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Warmth, Demandingness, and What Else? A Reassessment of What It Takes to Be an Effective Teacher of Aboriginal and Torres Strait Island Children

Published online by Cambridge University Press:  04 March 2016

John P. Fanshawe
John P. Fanshawe*
Affiliation:
Brisbane, Queensland
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Abstract

This paper re-evaluates Fanshawe’s (1976) description of effective teachers of adolescent Aborigines in the light of more recent literature and research pertaining to the effective teaching of children from a variety of cultural backgrounds. While particular attention is paid to the two-dimensional warmth-demandingness model of teacher effectiveness which informed the work of Kleinfeld (1972, 1975) and Fanshawe (1976, 1978, 1989), consideration is also given to other teacher characteristics besides warmth and demandingness, as well as teaching strategies and learning environments which are likely to be associated with positive educational outcomes for Aboriginal and Torres Strait Island children. The discussion concludes with the identification of important possibilities for future cross-cultural research into teacher effectiveness.

Type
Section C: Schools
Information
The Australian Journal of Indigenous Education , Volume 27 , Issue 2 , December 1999 , pp. 41 - 46
Copyright
Copyright © The Author(s) 1999

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