The Global/Local Book Publishing (R)evolution

In the decades since the Second World War, interest in Western-style children’s books has expanded in tandem with the growth of a literacy-minded global middle class. Now, as publishing for young people takes root for the first time in nations as economically and culturally diverse as Mexico, Saudi Arabia, and China, the opportunities for rights exchanges, co-editions, and other forms of industry cooperation across national and cultural borders are greater than ever.     

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.     

Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment

Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.     

“Can I play too?” Adapting common classroom activities for young children with limited motor abilities

This paper offers suggestions on adapting common classroom activities found in early childhood classrooms to increase participation of young children with limited motor abilities. It stresses the importance of de-emphasizing differences among children and highlighting that all children, even those with severe disabilities, can benefit from the same activities.     

Using Massively Multiplayer Online Role‐Playing Games for Online Learning

This article addresses the use of a massively multiplayer online role‐playing game (MMORPG) to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games (MMOGs), and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life. In addition, the authors detail with practical examples the process of using MMORPGs to support cooperative learning activities, and explore future uses and research questions for using MMORPGs in education and training.     

Ways of thinking about the future: Implications for nontraditional graduate education

Post-secondary educational institutions are characterized by their seemingly inherent resistance to the nontraditional. Understanding ways of thinking about the future, however, will help the educator who has nontraditional ideas to plan and implement these ideas more effectively. This article presents different orientations to thinking about the future and employs futures analysis techniques for discussing some of the major ideas in the previous articles in this special journal issue.