102097 RTL2

Assignment 2

Group Topic: How does culturally responsive pedagogy impact on

student interest for stage 4 indigenous students?

Topic: How does communication of high expectations impact on student

interest for stage 4 indigenous students.

Part A: Literature Review

In Australia, while significant gains have been made in relation to

Aboriginal and Torres Strait Islander student and their educational

outcomes (Australian Bureau of Statistics, 2018), the achievement gap

remains between Indigenous and non-Indigenous learners (Riley &

Pidgeon, 2018; Castagno & Brayboy, 2008). It is evident that

indigenous learners are over represented within special education

programs and have lower participation rates (Sweller, Graham, & Van

Bergen, 2012). In 2017, Aboriginal and Torres Strait Islander

students comprised 5.6% of all students, and this figure has been

risen steadily for the past 10 years (ABS, 2018). The rapidly

increasing racial and ethnic diversity among adolescents in

Australian schools have resulted in an increased demand in culturally

responsive pedagogies (Castagno & Brayboy, 2008). Consistent and

proper communication of teacher’s expectations, as one of the

culturally responsive pedagogies, have been proved effective in

motivating and engaging Indigenous student by rising their interest

and gaining confidence (Riley & Pidgeon, 2018; Mazer, 2012).

Schools are to provide culturally responsive and sustaining

environments to meet the needs of Indigenous and other non-dominant

culture students (Bishop, Berryman, Wearmouth, Peter, & Clapham,

2012; Castagno & Brayboy, 2008). The typical teacher-centered direct

instruction approach that employed in most classrooms back in 1980s,

criticized by Leary and Peacock (1998), and Jacobs and Reyhner

(2002), often fails to meet the needs of Indigenous learners.

Castagno and Brayboy (2008) have found that culturally responsive

pedagogy has been widely accepted as an effective strategy that

improves the engagement and education outcome of indigenous youth.

Bishop et al. (2012) defined culturally responsive schooling as a

student-centered approach where the student’s unique cultural

strength can be valued, identified and nurtured. Hynds, Averill,

Hindle, and Meyer (2017) assert that culturally responsive teachers

respect and celebrate their student’s diversity and encourage

students to achieve their personal best.

Hynds et al. (2017) found that student perceptions of their own

competence are associated with their surrounding people’s

expectations and attitudes towards them. Rubie-Davies (2010) deepens

this argument by indicating that school climate shapes student’s

personal beliefs about academic capabilities and powerfully

influences their motivation. Hynds et al. (2017) also back up the

argument by confirming that the students experience at schools and

their student-teacher relationship directly influence student

interest toward study. These include the expectations that teachers

communicate to them (Hynds et al., 2017).

As mentioned above, studies have shown that Indigenous learners have

lower participation rates compared to non-Indigenous learners

(Castagno & Brayboy, 2008; Riley & Pidgeon, 2018). Rubie-Davies

(2010) found that teacher’s high expectation on learners is

associated with students receiving informative feedback and having

greater opportunities to participate in classroom. Significant

positive initiatives have promoted quality teaching for Indigenous

student; however, Riley and Pidgeon (2018) argues that most programs

aimed at raising Indigenous academic outcomes, rather than on how

teachers may foster their interest and confidence.

According to Skinner, Marchland, Furrer, and Kindermann (2008),

school failure, withdrawal, and disengagement can be attributed to

negative emotions associated with learning, typically lack of

interest. Mazer (2012) have assessed the relationship between student

interest, engagement and success in the classroom and found that

student interest and engagement are positively associated with

student motivation and affective learning. Interested students who

mostly engaging and attending, working, or interacting with others

experienced the highest levels of academic achievement (Mazer, 2012).

Mazer (2012) also found that when a student is interested and highly

motivated, there are signs including taking notes, asking questions,

verbally contribute during discussion, and listening attentively in

class. This is agreed by Wang and Holcombe (2010), which implies that

students who actively seek participation in school tasks and

activities are more likely to success in school.

Hidi and Renninger (2006) has described 4 phases in the development

and deepening of learner interest, which involves triggered

situational interest, maintained situational interest, emerging

individual interest, and well-developed individual interest. Abbott

(2017) adopted Hidi and Reninger (2006)’s 4-phase model in her study

of interest development, and pointed out that unlike individual

interest, which is always personally motivating and internally

driven, situational interest can be prompted by environmental

stimuli. This is to say that teachers can cultivate student

situational interest by giving them external stimuli such as high

expectations.
Riley and Pigeon (2018) have made sound arguments based on their

findings in relation to Australian teachers’ expectations toward

Indigenous group. They found that differing expectations could

tangibly affect student’s educational and occupational outcomes

(Riley & Pidgeon, 2018; Rubie-Davies, 2010; Timmermans, Kuyper, &

Werf, 2015). In Riley and Pigeon (2018)’s study, students in higher

ability groups have greater access to educational opportunities,

better teaching practices and higher expectations, while students in

lower level classrooms are less likely to engage, more inclined to

drop out and face lower expectations. Similarly, Timmermans et al.

(2015) suggested that teachers may demonstrate bias by their

expectations being higher or lower for most students, and by

systematically holding higher or lower expectations of specific sub-

groups. For example, they found that teachers had higher expectations

of students in high achieving classes. Regarding Indigenous learners,

Rubie-Davies (2010) found that teachers’ lower expectations of Maori

students’ reading achievement, which echoes Riley and Pigeon’s and

Timmermans et al.’s study. Hence, teachers need to be aware and

accountable about how their expectations may influence indigenous

learners (Timmermans et al., 2015).

Rist (2000) suggested that when a teacher offers unsolicited help,

lavishes praise over very simple tasks, or expresses sympathy over

failure, he/she may send unintended messages of low expectations.

Hynds et al. (2017) has been argued that marginalized student groups

are sensible and particularly vulnerable to negative stereotypes.

Teacher’s expectations and school climates can shape those

marginalized student’s self-esteem, motivations, aspirations and

expectations of success (Hynds et al., 2017).

Since increased Indigenous motivation and interest are associated

with high expectations and cultural and linguistic awareness (Bishop,

2012; Riley & Pidgeon, 2018), specific teaching practices should be

implemented to promote Indigenous student’s interest. Rist (2000)

asserts that all students need to receive the consistent message of

they are expected to attain high standards. Effective and consistent

communication of high expectations, including both verbally and non-

verbally, can help students develop a healthy self-concept (Rist,

2000).

Riley and Pidgeon (2018) mentioned that teachers’ expectations of

students can be communicated through subtle cues. Hynds et al. (2017)

agree on this argument and listed a variety of ways including

engaging student with intellectually challenging classroom material,

providing immediate and consistent feedback, allowing autonomy in

relation to their learning, and giving praise that is specific.

Overall, as Rist (2000) states, high expectation on students is about

creating an environment in which there is genuine respect for

students and a belief in their capacity, thus equality can be

promoted.

Numerous researches in relation to Indigenous student’s academic

performance has been done and efforts has been made to support their

school success, yet limit attention has been put into a student sight

of what really interest them. Moreover, target samples are usually

designed to be large enough to improve the reliability and

accountability for a research, thus lack a comprehensive

understanding of each single participant. For future development,

middle school classrooms could be a place where students could engage

in the expansion of their personal interests.

Reference List:

Abbott, A. (2017). Fostering student interest development: An

engagement intervention. Middle School Journal, 48(3), 34-

45. Doi: 10.1080/00940771.2017.1297666

Australian Bureau of Statistics. (2018). 4221.0-Schools, Australia,

2017. Retrieved from:

http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4221.0Medi
 a%20Release102017?opendocument&tabname=Summary&prodno=4221.0&issu

e=2017&num=&view=

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S.

(2012). Professional development, changes in teacher practice and

improvements in Indigenous students’ educational performance: A

case study from New Zealand. Teaching and Teacher Education, 28,

694–705. doi:10.1016/j. tate.2012.02.002

Hidi, S., & Renninger, K. (2006). The Four-Phase Model of

Interest Development. Educational Psychologist, 41(2), 111-

127. Doi: 10.1207/s15326985ep4102_4

Hynds, A., Averill, R., Hindle, R., & Meyer, L. (2017). School

expectations and student aspirations: The influence of

schools and teachers on Indigenous secondary

students. Ethnicities,17(4), 546-573. Doi:

10.1177/1468796816666590
Mazer, J. (2012). Associations Among Teacher Communication

Behaviors, Student Interest, and Engagement: A Validity

Test. Communication Education, 1-11. Doi:

10.1080/03634523.2012.73513

Riley, T., & Pidgeon, M. (2018). Australian teachers voice their

perceptions of the influences of stereotypes, mindsets and

school structure on teachers’ expectations of Indigenous

students. Teaching Education, 1-22. Doi:

10.1080/10476210.2018.1453796

Rist, R. (2000). HER classic: Student social class and teacher

expectations: The self-fulfilling prophecy in ghetto

education. Harvard Educational Review, 70(3), 257-301.

Retrieved from: https://search-proquest-

com.ezproxy.uws.edu.au/docview/212336165?accountid=36155&rfr_

id=info%3Axri%2Fsid%3Aprimo
Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of

student attributes: Is there a relationship? British Journal of

Educational Psychology, 80(1), 121–135. Doi:

10.1348/000709909X466334

Skinner, E., Marchand, G., Furrer, C., & Kindermann, T. (2008).

Engagement and disaffection in the classroom: Part of a larger

motivational dynamic?. Journal of Educational

Psychology, 100(4), 765-781. doi:10.1037/a0012840


Sweller, N., Graham, L., & Van Bergen, P. (2012). The Minority

Report: Disproportionate Representation in Australia's

Largest Education System. Exceptional Children, 79(1), 107-

125. Doi: 10.1177/001440291207900106

Timmermans, A., Kuyper, H., & Werf, G. (2015). Accurate,

inaccurate, or biased teacher expectations: Do Dutch teachers

differ in their expectations at the end of primary

 education? British Journal of Educational

Psychology, 85(4), 459-478. doi:10.11111/bjep.12087


Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school

environment, engagement, and academic achievement in middle

school. American Educational Research Journal, 47(3), 633– 662.

Doi: 10.3102/0002831209361209

Part B: Data Collection Protocol

Dear Potential Participant:

I am working on a project titled Impacts of Teacher’s Expectation for the class, ‘Researching
Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am collecting
information to help inform the design of a teacher research proposal.

Our topic has explored the implementation of culturally responsive pedagogies within
classrooms and how they may affect the interest of Stage 4 Indigenous Student. Specifically, I’m
collecting data on the impacts of communication of teacher’s expectations. In order to this, I will
observe one particular Indigenous student in three different classes with different expectations.
Whole class will be observed, and field notes on teacher’s practices will be recorded.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
 I consent to be observed by the researcher during classes.
 I understand that my involvement is confidential and that the information gained during
this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university

student who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years
old, and provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

Observation Protocol
Themes to be noted Relevance to communication of expectations Evidence in
lesson
Classroom Management
Seating Seating arrangement can reflect on a student’s
Arrangement confidence and the teacher’s expectation on
some level.
Teacher Use of Language (Verbal & Non-verbal)
Use of instructional Clear instructional language can lessen a
language student’s confusion by knowing what to
expect next.
Feedback Immediate and proper feedback can show the
techniques teacher’s expectations.
Use of non-verbal Behaviors such as nodding the heads is a
expressions message of agree and support.
Teaching activities
Group Tasks Group discussion gives students opportunities
to make active contribution and a level of
autonomy in classroom.
Individual tasks According to Hynds et al. (2017),
intellectually challenging material/task can
stimulate student and show a high expectation
from the teacher.
Student interaction
Time on task The time spend on a particular task is a good
indicator of whether the student have interest
in this task.
Questioning Mazer (2012) have found that when a student
behavior is highly motivated or have interest in a
Verbally particular subject, he/ she may ask questions
contribution during and actively interact with their peers and the
group discussion teacher.

Observation Template
Name of the Student-teacher: Lesson Date:
Name of the Student-observer: Lesson Time:
Subject:
Field Notes
Timer Teacher’s Practices
*(The observer should
note the details that could
represent or indicate the
teacher’s expectation on
the target student,
including seating
arrangement, instant
feedbacks, non-verbal
expressions such as
nodding heads etc.)
Additional Notes:
Seating Charts
Part C: Data Collection Protocol Explanation
Lesson Topic:
Student’s respond Reflections
*(The observer should look
for indicators of whether the
student is interested and
motivated, such as take notes,
ask questions, interact with
peers or group members,
listen attentively etc. Studies
have shown that students who
actively seek participation in
class are more likely to
success.)
The purpose of this piece of research is to not to asses a teacher’s

professional skills, but to develop a comprehensive understanding on

the impacts of a teacher’s expectation on Indigenous students.

Classroom observation, as a qualitative research method, is selected

because it is a pivotal tool for measuring and evaluating both

teacher’s and student’s practices, which provides a consistent,

visible, and comprehensive picture of the classroom environment

(Wragg & ProQuest, 2012). The participants of the observation are

designed to be a stage 4 indigenous student who shows different

interests over various classes or units and the teachers who perform

the classes. If allowed, multiple, consistent observation on the same

student over time can be made to further justify the findings and

assess any interventions needed. Continuous observation of one single

indigenous student allows comparison over different time period and

with teacher’s different attitudes.

The observation template is designed for the observer to take field

notes. This field note is time-based in order to provide a clear,

consistent and brief description. The observer is to take notes on

both the teacher’s practices and the target student’s response.

Teaching environment can be complex and dynamic, and many things can

occur simultaneously, therefore it is not possible to observe all

during a lesson (Richards & Farrell, 2011). With the purpose of this

research in mind, there are things that should be noted while taking

field notes. Firstly, whether the teacher sufficiently communicate

his/her expectations over student should be noticed, such as giving

clear and specific instructions, giving immediate feedback when the

target student complete a task, and praise for specific achievements.

Secondly, the tasks that teacher assigned to students can represent

the teacher’s expectations on some level. Lastly, how the student

responding to the teacher’s practice should be noted.

The seating charts section at the end of observation form shows the

arrangement of the classroom as well as the position of the teacher

(Richards & Farrell, 2011), which can be used to record the general

classroom and the group activities.

A teacher’s real thought of a student potential and the student’s

interest over a subject may not be directly observable. However, we

still can estimate it by observation of classroom behavior, though

sometimes bias exists. For example, when the student spends

considerable amount of time on a particular task, it is hard to tell

whether this is due to confusion or interest. Thus create a

limitation of classroom observation.

The ethical principles are to be honored all the time during data

collection process. The University consent forms will be issued to

all teachers and students that participate in this program. All

participant’s involvement and information collected will be

confidential, and personal information will be removed when

reporting.
Reference List (Part B & C)

Hynds, A., Averill, R., Hindle, R., & Meyer, L. (2017). School

expectations and student aspirations: The influence of

schools and teachers on Indigenous secondary

students. Ethnicities,17(4), 546-573. Doi:

10.1177/1468796816666590

Mazer, J. (2012). Associations Among Teacher Communication

Behaviors, Student Interest, and Engagement: A Validity

Test. Communication Education, 1-11. Doi:

10.1080/03634523.2012.73513

Richards, J. C., & Farrell, S. C. (2011). Practice teaching: A

reflective approach. Cambridge: Cambridge University Press.

Wragg, E., & ProQuest. (2012). An introduction to classroom

observation (Classic ed.). Milton Park, Abingdon, Oxon; New

York: Routledge. Retrieved from:

https://ebookcentral.proquest.com/lib/uwsau/reader.action?doc

ID=958801&query