Mapping the educational work of governesses on Australia’s remote stations

This article is about the educational work of governesses on Australia’s remote cattle and sheep stations. These stations occupy vast tracts of land in the outback, and form part of global food supply chains exporting meat to countries around the world. The article explores the nature of governesses’ work, the boundaries they negotiate to perform their work, and the spaces and places in which it takes place. The governess occupies a unique position within the occupational and social hierarchy of the station. She lives and works in the same domestic space as the family/employer, unlike other station employees, and is valued for her success in managing the social and spatial dynamics of power both with the students/children and the employer/family. The article focuses on the negotiation of boundaries between domestic/public spaces, paid/unpaid, affective and educational labour involved in governess roles.     

An unfinished symphony: 21st century teacher education using knowledge creating heutagogies

Globalisation has changed the way most people live, work and study in the 21st century. Teachers and teacher educators, like other professionals, must embrace these changes to be effective in their jobs and one ongoing change is the use of Information Communication Technologies (ICTs) for lifelong learning. In this paper we describe how one group of academics in a university programme preparing new teachers has embraced change to introduce innovative programmes using ICTs and heutagogy rather than pedagogy. Heutagogy prepares students for the self‐determined lifelong learning which is essential for survival in a 21st century world.     

Bachelor‐master programmes in the netherlands and Germany

Abstract

This article compares the results of the implementation of the new bachelor‐master system in the Netherlands and Germany. The Bologna Process presents the common European context for this reform process. However, the respective national contexts differ, and so do the actual implementation processes and the emerging outcomes. For each of the two countries, a limited number of aspects of the reforms that emerged as most relevant are highlighted. In the final section, some commonalities and differences are discussed. The former mainly concern the characteristics of the binary system in both countries and the introduction of accreditation in relation to the bachelor‐master system. With respect to the latter, the implementation strategy and the funding conditions are most strikingly different, related to the fact that in Germany the new system is implemented in parallel with the existing system, whereas in the Netherlands the new system will replace the existing one.     

Talents and type IIIs: The effects of the talents unlimited model on creative productivity in gifted youngsters

This study examined a set of lessons that integrate the Talents Unlimited Model (TU; C. L. Schlichter, 1986) with the 10 steps of completing a Type III activity (J. S. Renzulli & S. M. Reis, 1985) to determine the effects of these lessons on the quality of students’ creative products and on the number of students who completed their products. Treatment group students showed a statistically significant difference in finishing their independent or small‐group projects, as opposed to students in the control group. In addition, treatment group students’ products were of significantly higher quality as measured by the Student Product Assessment Form (SPAF; S. M. Reis, 1981) than products completed by students in the control group.     

Classroom materials

Five children and five families

Scholastic Book Series, 904 Sylvan Avenue Englewood Cliffs, N.J. 07632

The Bowmar nature series: The ways off plants

Bowmar Publishing Corporation 4563 Colorado Los Angeles, CA 90039

Science experiences for young children

Rosemary Althouse and Cecil Main, Jr. Teachers College Press Teachers College, Columbia University New York and London, 1975 1234 Amsterdam, N. Y. 10029

Walker Plays: Mythology Curriculum Associates 6 Henshaw Street Woburn. Mass. 01801