2. Indigenous Engagement
Collette Tayler, Joseph Sparling, Anita D’Aprano, Isabel Brookes
Melbourne Graduate School of Education
Sven Silburn, Helen Harper Menzies Research Centre, CDU
John Pegg
University of New England
6 August 2014

3. Indigenous Early Learning: 2 x Learning Promotion studies
STUDY 1 (Field-based study)
WHAT - the contribution of teacher contingent prompts and feedback, child contingent responses to receptive and expressive language development
WHO – month old Indigenous children in NT
ENGAGEMENT - Central Australian Aboriginal Congress Aboriginal Corporation
HYPOTHESIS - Well-timed adult prompts and feedback will predict greater child developmental gains after a brief, intense intervention using LearningGames and Conversational Reading (theoretically based components of 3a). Greater synchronicity between adult/child behaviours, especially adult feedback, will have the highest relationship to child gains.
DESIGN: A-B-A-B (A -baseline/withdrawal; B –intervention 1,2) over 4 months

4. Indigenous Early Learning: 2 x Learning Promotion studies
STUDY 2 (the MGSE experimental classroom)
WHAT - Test the efficacy and effects of a specific pedagogical strategy based on a type of joint-attention where the adult joins her attention to the child’s: the “3S strategy”.
WHO – month old ‘vulnerable’ children in VICTORIA
ENGAGEMENT – 6 Local Government Authorities, families, PFOs
HYPOTHESIS - Children who are engaged in a 3S interaction with an adult will have greater expressive language gains than those who engage in interactions that are not contingent upon joint-attention.
DESIGN: Experimental and 2 control conditions, over 4 months

5. Indigenous Early Learning : Advancing Measurement
STUDY 3 (field-based study) Dr Anita D’Aprano
WHAT – Explore full psychometric properties of the adapted ASQ-3 (ASQ3-TRAK). Determine what the normal distribution of results from this test would be in the remote Australian Aboriginal population.
WHO – 2, 6, 12, 18, 24, 26, 48 months in NT communities
ENGAGEMENT – NT Deptments of Health & Education, Congress
HYPOTHESIS - This tool measures and detects developmental problems accurately in remote Aboriginal population.
DESIGN: cross-sectional, 20 children per group, practitioners trained in the use of the adapted tool.

6. Indigenous Engagement Middle School (Darwin)
Contingent strategies and learning Helen Harper Indigenous Education data linkage analyses: NT Education data; NT Health data, AEDI/AEDC, NAPLAN Sven Silburn

7. Indigenous Engagement
Automaticity and Young Adult learning Quick Smart study John Pegg

8. Collaborating Organisations Partner Organisations