The Australian schools of the air: the conundrum of who teaches

This paper examines the question of who ‘teaches’ children in the Australian school of the air context, where responsibilities lie, the perspectives and roles of teachers and parents and ‘where’ the school in fact is. It uses Carnarvon, WA as the extant example, considers the changing nature of outback isolation in the area, and what this may mean for future school of the air education. It concludes that the school of the air is an unusual ‘dual teacher’ situation, that the parent/teacher relationship is complex, and that the relative roles and impact of the two upon the child's education is little understood.     

Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis

In recent years, teacher educators have looked to case methods as one means of bridging the theory-practice gap in university-based pre-service programs. This paper explores how case methods may be used to foster habits of praxis – that is, critical, reflective practice – that enable beginning teachers to adapt to the many diverse contexts they may encounter in the field. Our research used qualitative ethnographic methods to determine the efficacy of a case method designed to encourage critical analysis of a Year 8 science Optics lesson. Results suggest student teachers: (1) understood an associated analytical framework; (2) effectively analysed curriculum and pedagogy; and (3) exercised prudence in their assessment of the case. These findings tentatively indicate emerging habits of praxis. Notwithstanding such gains, we encourage designers of case-based curricula to: ensure case authenticity, protect subjects from critique and use multi-media case methods in conjunction with other approaches to promote habits of praxis.     

The continuum of listening

The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning, thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms an important part of any comprehensive theory of listening.

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya,Tanzania and Uganda

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.     

Gender ratio and cognitive profiles in dyslexia: a cross-national study

The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia.     

Enhancement of Online and Offline Student Learning

An attempt is made in this paper to outline the commonly reported features of constructivism and collaborative learning as they might underpin a proposed model of ICT support for learning. This model is then evaluated for its use in examining three projects involving ICT in student learning environments. The focus of the proposed model is on the pedagogic issues relating to the design of ICT learning environments, effectiveness of student learning and the wider promotion of ICT inlearning.

Encouragement de l'apprentissage de l'enseigné en ligne et hors ligne

Dans cet article on cherche à mettre en valeur les aspects du constructivisme et l'acquisition des apprentissages collectifs qui peuvent s'entendre en modèle proposé de support ICT d'apprentissage. On évalue ensuite ce modèle utilisé en examinant 3 projets impliquant les ICT dans l'environnement de l'apprentissage des étudiants. L'accent du modèle proposé est mis sur les aspects pédagogiques relatifs à la conception des enrichissements des ICT, à l'efficacité de l'apprentissage de l'enseigné et la promotion a plus large de ICT dans l'apprentissage.

Die Verbesserung von Online und Offline Lernleistung

In diesem Papier wird versucht, die allgemein berichteten Eigenschaften von Konstruktivismus und gemeinschaftlichem Lernen in Bezug auf ein vorgeschlagenes IKT-Lernunterstützungsmodell zu umreißen. Der Einsatz dieses Modells wird sodann bei drei Projekten, in denen IKT in die Lernumgebung der Studenten einbezogen ist, evaluiert. Der Schwerpunkt des vorgeschlagenen Modells liegt auf den pädagogischen Aspekten von IKT-Lernumgebungen in Bezug auf ihre Gestaltung, der Lerneffektivität und der weiteren Förderung der Nutzung von IKT für das Lernen.