In discussing some of the determinants of the educational progress of Aboriginal children, the author attempts to identify the variables that help to determine educational progress to indicate the patterns of interrelationships between these variables and to indicate the importance, not only of the variables themselves, but of the child's perceptions and interpretations of these influences. The uniqueness of each learner is emphasized, a uniqueness resulting from the complex interplay of many forces and the child's idiosyncratic response to these.
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