M Allyson Macdonald
Dados Biográficos
| ID | 653784 |
|---|---|
| NOME | M Allyson Macdonald |
| PRENOMES | M Allyson |
| SOBRENOME | Macdonald |
| ASSINATURA | MACDONALD M A |
| AFILIAÇÕES | Edith Cowan University |
| ORCID | 0000-0002-7869-9355 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
“Let’s make the change”
Teaching Aboriginal perspectives and Aboriginal students by non-Indigenous teachers can feel daunting; however, this need not be the case. This study focuses on two frameworks that can be used to motivate pre-service teachers to feel more confident in teaching Aboriginal perspectives even when starting with trepidation in this area. To explain further, this study explored the impact an Aboriginal Contexts in Education unit had on pre-service teac…
Scoping community engagement in the context of Tomorrow’s Schools in Aotearoa New Zealand
Schools in a democracy need community involvement; community engagement in schools needs structures to support it. This article scopes how community engagement is conceptualised and enacted within Aotearoa New Zealand’s self-managing Tomorrow’s Schools system between 2009–2024 through a systematic integrative review of scholarly and grey literature. Using a replicable, PRISMA-informed protocol, we identified 68 eligible sources across government,…
Work hard, play hard, drink hard’
Teacher attrition is a significant issue that has been the subject of much recent critical research and public debate. What is less often explored in the literature is the gendered nature of teaching and the unique struggles female teachers face in the workforce, particularly in remote, regional and rural (RRR) schools. As a historically female-dominated profession, women, particularly teacher-mothers face a distinctive set of barriers to career …
Desiring education, exhibiting agency, experiencing systemic obstacles
We present new findings from a Western Australian mixed-methods study exploring a sample of Indigenous and non-Indigenous secondary school students' (N = 536) experiences and perceptions of school. Respondents hailed largely from remote or regional Western Australia, although approximately half attended boarding school. This article presents findings of multivariate analysis of responses to the Multi-Dimensional Student Perceptions of School Ques…
An ecosystem of knowledge
New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia.The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers' willingness and confidence in infusing Indigenous perspectives in curriculum.With this knowledge in hand, the researchers utilised a…
Broadening academia
In this article, we present a critical reflection on the academy’s approach to knowledge production and dissemination in Australian universities and propose a paradigm shift towards an approach that actively promotes Indigenous knowledges within the academic canon and searches for complementarity and shared interests between Indigenous and Western epistemes. We begin this article with discussion of the role of the academy, and Western and Indigen…
Pedagogy matters
The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument develop…
Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ)
Research in Indigenous and non-Indigenous education in Australia over the last two decades has begun to turn towards quantitative methods of understanding various factors affecting student outcomes. The current article presents a new measurement instrument, the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ), validated with a moderate-sized sample of secondary students in Western Australia (Indigenous: n = 244; non-Indigenou…
Creating Shared Norms in Schools - A Theoretical Approach
Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teac…
Innovation in South African science education (part 2)
The Effect of Schooling on Conservation Skills
Previous studies have tried to explain or predict conservation skills in terms of "schooled" or "unschooled." In this study, an intervention in some schools in the Ciskei, South Africa, is described and its effect on conservation skills is investigated. The results suggest that the acquisition of conservation skills may depend more on factors such as physical and mental interaction with the environment, and the type of reasoning to which a child …
Creating Shared Norms in Schools - A Theoretical Approach
Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teac…
Desiring education, exhibiting agency, experiencing systemic obstacles
We present new findings from a Western Australian mixed-methods study exploring a sample of Indigenous and non-Indigenous secondary school students' (N = 536) experiences and perceptions of school. Respondents hailed largely from remote or regional Western Australia, although approximately half attended boarding school. This article presents findings of multivariate analysis of responses to the Multi-Dimensional Student Perceptions of School Ques…
The Effect of Schooling on Conservation Skills
Previous studies have tried to explain or predict conservation skills in terms of "schooled" or "unschooled." In this study, an intervention in some schools in the Ciskei, South Africa, is described and its effect on conservation skills is investigated. The results suggest that the acquisition of conservation skills may depend more on factors such as physical and mental interaction with the environment, and the type of reasoning to which a child …
Innovation in South African science education (part 2)
Creating Shared Norms in Schools - A Theoretical Approach
Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teac…
Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ)
Research in Indigenous and non-Indigenous education in Australia over the last two decades has begun to turn towards quantitative methods of understanding various factors affecting student outcomes. The current article presents a new measurement instrument, the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ), validated with a moderate-sized sample of secondary students in Western Australia (Indigenous: n = 244; non-Indigenou…
Broadening academia
In this article, we present a critical reflection on the academy’s approach to knowledge production and dissemination in Australian universities and propose a paradigm shift towards an approach that actively promotes Indigenous knowledges within the academic canon and searches for complementarity and shared interests between Indigenous and Western epistemes. We begin this article with discussion of the role of the academy, and Western and Indigen…
Pedagogy matters
The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument develop…
An ecosystem of knowledge
New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia.The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers' willingness and confidence in infusing Indigenous perspectives in curriculum.With this knowledge in hand, the researchers utilised a…
Work hard, play hard, drink hard’
Teacher attrition is a significant issue that has been the subject of much recent critical research and public debate. What is less often explored in the literature is the gendered nature of teaching and the unique struggles female teachers face in the workforce, particularly in remote, regional and rural (RRR) schools. As a historically female-dominated profession, women, particularly teacher-mothers face a distinctive set of barriers to career …
Desiring education, exhibiting agency, experiencing systemic obstacles
We present new findings from a Western Australian mixed-methods study exploring a sample of Indigenous and non-Indigenous secondary school students' (N = 536) experiences and perceptions of school. Respondents hailed largely from remote or regional Western Australia, although approximately half attended boarding school. This article presents findings of multivariate analysis of responses to the Multi-Dimensional Student Perceptions of School Ques…
“Let’s make the change”
Teaching Aboriginal perspectives and Aboriginal students by non-Indigenous teachers can feel daunting; however, this need not be the case. This study focuses on two frameworks that can be used to motivate pre-service teachers to feel more confident in teaching Aboriginal perspectives even when starting with trepidation in this area. To explain further, this study explored the impact an Aboriginal Contexts in Education unit had on pre-service teac…
Scoping community engagement in the context of Tomorrow’s Schools in Aotearoa New Zealand
Schools in a democracy need community involvement; community engagement in schools needs structures to support it. This article scopes how community engagement is conceptualised and enacted within Aotearoa New Zealand’s self-managing Tomorrow’s Schools system between 2009–2024 through a systematic integrative review of scholarly and grey literature. Using a replicable, PRISMA-informed protocol, we identified 68 eligible sources across government,…
Psychology (7 obras) · Sociology (7 obras) · Indigenous (6 obras) · Indigenous and Place-Based Education (6 obras) · Political science (5 obras) · Pedagogy (4 obras) · Traditional knowledge (4 obras) · Computer Science (3 obras) · Early Childhood Education and Development (3 obras) · Ecology (3 obras)