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Teaching Indigenous Students: Cultural awareness and classroom strategies for improving learning outcomes

1, 2015

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Statistical analysis plan for the stepped wedge clinical trial Healing Right Way—enhancing rehabilitation services for Aboriginal Australians after brain injury

Trials, 2022-10, Vol.23 (1), p.886-886, Article 886

2022

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Healing Right Way: study protocol for a stepped wedge cluster randomised controlled trial to enhance rehabilitation services and improve quality of life in Aboriginal Australians after brain injury

BMJ open, 2021-09, Vol.11 (9), p.e045898-e045898

2021

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The dimensionality of infection networks among viruses infecting microbial eukaryotes and bacteria

Ecology letters, 2024-02, Vol.27 (2), p.e14383-n/a

2024

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Living with aphasia: Three Indigenous Australian stories

International journal of speech language pathology, 2012-06, Vol.14 (3), p.271-280

2012

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"You felt like a prisoner in your own self, trapped": the experiences of Aboriginal people with acquired communication disorders

Disability and rehabilitation, 2021-06, Vol.43 (13), p.1903-1916

2021

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Communication disorders after stroke in Aboriginal Australians

Disability and rehabilitation, 2015-01, Vol.37 (16), p.1462-1469

2015

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Engaging Australian Aboriginal narratives to challenge attitudes and create empathy in health care: a methodological perspective

BMC medical education, 2016-06, Vol.16 (1), p.156-156, Article 156

2016

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Missing Voices: Profile, Extent, and 12-Month Outcomes of Nonfatal Traumatic Brain Injury in Aboriginal and Non-Aboriginal Adults in Western Australia Using Linked Administrative Records

The journal of head trauma rehabilitation, 2018-11, Vol.33 (6), p.412-423

2018

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General practitioners’ perceptions of their communication with Australian Aboriginal patients with acquired neurogenic communication disorders

Patient education and counseling, 2019-12, Vol.102 (12), p.2310-2317

2019

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A screening tool for acquired communication disorders in Aboriginal Australians after brain injury: lessons learned from the pilot phase

Aphasiology, 2020-11, Vol.34 (11), p.1388-1412

2020

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Closing the gap: A whole of school approach to Aboriginal and Torres Strait Islander inclusivity in higher education

Nurse education in practice, 2018-05, Vol.30, p.86-90

2018

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The nature and piloting of a tool to screen for acquired communication disorders in Aboriginal Australians after brain injury: exploring culturally valid assessment to improve rehabilitation pathways

Aphasiology, 2018-07, Vol.32 (sup1), p.7-8

2018

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‘I’ve got to row the boat on my own, more or less’: aboriginal australian experiences of traumatic brain injury

Brain impairment, 2019-09, Vol.20 (2), p.120-136

2019

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Development of the Aboriginal Communication Assessment After Brain Injury (ACAABI): A screening tool for identifying acquired communication disorders in Aboriginal Australians

International journal of speech language pathology, 2017-06, Vol.19 (3), p.297-308

2017

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Study Protocol: Missing Voices – Communication Difficulties after Stroke and Traumatic Brain Injury in Aboriginal Australians

Brain impairment, 2015-09, Vol.16 (2), p.145-156

2015

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Managing and setting expectations for relationships and behaviour

Teaching Indigenous Students, 2015, p.57-81

1, 2015

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Intended curriculum, standards, literacy and numeracy

Teaching Indigenous Students, 2015, p.82-114

1, 2015

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Challenges of teaching students in remote contexts

Teaching Indigenous Students, 2015, p.201-252

1, 2015

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Conclusion: Learning to teach in a culturally responsive way

Teaching Indigenous Students, 2015, p.253-260

1, 2015

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Understanding who your students are

Teaching Indigenous Students, 2015, p.27-56

1, 2015

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Culturally responsive teaching and learning strategies

Teaching Indigenous Students, 2015, p.115-165

1, 2015

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Assessment, feedback and reporting

Teaching Indigenous Students, 2015, p.166-200

1, 2015

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Cultural competence and cultural responsiveness in schools

Teaching Indigenous Students, 2015, p.1-26

1, 2015

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The intergenerational effects of forced separation on the social and emotional wellbeing of Aboriginal children and young people

Family matters (Melbourne, Vic.), 2006-01 (75), p.10-17

2006

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Teaching Indigenous Students: Cultural awareness and classroom strategies for improving learning outcomes

Statistical analysis plan for the stepped wedge clinical trial Healing Right Way—enhancing rehabilitation services for Aboriginal Australians after brain injury

Healing Right Way: study protocol for a stepped wedge cluster randomised controlled trial to enhance rehabilitation services and improve quality of life in Aboriginal Australians after brain injury

The dimensionality of infection networks among viruses infecting microbial eukaryotes and bacteria

Living with aphasia: Three Indigenous Australian stories

"You felt like a prisoner in your own self, trapped": the experiences of Aboriginal people with acquired communication disorders

Communication disorders after stroke in Aboriginal Australians

Engaging Australian Aboriginal narratives to challenge attitudes and create empathy in health care: a methodological perspective

Missing Voices: Profile, Extent, and 12-Month Outcomes of Nonfatal Traumatic Brain Injury in Aboriginal and Non-Aboriginal Adults in Western Australia Using Linked Administrative Records

General practitioners’ perceptions of their communication with Australian Aboriginal patients with acquired neurogenic communication disorders

A screening tool for acquired communication disorders in Aboriginal Australians after brain injury: lessons learned from the pilot phase

Closing the gap: A whole of school approach to Aboriginal and Torres Strait Islander inclusivity in higher education

The nature and piloting of a tool to screen for acquired communication disorders in Aboriginal Australians after brain injury: exploring culturally valid assessment to improve rehabilitation pathways

‘I’ve got to row the boat on my own, more or less’: aboriginal australian experiences of traumatic brain injury

Development of the Aboriginal Communication Assessment After Brain Injury (ACAABI): A screening tool for identifying acquired communication disorders in Aboriginal Australians

Study Protocol: Missing Voices – Communication Difficulties after Stroke and Traumatic Brain Injury in Aboriginal Australians

Managing and setting expectations for relationships and behaviour

Intended curriculum, standards, literacy and numeracy

Challenges of teaching students in remote contexts

Conclusion: Learning to teach in a culturally responsive way

Understanding who your students are

Culturally responsive teaching and learning strategies

Assessment, feedback and reporting

Cultural competence and cultural responsiveness in schools

The intergenerational effects of forced separation on the social and emotional wellbeing of Aboriginal children and young people

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