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dc.contributor.authorRiley, Tasha
dc.contributor.authorPidgeon, Michelle
dc.date.accessioned2019-07-04T12:31:08Z
dc.date.available2019-07-04T12:31:08Z
dc.date.issued2019
dc.identifier.issn1047-6210
dc.identifier.doi10.1080/10476210.2018.1453796
dc.identifier.urihttp://hdl.handle.net/10072/377200
dc.description.abstractResearch demonstrates that teachers’ expectations of students have long-term effects on students’ educational, occupational, health and well-being outcomes. In this Australian-based study, teachers were invited to explore the questions Do teachers have different expectations of Aboriginal and Torres Strait Islander students? Why/why not? The findings provide insight into how teachers perceive the expectations of other teachers in relation to Indigenous learners and highlight the underlying assumptions of those perceptions. Teachers also provide valuable insight into what they feel is needed to address these issues. Recommendations are made to enhance pre-service teacher education and professional development to better support those working with Indigenous learners.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto22
dc.relation.ispartofjournalTeaching Education
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchAboriginal and Torres Strait Islander education not elsewhere classified
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode450299
dc.subject.fieldofresearchcode390307
dc.titleAustralian teachers voice their perceptions of the influences of stereotypes, mindsets and school structure on teachers' expectations of Indigenous students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorRiley, Tasha A.
gro.griffith.authorPidgeon, Michelle


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