University-qualified Indigenous early childhood teachers (Record no. 1185)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01936nab a22002417a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 1969 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20150728084332.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100412s2007 aca s 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Fleet, Alma |
| 9 (RLIN) | 319 |
| 245 10 - TITLE STATEMENT | |
| Title | University-qualified Indigenous early childhood teachers |
| Statement of responsibility, etc. | Alma Fleet, Ros Kitson, Bevan Cassady, Ross Hughes |
| Medium | [electronic resource] : |
| Remainder of title | voices of resilience / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2007. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (p. 17-25) : |
| Other physical details | digital, PDF file |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of ‘both ways’ learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualifications and extend their professional contributions. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Child care workers |
| General subdivision | Training of |
| Geographic subdivision | Australia |
| 9 (RLIN) | 289 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kitson, Ros |
| 9 (RLIN) | 320 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cassady, Bevan |
| 9 (RLIN) | 321 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hughes, Ross |
| 9 (RLIN) | 322 |
| 773 0# - HOST ITEM ENTRY | |
| Title | Australasian Journal of Early Childhood |
| Related parts | Vol. 32, no. 3 (September 2007), p. 17-25 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0703.pdf |
| Public note | Full text |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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