Abstract
Although parents and families have a significant influence on their child’s school attendance, teachers’ adoption of more culturally appropriate methods of engagement with the community is necessary. I do think the people of the remote Indigenous communities need to work in collaboration with their local schools (and vice versa) in order to make progress and positive changes to lower primary school students’ attendance.
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References
Australian Bureau of Statistics. (2016). National Aboriginal and Torres Strait Islander social survey, 2014–15. http://www.abs.gov.au/ausstats/abs@.nsf/mf/4714.0. Accessed April 28, 2017.
Department of Education, Northern Territory. (2016). FaFT. https://education.nt.gov.au/support-for-teachers/faft. Accessed April 18, 2017.
Levy, E. (2007). Gradual release of responsibility: I do, we do, you do. San Juan Board of Cooperative Educational Services. http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf. Accessed April 23, 2017.
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Ellis, C. (2019). Breaking the Cycle: What Influences Do Families Have on Lower Primary School Students’ Attendance in Remote Communities?. In: Geng, G., Smith, P., Black, P., Budd, Y., Disney, L. (eds) Reflective Practice in Teaching. Springer, Singapore. https://doi.org/10.1007/978-981-13-9475-1_36
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