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Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes?

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Title: Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes?
Language: English
Authors: Iliana Skrebneva (ORCID 0000-0002-2840-4029), Kevin Lowe (ORCID 0000-0002-2982-6565), Kayla Goetz (ORCID 0009-0004-6833-600X)
Source: Asia-Pacific Journal of Teacher Education. 2025 53(5):504-520.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Outcomes of Education, Educational Improvement, Indigenous Populations, Achievement Gap, Culturally Relevant Education, High School Students, Parent Attitudes, Teacher Attitudes, Educational Policy, Individualized Instruction, Public Schools, Student Experience
Geographic Terms: Australia
DOI: 10.1080/1359866X.2025.2562575
ISSN: 1359-866X
1469-2945
Abstract: Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wales government high schools, this paper analyses teachers' and Aboriginal parents' perspectives on PLP implementation and effectiveness through Indigenous Standpoint Theory. Findings reveal discrepancies between teachers' perceptions and parents' experiences of PLPs, highlighting gaps in cultural alignment, genuine engagement, and communication. While teachers viewed PLPs as valuable tools for understanding students and goal-setting, parents reported minimal evidence of tangible benefits and inadequate involvement. This study identifies systemic barriers preventing meaningful use of PLPs, including dominant models of personalised support, teacher training, and community engagement. Findings emphasise the need for more consistent implementation, culturally informed teacher professional preparation, deeper community partnerships, and authentic integration of Aboriginal perspectives to enhance PLP effectiveness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490181
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes?
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Iliana+Skrebneva%22">Iliana Skrebneva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2840-4029">0000-0002-2840-4029</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+Lowe%22">Kevin Lowe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2982-6565">0000-0002-2982-6565</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kayla+Goetz%22">Kayla Goetz</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6833-600X">0009-0004-6833-600X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2025 53(5):504-520.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
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  Data: 10.1080/1359866X.2025.2562575
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  Data: 1359-866X<br />1469-2945
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wales government high schools, this paper analyses teachers' and Aboriginal parents' perspectives on PLP implementation and effectiveness through Indigenous Standpoint Theory. Findings reveal discrepancies between teachers' perceptions and parents' experiences of PLPs, highlighting gaps in cultural alignment, genuine engagement, and communication. While teachers viewed PLPs as valuable tools for understanding students and goal-setting, parents reported minimal evidence of tangible benefits and inadequate involvement. This study identifies systemic barriers preventing meaningful use of PLPs, including dominant models of personalised support, teacher training, and community engagement. Findings emphasise the need for more consistent implementation, culturally informed teacher professional preparation, deeper community partnerships, and authentic integration of Aboriginal perspectives to enhance PLP effectiveness.
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  Data: 2025
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  Data: EJ1490181
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        Value: 10.1080/1359866X.2025.2562575
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      – Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Educational Policy
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Public Schools
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      – SubjectFull: Student Experience
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes?
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