Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T05:43:24.937Z Has data issue: false hasContentIssue false
  • English
  • Français

Did DI do it? Response to a rejoinder

Part of: A dialogue about the role of Direct Instruction (DI) in very remote schools

Published online by Cambridge University Press:  18 September 2020

John Guenther Open the ORCID record for John Guenther [Opens in a new window]  and
Samuel Osborne Open the ORCID record for Samuel Osborne [Opens in a new window]
John Guenther*
Affiliation:
Batchelor Institute of Indigenous Tertiary Education, Darwin0845, Northern Territory, Australia University of South Australia, Mawson Lakes Campus, Adelaide5095, South Australia, Australia
Samuel Osborne
Affiliation:
Batchelor Institute of Indigenous Tertiary Education, Darwin0845, Northern Territory, Australia University of South Australia, Mawson Lakes Campus, Adelaide5095, South Australia, Australia
*
Author for correspondence: John Guenther, E-mail: john.guenther@batchelor.edu.au
Get access

Abstract

Guenther and Osborne's (2020) article ‘Did DI do it?’ raises concerns about the outcomes of a programme designed to improve literacy for First Nations students in remote schools. A critique of the article challenges the methods and findings. In this response, the authors respond to the criticism.

Keywords

Indigenous educationpedagogyliteracyremote education
Type
Article Response
Information
The Australian Journal of Indigenous Education , Volume 49 , Special Issue 2: Critical conversations on higher education as an enabler to building an Indigenous health workforce , December 2020 , pp. 173 - 175
Check for updates
Copyright
Copyright © The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ACER (2013). Evaluation of the Cape York Aboriginal Australian Academy Initiative. Australian Council for Educational Research. Retrieved May 2014. Available at https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=indigenous_education.Google Scholar
Burton, R and Osborne, S (2014) Kuranyu-kutu nyakula nyaan nyanganyi? Imagining the future. AlterNative: An International Journal of Indigenous Peoples 10, 33–44.CrossRefGoogle Scholar
Dawson, GK, Clinton, J, Koelle, M and McLaren, P (2018) Evaluation of the Flexible Literacy for Remote Schools Program: Main Report. 2015, 2016 and 2017 School Years. Centre for Program Evaluation, the University of Melbourne. Retrieved November 2018. Available at https://docs.education.gov.au/system/files/doc/other/flexible_literacy_evaluation_2018_final_accessible_0.pdf.Google Scholar
Good To Great Schools (n.d.) Effective instruction. Retrieved April 2019, Available at https://goodtogreatschools.org.au/our-products/effective-instruction/.Google Scholar
Guenther, J (2013) Are we making education count in remote Australian communities or just counting education? Australian Journal of Indigenous Education 42, 157–170.CrossRefGoogle Scholar
Guenther, J and Bat, M (2013) Towards a good education in very remote Australia: is it just a case of moving the desks around? The Australian Journal of Indigenous Education 42, 145–156.CrossRefGoogle Scholar
Guenther, J and Falk, I (2019) Generalising from Qualitative Research (GQR): a new old approach. The Qualitative Report 24, 1012–1033.Google Scholar
Guenther, J and Osborne, S (2020) Red Dirt education leaders ‘caught in the middle’: priorities for local and non-local leaders in remote schools. Australian Journal of Indigenous Education, 49(1), 57–69 doi: https://10.1017/jie.2018.17Google Scholar
Guenther, J, Bat, M and Osborne, S (2013) Red dirt thinking on educational disadvantage. The Australian Journal of Indigenous Education 42, 100–110.Google Scholar
Guenther, J, Disbray, S and Osborne, S (2015) Building on ‘Red Dirt’ perspectives: what counts as important for remote education? Australian Journal of Indigenous Education 44, 194–206.Google Scholar
Guenther, J, Disbray, S and Osborne, S (2016). Red Dirt Education: a compilation of learnings from the Remote Education Systems project. Available at https://nintione.com.au/resource/RedDirtEducation_CompilationLearningsRES_EBook.pdfGoogle Scholar
Minutjukur, M, Patterson, V, Anderson, S, Gibson, F, Kitson, M, Martin, B and … Larry, R (2014) Voices from the Red Dirt on Education. Journal of Australian Indigenous Issues 17, 158–163.Google Scholar
Osborne, S and Guenther, J (2013) Red dirt thinking on aspiration and success. The Australian Journal of Indigenous Education 42, 88–99.CrossRefGoogle Scholar
Osborne, S, Lester, K, Minutjukur, M and Tjitayi, K (2014) Red Dirt Curriculum; Reimagining Remote Education Sidney Myer Rural Lecture. Adelaide: Flinders University Press.Google Scholar
Osborne, S, Rigney, L-I, Benveniste, T, Guenther, J and Disbray, S (2018) Mapping boarding school opportunities for Aboriginal students from the Central Land Council region of Northern Territory. Australian Journal of Indigenous Education 48(2), 162–178. doi: https://doi.org/10.1017/jie.2018.1Google Scholar
Stockard, J, Wood, TW, Coughlin, C and Rasplica Khoury, C (2018) The effectiveness of direct instruction curricula: a meta-analysis of a half century of research. Review of Educational Research 88, 479–507.CrossRefGoogle Scholar