Island Children

Published online by Cambridge University Press:  04 March 2016

John P. Fanshawe
John P. Fanshawe*
Affiliation:
Brisbane, Queensland
Get access

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.

Type
Section C: Schools
Information
The Australian Journal of Indigenous Education , Volume 27 , Issue 2 , December 1999 , pp. 41 - 46
Copyright
Copyright © The Author(s) 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Collins, G. (1993). Meeting the needs of Aboriginal students. The Aboriginal Child at School, 21(2), 3–16.CrossRefGoogle Scholar
Eckermann, A-K. (1987). Learning styles, classroom management, teacher characteristics and rural-urban Aboriginal people: Some thoughts. Discourse, 7(2), 55–68.Google Scholar
Fanshawe, J. P. (1976). Possible characteristics of an effective teacher of adolescent Aboriginals. The Aboriginal Child at School, 4(2), pp. 3–23.Google Scholar
Fanshawe, J. P. (1978). An investigation of some of the characteristics of effective teachers of adolescent Aboriginals. Unpublished masters thesis. University of Queensland, Brisbane.Google Scholar
Fanshawe, J. P. (1989). Personal characteristics of effective teachers of adolescent Aborigines (Research Report). The Aboriginal Child at School, 17(4), 35–48.CrossRefGoogle Scholar
Goldberg, M. L. (1964). Adapting teacher style to pupil differences: Teachers for disadvantaged children. Merrill-Palmer Quarterly, 10, 161–178.Google Scholar
Gollnick, D. M., & Chinn, P. C. (1998). Multicultural Education in a Pluralistic Society. Upper Saddle River, NJ: Prentice-Hall.Google Scholar
Good, T. L., & Brophy, J. E. (1987). Looking in Classrooms. New York: Harper & Row.Google Scholar
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.Google Scholar
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.Google Scholar
Henry, M., Knight, J., Lingard, R., & Taylor, S. (1988). Understanding Schooling: An Introductory Sociology of Australian Education. Sydney: Routledge.Google Scholar
Hudspith, S. (1996). Learning to belong: An ethnography of urban Aboriginal schooling. PhD thesis. Northern Territory University, Darwin.Google Scholar
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.Google Scholar
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.Google Scholar
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.Google Scholar
Kleinfeld, J. (1975). Effective teachers of Eskimo and Indian students. School Review, 83, 301–344.CrossRefGoogle Scholar
Kuykendall, C. (1992). From Rage to Hope: Strategies for Reclaiming Black and Hispanic Students. Bloomington, Indiana: National Education Service.Google Scholar
Malin, M. (1994). What is a good teacher? Anglo and Aboriginal Australian views. Peabody Journal of Education, 69(2), 94–114.Google Scholar
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.Google Scholar
Manning, M. L., & Baruth, L. G. (1995). Students at Risk. Boston: Allyn & Bacon.Google Scholar
Manning, M. L., & Baruth, L. G. (1996). Multicultural Education of Children and Adolescents. (2nd edn). Boston: Allyn & Bacon.Google Scholar
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.Google Scholar
Murray, B. (1982). What can you do in the classroom? Impact No. 59. Brisbane: Queensland Department of Education, pp. 7–8.Google Scholar
O’Keefe, E. A. (1989). Effective teachers. The Aboriginal Child at School, 17(2), 23–31.Google Scholar
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.Google Scholar
Partington, G., & McCudden, V. (1992). Ethnicity and Education. Wentworth Falls, NSW: Social Science Press.Google Scholar
Pianta, R. C., & Walsh, D. J. (1996). High-Risk Children in Schools: Constructing Sustaining Relationships. New York: Routledge.Google Scholar
Price, K. (1998). Aboriginal and Torres Strait Islander Education. Lecture presented at Queensland University of Technology, Semester 2, 1998.Google Scholar
Reuben, S. M. (1996). Parents’ Attitudes towards Education of Indigenous Students. Bachelor of Education Independent Study. Queensland University of Technology: Faculty of Education, 37 pages.Google Scholar
Rosenthal, R., & Jacobson, L. F. (1968). Teacher expectations for the disadvantaged. Scientific American, 218(4), 19–23.Google Scholar
Ryans, D. G. (1960). Characteristics of Teachers: Their Description, Comparison and Appraisal. A Research Study. Washington DC: American Council of Education.Google Scholar
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.CrossRefGoogle Scholar