Determinants of School Success Part 1

This article is written with the aim of providing one theoretical framework for considering the factors that contribute to the school success of Aboriginal, and indeed all, children. A second aim is to offer the opportunity to practising teachers to consider their day-to-day classroom practices against this framework and to describe and comment on teaching practices that meet individual learners' needs in each area and to take theoretical ideas and express their practical implications. Professor Watts' major work Aboriginal Futures: Review of Research and Developments and Related Policies in the Education of Aborigines (1981) discusses, within a chapter, the determinants of school success. The philosophical basis for this discussion is outlined in the following extract: Throughout this exploration of the education of Aborigines the view is taken that school success means success in achieving the full range of goals envisaged in the establishment of schools and the determination of their programs: the achievement of basic intellectual and academic skills and the development of advanced cognitive abilities such as problem-solving through the application of both convergent and divergent thinking skills; the acquisition of the ability to guide and the willingness to undertake responsibility for one's own learning; the extension of knowledge, understanding and appreciation of one's world in all its aspects; the growth of a secure understanding, acceptance and valuing of oneself and the achievement of a well-based sense of confidence and competence, and of a pride in one's cultural group; the discovery and development of talents and of creativity; # This covers only the first of the major groups of factors contributing to school success. In later issues we will explore the remaining factors as described in Aboriginal Futures

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  Open Access•Jeff Guider•The Aboriginal Child at School•1991

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• Why Are So Many Aboriginal Children Not Achieving At School

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