A‐k Eckermann
Biographic Data
| ID | 3701288 |
|---|---|
| NAME | A‐k Eckermann |
| GIVEN NAMES | A‐k |
| FAMILY NAME | Eckermann |
| SIGNATURE | ECKERMANN A K |
| AFFILIATIONS | University of New England |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 1994 |
| H-INDEX | 3 |
The Role of Participatory Action Research in Aboriginal Education
In the past researchers have been carrying out such political acts in the firm belief that if we study something long enough, with sufficient disciplines and controls, then we will find "reality" and "truth", then we will carry out studies which have scientific merit, which will contribute to the growing body of knowledge about how societies work. But research is generally carried out by fairly powerful people on those less powerful. In the proce…
Letter
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People: Some Thoughts
A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we …
Learning Styles, Classroom Management, Teacher Characteristics and Rural-urban Aboriginal People: Some Thoughts
(1987). LEARNING STYLES, CLASSROOM MANAGEMENT, TEACHER CHARACTERISTICS AND RURAL‐URBAN ABORIGINAL PEOPLE: SOME THOUGHTS. Discourse: Studies in the Cultural Politics of Education: Vol. 7, No. 2, pp. 55-68
Home/School Relations: Some Ideas
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Teacher Won't Teach Me
Throughout 1974 and 1975 I worked among Aboriginal people in Rural Town, S.W. Queensland. With one exception, all Aboriginal people in this country town have attained at least a primary education. Further, almost 30 per cent of men and women in the 16-30 age group have attended some secondary school; although only two completed grade 10 in 1974, a further three attended tenth arade in 1975.These figures reflect the pattern of Queensland Aborigina…
Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People: Some Thoughts
A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we …
Home/School Relations: Some Ideas
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Learning Styles, Classroom Management, Teacher Characteristics and Rural-urban Aboriginal People: Some Thoughts
(1987). LEARNING STYLES, CLASSROOM MANAGEMENT, TEACHER CHARACTERISTICS AND RURAL‐URBAN ABORIGINAL PEOPLE: SOME THOUGHTS. Discourse: Studies in the Cultural Politics of Education: Vol. 7, No. 2, pp. 55-68
The Teacher Won't Teach Me
Throughout 1974 and 1975 I worked among Aboriginal people in Rural Town, S.W. Queensland. With one exception, all Aboriginal people in this country town have attained at least a primary education. Further, almost 30 per cent of men and women in the 16-30 age group have attended some secondary school; although only two completed grade 10 in 1974, a further three attended tenth arade in 1975.These figures reflect the pattern of Queensland Aborigina…
The Teacher Won't Teach Me
Throughout 1974 and 1975 I worked among Aboriginal people in Rural Town, S.W. Queensland. With one exception, all Aboriginal people in this country town have attained at least a primary education. Further, almost 30 per cent of men and women in the 16-30 age group have attended some secondary school; although only two completed grade 10 in 1974, a further three attended tenth arade in 1975.These figures reflect the pattern of Queensland Aborigina…
Home/School Relations: Some Ideas
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Learning Styles, Classroom Management, Teacher Characteristics and Rural-urban Aboriginal People: Some Thoughts
(1987). LEARNING STYLES, CLASSROOM MANAGEMENT, TEACHER CHARACTERISTICS AND RURAL‐URBAN ABORIGINAL PEOPLE: SOME THOUGHTS. Discourse: Studies in the Cultural Politics of Education: Vol. 7, No. 2, pp. 55-68
Letter
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People: Some Thoughts
A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we …
The Role of Participatory Action Research in Aboriginal Education
In the past researchers have been carrying out such political acts in the firm belief that if we study something long enough, with sufficient disciplines and controls, then we will find "reality" and "truth", then we will carry out studies which have scientific merit, which will contribute to the growing body of knowledge about how societies work. But research is generally carried out by fairly powerful people on those less powerful. In the proce…
Political science (5 works) · Sociology (5 works) · Education Systems and Policy (4 works) · Law (4 works) · Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Epistemology (2 works) · Indigenous and Place-Based Education (2 works) · Mathematics (2 works)