Relevant bibliographies by topics / Aboriginal and Torres Strait Islander students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Aboriginal and Torres Strait Islander students'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Aboriginal and Torres Strait Islander students"

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Miller, Jenna, and Emily Berger. "A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth." Educational and Developmental Psychologist 37, no. 1 (May 11, 2020): 39–46. http://dx.doi.org/10.1017/edp.2020.2.

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AbstractAboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.
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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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Smith, Arthur. "Becoming Expert in the World of Experts: Factors Affecting Aboriginal and Torres Strait Islander Participation and Career Path Development in Australian Universities." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 1–6. http://dx.doi.org/10.1017/s1326011100002702.

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In the recent history of Australia Aborigines and Torres Strait Islanders have only had widespread access to a university education for approximately 20 years. Before this, Indigenous graduates from Australian universities were relatively few. Universities were seen as complex, often alien places in Indigenous cultural terms; institutions of European Australian social empowerment and credentialling from which Aboriginal and Torres Strait Islander staff and students were virtually excluded.
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McGarvie, N. "The Development of Inservice and Induction Programs for Teachers of Aboriginal and Torres Strait Islander Students in Queensland Schools: an Historical Overview." Aboriginal Child at School 16, no. 4 (September 1988): 29–46. http://dx.doi.org/10.1017/s0310582200015492.

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The Aboriginal/Islander population of Queensland was calculated by the 1981 census to be greater than 44,000 (Department of Aboriginal Affairs, 1984, p.11). However, for a slightly later estimate, the Annual Report of the Queensland Department of Aboriginal and Islander Advancement records a figure of 60,000 (Department of Aboriginal and Islander Advancement, 1984, p.l). Both of these figures could be substantially correct given a possibility that some Aboriginal people may not identify themselves as such on census returns. Whatever the reason for the difference in the figures, a total of some 50,000 is most likely conservative for the present time. This figure converts to a percentage of slightly over 2% of the Queensland population being Aboriginal or Torres Strait Islander. Of the 50,000 Aboriginal/Islander population some 24% are Torres Strait Islanders (Department of Aboriginal Affairs, 1984, p.11).
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Nasir, Tanyah. "Aboriginal and Islander Tertiary Aspirations Program." Australian Journal of Career Development 5, no. 2 (July 1996): 7–9. http://dx.doi.org/10.1177/103841629600500203.

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The Aboriginal and Islander Tertiary Aspiration Program (AITAP) aims to enhance the attendance and academic achievement of Aboriginal and Torres Strait Islander students during their secondary school years to increase the number of indigenous Australians successfully completing Year 12 studies. AITAP encourages them to nurture aspirations involving tertiary education while maintaining their pride in their cultural heritage. AITAP, which has been operating in NT schools since 1994, is about raising the level of expectations and aspirations of students, parents and teachers, and encouraging positive attitudes towards education and towards Aboriginal and Torres Strait Islander students.
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Eady, Michelle J., and Joel Keen. "Employability readiness for Aboriginal and Torres Strait Islander students: Yarning Circles as a methodological approach to illuminate student voice." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (March 22, 2021): 1–18. http://dx.doi.org/10.21153/jtlge2021vol12no2art962.

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This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: first, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students’ views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates.
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Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.

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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. 1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).
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Whatman, Sue. "Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies." Aboriginal Child at School 23, no. 1 (March 1995): 36–43. http://dx.doi.org/10.1017/s0310582200005046.

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Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.
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Fleet, Alma, Ros Kitson, Bevan Cassady, and Ross Hughes. "University-Qualified Indigenous Early Childhood Teachers." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 17–25. http://dx.doi.org/10.1177/183693910703200304.

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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 qualiflcations and extend their professional contributions.
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Hogarth, Melitta. "The Power of Words: Bias and Assumptions in the Aboriginal and Torres Strait Islander Education Action Plan." Australian Journal of Indigenous Education 46, no. 1 (January 24, 2017): 44–53. http://dx.doi.org/10.1017/jie.2016.29.

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This paper argues that genuine engagement and consultation is required where Indigenous voice is prevalent within the policy development process for true progress to be achieved in the educational attainments of Aboriginal and Torres Strait Islander students. It is important to note that there has been little critical analysis of policy discourses. More specifically, analysis of how language is used to maintain societal constructs. By providing an Indigenous standpoint, it is anticipated that this paper makes explicit to policymakers the bias and taken for granted assumptions held by those who produced it. This paper is derived from a larger project, namely my Masters of Education (Research) thesis (Hogarth, 2015). The major findings that emerged from the data included (a) the homogenous grouping of Aboriginal and Torres Strait Islander people, (b) the maintenance of the prevalent dominant ideology of a deficit view within policy and finally (c) the expectation of government of increased engagement and connections with and by Aboriginal and Torres Strait Islander peoples in education without consideration of the detrimental effects of past policies and reforms. The potential implications of making explicit how language positions Aboriginal and Torres Strait Islander students’ educational attainment can inform future policymaking and contribute to the struggle for self-determination.
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Dissertations / Theses on the topic "Aboriginal and Torres Strait Islander students"

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Simone, Nicole R. "Teachers perspectives of embedding Aboriginal and Torres Strait Islander peoples' histories and cultures in mathematics." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227459/1/Nicole_Simone_Thesis.pdf.

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This thesis explored how six teachers of mathematics embedded Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures into the core mathematics curriculum. Semi-structured interviews were conducted, then written transcripts were analysed through the use of Bernstein’s Theory of Pedagogic Discourse. Teachers shared their perspectives on how they have developed their cultural capabilities, and how this has informed culturally responsive teaching of mathematics. Recommendations are made for how to support in-service teachers with their personal cultural capabilities to authentically embed Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures in mathematics curriculum.
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Miller, Gregory P., and n/a. "Teacher education programs, at James Cook University of North Queensland, for Aboriginal and Torres Strait Islander students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061110.103136.

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In this thesis I propose to address what are, in my view, significant educational problems: how to tease out and analyse those principles, concerning equity and social justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles, issues and considerations which have to be faced when designing such a program as the Diploma of Teaching (Early Childhood Education) for Aboriginal and Torres Strait Islander students at James Cook University. The issues I will address are these: (a) The extent to which the notion of equality of educational opportunity is being addressed in the provision of teacher-education programs in Queensland in general, and James Cook University in particular; (chapter 1). (b) Ways in which the Diploma of Teaching (Early Childhood Education) p r o g r am aims to produce teachers able to act as agents of bi-cultural transmission; (chapters 2 and 3). (c) The value, usefulness and desirability of James Cook University setting up a teacher-education program specifically for Aboriginal and Torres Strait Islander students from geographically remote communities, thus increasing the participation rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5). This process of analysis has led me to structure the thesis around three dimensions: (i) The historical context of the program; (ii) The program as one response to the problems faced by educational institutions in meeting the educational needs of Aboriginal people; (iii) A basis for the next phase in the development of new programs of teacher - education for indigenous students living in remote communities. This is a qualitative research project, based on my interpretation of available documentation, my use of relevant literature, and my own involvement as planner of, and teacher in the program. It is not a quantitative research project. The structure of the thesis has, as its introduction, an analysis of the extremely complex situation which exists at James Cook University. This analysis leads to a search for a set of principles to provide the theoretical underpinning of the program, which in turn leads through a combination of theory and practice to the "praxis" of the program as a model of equity and educational practice in teacher-education. The thesis is concluded by the presentation of the current stage in the development of a program for teacher-education students in remote communi ties. The conceptual framework for my thesis has been developed through my determination to increase my understanding of the complexities of developing teacher-education programs for indigenous students at James Cook University. The thesis is developed through case study techniques including: personal observation and recording of my work as Program Planner; a situational analysis of the historical background, leading up to the development of the Diploma of Teaching (Early Childhood Education) ; a discussion of the stages through which the development team proceeded with intentionality and empathy towards its task of constructing a specific program of teacher-education; and my use of existing literature to comprehend the educational and social problems which the program attemted to alleviate. Throughout my thesis the specificity of the "case", and the eclectic position I have adopted, have acted as boundaries of my conceptual framework. My thesis attempts to show that the "case" of the development of teacher-education programs for Aboriginal and Torres Strait Islander students at James Cook University, although an idiosyncratic instance , is valuable as illumination , if not for generalisation, and thus has a credibility and usefulness. The characteristics of the case-study method are frequently more appropriate to expansion is than reductionist activities, and I have tried to show how the different perspectives of Aboriginal and non-Aboriginal people, together with the beliefs, attitudes and values of such different interest-groups as university academics, Commonwealth and State Education Department bureaucrats, and teachers and parents in schools, have emphasised both the importance of questioning assumptions and the importance of critical, experiential understanding.
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Hill, Braden. "Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander students undertaking university studies." Thesis, Hill, Braden (2020) Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander students undertaking university studies. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/59416/.

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While transformative learning has been investigated in a range of contexts, there remains little known about the extent to which higher education is transformative for Aboriginal and Torres Strait Islander students. Therefore, this study explores the experiences of Indigenous students undertaking university studies in order to understand the nuances and complexities of their journeys into and throughout the cultural interface within the context of higher education. This qualitative interpretive study applied narrative inquiry to investigate the experiences of 19 undergraduate Indigenous university students. Written narratives, focus groups and in-depth interviews were used to collate 19 individual student stories for analysis and interpretation. The key themes emergent from these narratives related to the students’ development of self-efficacy, the negotiation of their families’ perceptions and expectations and the affirming of their cultural identities as Aboriginal and Torres Strait Islander people. The two key theoretical concepts used to guide the discussion of the themes were Nakata’s (2007) cultural interface theory and Mezirow’s (1991) transformative learning theory. The findings of this study revealed that university learning had fostered, for most of the student participants, a sense of transformation and change. New relationships with peers were found to be a critical part of the students’ support network while at university. As the students progressed throughout their studies, they gained confidence and a sense of belonging within the university community. Such enablers fostered an increased sense of self-worth and wellbeing that further developed the students’ sense of self-efficacy and ability to succeed at the cultural interface of higher education. Family was seen as vitally important in relation to support for the students but also at times a challenge to be negotiated carefully. Finally, it was also found that university had strengthened the students’ relationship to their Indigeneity. These findings have key implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.
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Jones, Patricia Y. "An exploration of Aboriginal and Torres Strait Islander students' experience of education: a case study of a Catholic secondary school." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/ecc5499417a1b84be8973e64eb8c92b71f91a037af6620a1daf0d0685ab036b9/2957253/JONES_2018_An_exploration_of_Aboriginal_and_Torres.pdf.

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The research problem underlying this study concerns the potential of a mainstream secondary school to offer an inclusive and equitable experience of education for Aboriginal and Torres Strait Islander (Indigenous) students. The research explores how Indigenous students experience education at St Mary’s Catholic College, Cairns. Three specific research questions frame the organisation of this study: - How do Indigenous students experience teaching and learning at St Mary’s? - How do Indigenous parents experience the education of their children at St Mary’s? - How do Indigenous students and their parents experience the implementation of inclusivity policies at St Mary’s? This study adopts an interpretivist paradigm that is underpinned by constructionist epistemology. Data are analysed from the theoretical standpoint of symbolic interactionism. A case study methodology organises the choice of data-gathering strategies. These are document analysis, focus group interviews and in-depth, individual interviews. This study’s participants are purposively selected from four stakeholder groups: Indigenous students, Indigenous parents, Indigenous support staff and non-Indigenous teachers. In total, 54 stakeholders were participants. The research generates seven conclusions that add to new knowledge, practice and policy concerning how Indigenous students experience education at St Mary’s. First, St Mary’s Indigenous students consider their identification as Indigenous to be irrelevant to their engagement in the learning process or to their achievement of learning outcomes. Further, they argue that a serious focus on school academic work is not inconsistent with honouring Indigenous culture and values. Second, St Mary’s Indigenous students consider teachers’ non-Indigenous backgrounds to be no disadvantage to their learning. Instead, Indigenous students value the presence of differing cultural identities in the classroom for what they contribute to the learning experience. Similarly, Indigenous parents consider a paucity in the number of Indigenous teachers at St Mary’s will not negatively influence their children’s academic outcomes. Instead, they believe interactions with non-Indigenous teachers to be beneficial learning experiences for their children. Third, Indigenous parents believe that their decision to enrol their children at St Mary’s is a way of ensuring their positive futures. This decision may incur criticism that is supposedly justified by cultural identification values, from extended family members. St Mary’s Indigenous parents consider the defining and dividing of closely related people in order to maintain boundaries of inclusion and exclusion to be harmful for and divisive of Indigenous people. Fourth, Indigenous families consider St Mary’s to be an authentic, supportive and engaging place for all school community members. Parents noted that the school’s respect of Indigenous peoples and cultures reflected a fundamental characteristic of Catholic education. They value the policies and practices of inclusive education that honour their cultural identities and enable them to experience belonging to an authentic community. Fifth, Indigenous students consider it more educationally advantageous that teachers identify and address their individual learning needs rather than employ specific pedagogies considered to be preferred by Indigenous students in general. They are appreciative of reflective educators who adopt a variety of pedagogies in order to communicate authentically with all students. Sixth, ongoing professional development that challenges teachers to become knowledgeable about the different ways of learning that are equally legitimate and appropriate in diverse teaching contexts is needed at St Mary’s. This professional development would encourage teachers to employ a wide range of pedagogies that ensures quality relationships and communication with Indigenous students. Seventh, St Mary’s Indigenous support staff form an essential relationship between Indigenous students and their families, non-Indigenous teachers and the College leadership. This relationship allows for a better understanding of cultural differences that encourages positive learning outcomes for all students. Non-Indigenous teachers’ valuing of Indigenous aides and elders as co-educators in the classroom is essential for the successful implementation of inclusive education policies.
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Oxenford, Alison. "Visual profile of aboriginal & Torres strait islander school children in urban Queensland and their associated vision and reading problems." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36752/1/36752_Digitised%20Thesis.pdf.

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The reading and school performance of Aboriginal and Torres Strait Islander (A & TSI) children has been reported to be poorer than that of the wider community. The known association between reading and vision formed the basis of the principal hypothesis tested in this thesis that the poor reading performance of these children has a visual basis. Two experiments made up the main study which examined the visual characteristics and reading performance of children attending two different urban schools; the Holy Rosary school, which catered for children from many ("mixed") cultural backgrounds and the St Francis school, whose students were predominantly of A & TSI culture. In experiment I, the visual characteristics of 41 A & TSI children (13 from the Holy Rosary school, 28 from the St Francis school), aged between 8 and 11 years were measured. In general, A & TSI children exhibited low hyperopic refractive errors and other optometric findings were similarly within normal limits. Agematched data for 13 A & TSI children from each of the two schools was also compared. Horizontal eye movement ability and reading comprehension skills were significantly poorer in the A & TSI children attending the "mixed" (Holy Rosary) school, while the perceptual skills of the A & TSI students attending the "A & TSI" (St Francis) school were significantly worse. The second experiment investigated the vision and reading performance of A & TSI and non-A & TSI children attending the same school. Age-matched data of 13 A & TSI and 13 non-A & TSI students were analysed. While the visual profiles of the A & TSI and non-A & TSI students were not significantly different, the reading accuracy and comprehension scores were significantly worse in the A & TSI children when compared with the non-A & TSI group. The results from both experiments are consistent with previous reports of poor reading performance in A & TSI children but argue against poor vision being the cause of this reduced reading performance. As an adjunct to this study, the Turtle chart, designed specifically for use with A & TSI children, was evaluated. The vision of 97 students, 60 A & TSI and 37 non-A & TSI students, aged between 6 and 12 years, was measured using both a standard Bailey-Lovie chart and a Turtle chart. The results obtained with the two charts were highly correlated, indicating that the Turtle chart is a culturally appropriate alternative for the measurement of vision in A & TSI children.
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Burgess, Andre, and n/a. "Information needs of the staff delivering higher education and TAFE courses to 'remote' Aboriginal and Torres Strait Islander students or Northern Australia." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20060622.103743.

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The present study focussed on the information needs of the academic staff of Batchelor College.* It examined their access to and the provision of adequate and appropriate resources for the implementation of the Diploma and Associate Diploma level courses offered through the College. Batchelor College, an institute of tertiary education, is situated 100 kilometres south of Darwin, Northern Territory, Australia. The content and the modes of delivery of Batchelor College courses are specifically designed to be culturally and socially appropriate to Aboriginal people, particularly those from traditionally oriented and 'remote' communities. It can only be within this framework that informed and sensitive research can be conducted. The main purpose of the current study was to investigate the information needs of staff delivering higher education courses to 'remote' Aboriginal students of Northern Australia. Six distinct areas of study emerged: 1, to identify the information needs; 2, to analyse the information-seeking behaviour; 3, to assess the level of satisfaction with current information sources; 4, to identify inadequacies in the existing information seeking processes; 5, to identify constraints experienced; and 6, to explore how future information needs may be catered for. A mailed survey instrument was specifically designed and implemented, and it attracted a response rate of eighty-seven percent. The population under investigation was the academic staff of Batchelor College, and the variables of: 1, location; 2, sex; 3, academic school; 4, designation; 5, tenure; 6, length of service; and 7, educational background were studied in relation to the questions asked. Results of the survey were analysed using 'Mystat: Statistical Applications', (1990). Frequency distributions were computed to determine the number of respondents who selected each option. A number of questions that elicited a written response were analysed, as were the many extra comments staff members made throughout the survey. The study found that the academic staff of Batchelor College are most affected by the location variable. It appears that how staff members use, regard and value the information sources used to inform their academic practice is affected by where a staff member is located. That is, the more isolated a staff member was, both geographically and professionally, the more significant were the findings of use of information sources. The study concludes with considerations of future planning strategies that could improve the access to and use of information. The study also identifies areas for further research. * Batchelor College, an institute of tertiary education, is situated 100 kilometres south of Darwin, Northern Territory, Australia (see Appendix 3).
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Potia, Azhar Hussain. "Improving educational outcomes using commitments and unconditional incentives: Three empirical essays." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125476/1/Azhar_Potia_Thesis.pdf.

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The majority of existing educational programs dispense incentives on the condition that students achieve predetermined education targets. Behavioural economists in recent periods have stressed the importance of framing incentives and have begun evaluating the most effective ways to implement incentives and education-based targets. This thesis takes an innovative approach to explore the effects of unconditional incentives and commitment structures on the key educational indicators of Indigenous high school students' attendance rates and effort levels. In doing so, this thesis also addresses a key policy issue in looking at different ways to improve school attendance rates for Indigenous high school students.
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Hall, Kerry K. "Acute respiratory illness in urban Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110528/1/Kerry_Hall_Thesis.pdf.

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This thesis is the first to comprehensively evaluate Acute Respiratory Illness with Cough (ARIwC) in urban, predominantly Aboriginal and Torres Strait Islander, children. It identified a community experiencing significant disadvantage and a concerning burden of ARIwC. Positive findings include the frequent presentation to primary health care, continuity of primary health care provider, and knowledge of when cough is abnormal; factors that are all critical to the success of interventions and further research to reduce the burden of disease.
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Hodes, Jeremy. "Torres Strait Islander migration to Cairns before World War II." [S.l. : s.n.], 1998. http://catalog.hathitrust.org/api/volumes/oclc/44839600.html.

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Thesis (Master of Letters)--Central Queensland University, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Degree of Letters in History. Central Queensland University." Cover title.
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Adams, Michael John. "Sexual and reproductive health problems among Aboriginal and Torres Strait Islander males." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16599/1/Michael_John_Adams_Thesis.pdf.

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Compared to males in almost any social group in all affluent nations, Australia's Aboriginal and Torres Strait Islander men suffer from substantially more serious illnesses and early death. To date, research done by or in collaboration with Indigenous communities has revealed the extent of the problems that arise from diabetes, heart disease, hypertension, cancers, respiratory diseases, psychological disorders, accidental injuries, violence and other causes. Reproductive health, however, rarely has been studied among Indigenous men. To date, research in this field has been limited mainly to studies of sexually transmitted infections. No data has been published on Aboriginal men's symptoms of prostate disease or erectile dysfunction, nor has the clinical screening and treatment of these disorders among these men been assessed. In-depth search of the worldwide web demonstrated that little information on these issues was available from other Indigenous populations. It does appear that Indigenous men in Australia, New Zealand and North America are less likely than European-ancestry men to die from prostate cancer, or for living cases to be recorded on cancer registries. This may arise because Indigenous men genuinely have a lower risk, or because they are not captured by official statistics, or because they do not live long enough to develop severe prostate disease. We also know very little about other reproductive health problems such as sexual dysfunction and specifically erectile difficulties. One reason for our scant knowledge is that research mainly relies on self-report of sensitive information. The aim of the research study was to improve the understanding of sexual and reproductive health problems experienced by Indigenous men. This is best gathered by Aboriginal males who are inside the culture of middleaged and older Indigenous men, but until now this has not been attempted. In this study we adopted the World Health Organization (WHO) definitions for Reproductive and Sexual Health (WHO, 2001). Thus, we consider reproductive system disorders (prostate disease, erectile dysfunction) and related health care-seeking, and also men's perceptions about a "satisfying and safe sexual life". The methodology was framed within an Aboriginal and Torres Strait Islander research protocol that advocates respect for cultural, social and community customs. A mixed method design combined qualitative inquiry (4 focus groups and 18 in-depth interviews) and quantitative survey (n=301) involving men living in remote, rural and urban communities (Tiwi Islands, Darwin and north and south-east Queensland). Survey data were compared to recently published self-reports from 5990 randomly selected men aged over 40 years in Australia (Holden et al., 2005, The Lancet, 366, 218-224. The qualitative interviews revealed that most men were silent about reproductive health. They were unwilling to reveal their inner feelings to wives or partners, and they were unwilling to discuss such issues with doctors and other health care workers. Men's reaction to sexual difficulties included shame, denial, substance abuse and occasionally violence. On a positive note many men said they want to learn about it, so they understand how to cope with such problems. The Indigenous men reported symptoms of erectile dysfunction at least as much as non-Indigenous men in other Australian studies. Bivariate analysis showed that erectile dysfunction was correlated with many health and lifestyle variable. However multivariate analysis revealed that only three factors significantly predicted ED: presence of chronic disease, presence of pain when working, and living in a remote geographic location The quantitative survey data indicate that Indigenous men have more symptoms of prostate disease than non-Indigenous men. The syndrome appears to be poorly managed in clinical practice (e.g. rates of PSA testing and digital-rectal examination are only one-third the rate reported by non-Aboriginal men, despite equivalent likelihood of GP visits). The research study adds to the literature by providing better insight and depth into the issues impacting on Aboriginal and Torres Strait Islander males experiencing reproductive and sexual health difficulties. It also provides a platform to undertake comprehensive research with Aboriginal and Torres Strait Islander men to explore a wider spectrum of questions in this important but neglected area. Implications for education of primary healthcare workers and community-based awareness campaigns for Indigenous males are discussed. Most of all, this study revealed "layers" of silence around sexual and reproductive health of Indigenous men. This includes silence in the scientific establishments in health services, and in the community. It is hoped that this study puts the voices of the men forward to help to break down this silence.
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Books on the topic "Aboriginal and Torres Strait Islander students"

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Naylor, Tonia. Teaching aboriginal & Torres Strait Islander university students. Mt. Lawley, W.A: Kurongkurl Katitjin Books, 1998.

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Christensen, Peter. The road forward?: Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Canberra: Dept. of Employment, Education, Training and Youth Affairs, 1997.

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Anna, Eglitis, Meeks Arone, and Thaiday Ken, eds. Contemporary aboriginal & torres strait islander art: Now days - early days : Art works and legends. Rockhampton: Central Queensland University Press, 2000.

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Frigo, Tracey. Supporting English literacy and numeracy learning for indigenous students in the early years. Camberwell, Vic: ACER Press, 2004.

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Malcolm, Ian G. Australian Aboriginal students in higher education. Perth, WA, Australia: National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.

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Gray, B. N. Accelerating the literacy development of indigenous students: The National Accelerated Literacy Program (NALP). Darwin, N.T: Charles Darwin University Press, 2007.

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Healey, Justin. Aboriginal and Torres Strait Islander health. Thirroul, NSW, Australia: Spinney Press, 2014.

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Moorcroft, Heather. Aboriginal and Torres Strait Islander thesaurus. Canberra: National Library of Australia, 1997.

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Price, Kaye, ed. Aboriginal and Torres Strait Islander Education. Cambridge: Cambridge University Press, 2012. http://dx.doi.org/10.1017/cbo9781139519403.

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Author, Slade Lisa, ed. Highlights: Aboriginal and Torres Strait Islander collection. Adelaide: Art Gallery of South Australia, 2014.

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Book chapters on the topic "Aboriginal and Torres Strait Islander students"

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Johnston, Michelle, and Simon Forrest. "Education and Aboriginal and Torres Strait Islander Students." In Working Two Way, 125–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4913-7_7.

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Lewis, Ben. "Empowering Aboriginal and Torres Strait Islander students in schools." In Flip the System Australia, 133–36. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429429620-19.

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Bodkin-Andrews, Gawaian, Treena Clark, and Shannon Foster. "Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism." In The Palgrave Handbook of Ethnicity, 1–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0242-8_106-1.

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Austin, Jon. "Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners." In Numeracy in Authentic Contexts, 75–89. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_5.

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Bodkin-Andrews, Gawaian, Treena Clark, and Shannon Foster. "Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism." In The Palgrave Handbook of Ethnicity, 1383–406. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2898-5_106.

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Liddle, Celeste. "First Peoples: Aboriginal and Torres Strait Islander Participation in Higher Education." In Student Equity in Australian Higher Education, 53–67. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8_4.

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Truong, Son, Tonia Gray, Greg Downey, Benjamin T. Jones, Anne Power, and Timothy Hall. "From One Songline to Another: Aboriginal and Torres Strait Islander Students’ Study Tour Journey of Indigenous Connection and Solidarity." In The Globalisation of Higher Education, 323–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74579-4_20.

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McMillan, Faye, Linda Deravin, and Glenda McDonald. "Aboriginal and Torres Strait Islander health." In Nursing in Australia, 53–64. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003120698-7.

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Tubex, Hilde, and Dorinda Cox. "Aboriginal and Torres Strait Islander Women in Australian Prisons." In Neo-Colonial Injustice and the Mass Imprisonment of Indigenous Women, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44567-6_7.

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Conference papers on the topic "Aboriginal and Torres Strait Islander students"

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Crump, Vanessa, and Yvonne C. Davila. "UNDERSTANDING STUDENTS’ EXPERIENCES AFTER INCORPORATING INDIGENOUS PERSPECTIVES IN A POSTGRADUATE SCIENCE COMMUNICATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end005.

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"Many Australian universities have recently incorporated Indigenous graduate attributes into their programs, and the University of Technology Sydney (UTS) is no exception. This project aimed to investigate students’ perceptions and experiences of learning about Indigenous Knowledge systems and culture while developing science communication skills. Advanced Communication Skills in Science is a core subject in the Master of Science program at UTS. An existing assessment task, a three-minute thesis style oral presentation, was reworked to include the Indigenous Graduate Attribute (IGA) developed for the Faculty of Science. Students researched an aspect of Indigenous Science, an area of emerging interest for cultural and scientific understanding, and a mechanism for empowering Australia’s diverse first nations peoples. They then presented their key message in three minutes using a single PowerPoint slide. This task allowed students to demonstrate an awareness and appreciation of multiple ways of developing understandings of nature while enhancing their ability to understand the role of science communication in the modern world. Students were surveyed at the beginning and end of the semester to establish their Indigenous Science conceptions and reflect on their experiences. Students demonstrated an outstanding ability to integrate appropriate Aboriginal and Torres Strait Islander knowledges, experience, and analysis into a key message. Most students reported greater familiarity with concepts such as Indigenous Science and provided richer definitions of what this means. When asked if understanding Aboriginal and Torres Strait Islander knowledges and cultural practices might impact their practice as a scientist, many felt their perspective had changed and that reflecting on their cultural values and beliefs had improved their cultural capability. Most students responded that this subject challenged (at least to a degree) some firmly held assumptions, ideas, and beliefs."
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Blake, Tamara, Mark Chatfield, Anne Chang, Helen Petsky, and Margaret Mcelrea. "Spirometry reference values for Australian Aboriginal and Torres Strait Islander (Indigenous) children and young adults." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.oa3777.

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Blake, Tamara, Mark Chatfield, Anne Chang, Helen Petsky, and Margaret Mcelrea. "Self-reported and medical chart histories of Australian Aboriginal and Torres Strait Islander (Indigenous) children and young adults." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa4682.

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Finlay, E., and J. Kidd. "16 Unpacking the ‘truth’ about the health gap: decolonising methodologies, cultural archives and the national aboriginal and torres Strait Islander health plan 2013–2023." In Negotiating trust: exploring power, belief, truth and knowledge in health and care. Qualitative Health Research Network (QHRN) 2021 conference book of abstracts. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/bmjopen-2021-qhrn.54.

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Reports on the topic "Aboriginal and Torres Strait Islander students"

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Go-Sam, Carroll, Kelly Greenop, Kali Marnane, and Theresa Bower. Campuses on Countries: Aboriginal and Torres Strait Islander Design Framework at The University of Queensland. Brisbane, Australia: The University of Queensland, January 2021. http://dx.doi.org/10.14264/955791e.

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Marnane, Kali, and Theresa Bower. Campuses on Countries: Aboriginal and Torres Strait Islander Design Framework Engagement Report at The University of Queensland. St Lucia, QLD Australia: The University of Queensland, January 2021. http://dx.doi.org/10.14264/c684e38.

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Ward, Jeanette E., Seham Girgis, Kathryn Thorburn, Stefanie Oliver, Charles Weijer, and Monica Taljaard. A systemic review of self-reported ethical practices in publications of cluster randomised trials conducted in Aboriginal and Torres Strait Islander settings. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/nrp/2021.4.

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Rankin, Nicole, Deborah McGregor, Candice Donnelly, Bethany Van Dort, Richard De Abreu Lourenco, Anne Cust, and Emily Stone. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, October 2019. http://dx.doi.org/10.57022/clzt5093.

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Background Lung cancer is the number one cause of cancer death worldwide.(1) It is the fifth most commonly diagnosed cancer in Australia (12,741 cases diagnosed in 2018) and the leading cause of cancer death.(2) The number of years of potential life lost to lung cancer in Australia is estimated to be 58,450, similar to that of colorectal and breast cancer combined.(3) While tobacco control strategies are most effective for disease prevention in the general population, early detection via low dose computed tomography (LDCT) screening in high-risk populations is a viable option for detecting asymptomatic disease in current (13%) and former (24%) Australian smokers.(4) The purpose of this Evidence Check review is to identify and analyse existing and emerging evidence for LDCT lung cancer screening in high-risk individuals to guide future program and policy planning. Evidence Check questions This review aimed to address the following questions: 1. What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? 2. What is the evidence of potential harms from lung cancer screening for higher-risk individuals? 3. What are the main components of recent major lung cancer screening programs or trials? 4. What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Summary of methods The authors searched the peer-reviewed literature across three databases (MEDLINE, PsycINFO and Embase) for existing systematic reviews and original studies published between 1 January 2009 and 8 August 2019. Fifteen systematic reviews (of which 8 were contemporary) and 64 original publications met the inclusion criteria set across the four questions. Key findings Question 1: What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? There is sufficient evidence from systematic reviews and meta-analyses of combined (pooled) data from screening trials (of high-risk individuals) to indicate that LDCT examination is clinically effective in reducing lung cancer mortality. In 2011, the landmark National Lung Cancer Screening Trial (NLST, a large-scale randomised controlled trial [RCT] conducted in the US) reported a 20% (95% CI 6.8% – 26.7%; P=0.004) relative reduction in mortality among long-term heavy smokers over three rounds of annual screening. High-risk eligibility criteria was defined as people aged 55–74 years with a smoking history of ≥30 pack-years (years in which a smoker has consumed 20-plus cigarettes each day) and, for former smokers, ≥30 pack-years and have quit within the past 15 years.(5) All-cause mortality was reduced by 6.7% (95% CI, 1.2% – 13.6%; P=0.02). Initial data from the second landmark RCT, the NEderlands-Leuvens Longkanker Screenings ONderzoek (known as the NELSON trial), have found an even greater reduction of 26% (95% CI, 9% – 41%) in lung cancer mortality, with full trial results yet to be published.(6, 7) Pooled analyses, including several smaller-scale European LDCT screening trials insufficiently powered in their own right, collectively demonstrate a statistically significant reduction in lung cancer mortality (RR 0.82, 95% CI 0.73–0.91).(8) Despite the reduction in all-cause mortality found in the NLST, pooled analyses of seven trials found no statistically significant difference in all-cause mortality (RR 0.95, 95% CI 0.90–1.00).(8) However, cancer-specific mortality is currently the most relevant outcome in cancer screening trials. These seven trials demonstrated a significantly greater proportion of early stage cancers in LDCT groups compared with controls (RR 2.08, 95% CI 1.43–3.03). Thus, when considering results across mortality outcomes and early stage cancers diagnosed, LDCT screening is considered to be clinically effective. Question 2: What is the evidence of potential harms from lung cancer screening for higher-risk individuals? The harms of LDCT lung cancer screening include false positive tests and the consequences of unnecessary invasive follow-up procedures for conditions that are eventually diagnosed as benign. While LDCT screening leads to an increased frequency of invasive procedures, it does not result in greater mortality soon after an invasive procedure (in trial settings when compared with the control arm).(8) Overdiagnosis, exposure to radiation, psychological distress and an impact on quality of life are other known harms. Systematic review evidence indicates the benefits of LDCT screening are likely to outweigh the harms. The potential harms are likely to be reduced as refinements are made to LDCT screening protocols through: i) the application of risk predication models (e.g. the PLCOm2012), which enable a more accurate selection of the high-risk population through the use of specific criteria (beyond age and smoking history); ii) the use of nodule management algorithms (e.g. Lung-RADS, PanCan), which assist in the diagnostic evaluation of screen-detected nodules and cancers (e.g. more precise volumetric assessment of nodules); and, iii) more judicious selection of patients for invasive procedures. Recent evidence suggests a positive LDCT result may transiently increase psychological distress but does not have long-term adverse effects on psychological distress or health-related quality of life (HRQoL). With regards to smoking cessation, there is no evidence to suggest screening participation invokes a false sense of assurance in smokers, nor a reduction in motivation to quit. The NELSON and Danish trials found no difference in smoking cessation rates between LDCT screening and control groups. Higher net cessation rates, compared with general population, suggest those who participate in screening trials may already be motivated to quit. Question 3: What are the main components of recent major lung cancer screening programs or trials? There are no systematic reviews that capture the main components of recent major lung cancer screening trials and programs. We extracted evidence from original studies and clinical guidance documents and organised this into key groups to form a concise set of components for potential implementation of a national lung cancer screening program in Australia: 1. Identifying the high-risk population: recruitment, eligibility, selection and referral 2. Educating the public, people at high risk and healthcare providers; this includes creating awareness of lung cancer, the benefits and harms of LDCT screening, and shared decision-making 3. Components necessary for health services to deliver a screening program: a. Planning phase: e.g. human resources to coordinate the program, electronic data systems that integrate medical records information and link to an established national registry b. Implementation phase: e.g. human and technological resources required to conduct LDCT examinations, interpretation of reports and communication of results to participants c. Monitoring and evaluation phase: e.g. monitoring outcomes across patients, radiological reporting, compliance with established standards and a quality assurance program 4. Data reporting and research, e.g. audit and feedback to multidisciplinary teams, reporting outcomes to enhance international research into LDCT screening 5. Incorporation of smoking cessation interventions, e.g. specific programs designed for LDCT screening or referral to existing community or hospital-based services that deliver cessation interventions. Most original studies are single-institution evaluations that contain descriptive data about the processes required to establish and implement a high-risk population-based screening program. Across all studies there is a consistent message as to the challenges and complexities of establishing LDCT screening programs to attract people at high risk who will receive the greatest benefits from participation. With regards to smoking cessation, evidence from one systematic review indicates the optimal strategy for incorporating smoking cessation interventions into a LDCT screening program is unclear. There is widespread agreement that LDCT screening attendance presents a ‘teachable moment’ for cessation advice, especially among those people who receive a positive scan result. Smoking cessation is an area of significant research investment; for instance, eight US-based clinical trials are now underway that aim to address how best to design and deliver cessation programs within large-scale LDCT screening programs.(9) Question 4: What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Assessing the value or cost-effectiveness of LDCT screening involves a complex interplay of factors including data on effectiveness and costs, and institutional context. A key input is data about the effectiveness of potential and current screening programs with respect to case detection, and the likely outcomes of treating those cases sooner (in the presence of LDCT screening) as opposed to later (in the absence of LDCT screening). Evidence about the cost-effectiveness of LDCT screening programs has been summarised in two systematic reviews. We identified a further 13 studies—five modelling studies, one discrete choice experiment and seven articles—that used a variety of methods to assess cost-effectiveness. Three modelling studies indicated LDCT screening was cost-effective in the settings of the US and Europe. Two studies—one from Australia and one from New Zealand—reported LDCT screening would not be cost-effective using NLST-like protocols. We anticipate that, following the full publication of the NELSON trial, cost-effectiveness studies will likely be updated with new data that reduce uncertainty about factors that influence modelling outcomes, including the findings of indeterminate nodules. Gaps in the evidence There is a large and accessible body of evidence as to the effectiveness (Q1) and harms (Q2) of LDCT screening for lung cancer. Nevertheless, there are significant gaps in the evidence about the program components that are required to implement an effective LDCT screening program (Q3). Questions about LDCT screening acceptability and feasibility were not explicitly included in the scope. However, as the evidence is based primarily on US programs and UK pilot studies, the relevance to the local setting requires careful consideration. The Queensland Lung Cancer Screening Study provides feasibility data about clinical aspects of LDCT screening but little about program design. The International Lung Screening Trial is still in the recruitment phase and findings are not yet available for inclusion in this Evidence Check. The Australian Population Based Screening Framework was developed to “inform decision-makers on the key issues to be considered when assessing potential screening programs in Australia”.(10) As the Framework is specific to population-based, rather than high-risk, screening programs, there is a lack of clarity about transferability of criteria. However, the Framework criteria do stipulate that a screening program must be acceptable to “important subgroups such as target participants who are from culturally and linguistically diverse backgrounds, Aboriginal and Torres Strait Islander people, people from disadvantaged groups and people with a disability”.(10) An extensive search of the literature highlighted that there is very little information about the acceptability of LDCT screening to these population groups in Australia. Yet they are part of the high-risk population.(10) There are also considerable gaps in the evidence about the cost-effectiveness of LDCT screening in different settings, including Australia. The evidence base in this area is rapidly evolving and is likely to include new data from the NELSON trial and incorporate data about the costs of targeted- and immuno-therapies as these treatments become more widely available in Australia.
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