- Anna Frangoudaki, University of Athens, Greece
http://thelearner.com/conference-2009
Anna Frangoudaki is a professor at the University of Athens. Her fields of research include social inequalities in education, sociology of language, analysis of school textbooks, ethnocentrism in school, discrimination of minorities in education. She has collaborated with academics from Belgium, Israel, Italy, the Palestinian Authority, and Turkey on joint projects trying to adapt school knowledge to democratic ideas and values, by challenging prejudiced knowledge transmitted by schools, through which racism, social discrimination, nationalism and sexism are reproduced. Since 1997, she co-headed the Ministry of Greek Education - European Union Project on the educational reform of the Muslim Minority population in north-eastern Greece.
- Thalia Dragonas, University of Athens, Greece
http://thelearner.com/conference-2009
Thalia Dragonas is a Professor of Social Psychology at the University of Athens. She was for several terms Head of the Department of Early Childhood Education, she was a member of the board of the Greek Open University and the Center of Educational Research. Her research activity lies in the area of identities and the articulation of the social with the psychological. She has participated in and directed many Greek and international projects and has worked extensively for the educational reform of the Muslim Minority in Western Thrace. Specific areas of research interests are: psychosocial identity and intergroup relations, intercultural education and ethnocentrism in the educational system, prevention and promotion of early psychosocial health, transition to parenthood, construction of fatherhood and masculinity as well as research methodological issues such as the relationship of qualitative and quantitative techniques.Currently she is an MP with PASOK. She participates in Parliamentary Committees on Education, Culture, Equality and Human Rights.
The second issue of Volume 16 of The International Journal of Learning has now been published.
Volume 16, Number 2 contains:
- Using the World Wide Web to Facilitate Student Learning and Engagement in Taxation Law by Michael William Blissenden.
- Studying Science Class Discussion: Relations between Discourse Moves and Grounds by Michael Skoumios and Vassilia Hatzinikita.
- A Grammar of Multimodality by Bill Cope and Mary Kalantzis.
- What Changes when Technology is Good Enough? by Janaina Minelli de Oliveira, Mar Camacho Martí and Mercè Gisbert Cervera.
- Correlates of Teacher Education Students’ Academic Performance in an Educational Measurement Course by Hussain Ali Alkharusi.
- Enhancing Student Conceptualization of Enzyme Activity Using a Cellulose Digesting Enzyme: An Inquiry-Based Approach by Watcharee Ketpichainarong, Pintip Ruenwongsa and Bhinyo Panijpan.
- Mind the Mind: Understanding the Links Between Stress, Emotional Well-Being and Learning in Educational Contexts by Michael Nagel.
- First Steps for Reaching and Teaching Diverse Populations: The Classroom Ecosystem and Transactional Literary Theory by Mary Bellucci Buckelew.
Continue reading ‘Learning Journal Volume 16, Number 2 available’
Common Ground Publishing have relaunched The Learner imprint with the following new titles:
- Self Assessment in Action by Dr Betty McDonald
- Teaching Multimodal Literacy Using the Learning by Design Approach to Pedagogy: Case Studies from Selected Queensland Schools by Mary Neville
You can now submit proposals or completed manuscript submissions of:
- individually and jointly authored books;
- edited collections addressing a clear, intellectually challenging theme;
- collections of papers published in The International Journal of Learning.
Books should be between 30,000 words and 150,000 words in length. They will be published simultaneously in print and electronic formats.
Self Assessment in Action by Dr Betty McDonald is now published and is available at theLearner.
With an ever changing clientele there is urgent need to attempt unconventional, innovative strategies that positively influence what happens in educational institutions. Readers are provided with tried-and-tested models that can be adapted to suit their personal needs. The book aims to energize and catapult readers into a new dimension of innovation and encourages them to experiment in classrooms and reflect on their practices as they seek to improve themselves as professionals.
The 2009 Learning Conference Draft Program is now online.
For parallel session and plenary session information, please visit the Conference website.
The first issue of Volume 16 of The International Journal of Learning has now been published.
Volume 16, Number 1 contains:
- Preservice Teachers’ Perceptions of their Middle Schooling Teacher Preparation by Suzanne Hudson.
- Investigating Critical Thinking Skills Practices in Qatari Elementary Schools by Yassir Semmar and Aisha Fakhro.
- Education as Initiation to a “Form of Life”: Conceptual Investigation and Education Theory by Zacharoula Renia Gasparatou.
- A Case Study of the use of Short Stories in a Junior Secondary ESL Classroom in Hong Kong by Chi Cheung Ruby Yang.
- A Qualitative Study of Poor and Good Bilingual Readers’ Strategy Use in EFL Reading by Eleni Griva, Anastasia Alevriadou and Athina Geladari.
- Dispositions for Special Educators: Cultivating High-Quality Traits for Working with Students with Special Needs by Barbara S. S. Hong, W. Fred Ivy and Don P. Schulte.
- Nurses as Facilitator(s) of Web Based Delivery of Health Education: Weight Management by Irene Heetebry and Myron Hatcher.
- An Experimental Study of Self-Regulated Learning with Gifted Learners by Prakash Singh.
Continue reading ‘Learning Journal Volume 16, Number 1 available’
6-9 July 2010
Hong Kong Institute of Education, Hong Kong
http://thelearner.com/conference-2010/
Kylie Radel, Lecturer in Marketing, Faculty of Business & Infomatics, Central Queensland University, Rockhampton, Queensland, Australia
J. Félix Angulo Rasco, Director, Lab Analysis of Educational Change (LACE) Group, University of Cadiz, Cadiz, Spain
Cathryn Teasley, Adjunct Professor, Curriculum, Instruction and School Organization, University of A Coruña, Spain
Vicki Pascoe, Discipline Coordinator for marketing and Lecturer, Marketing and Tourism, Central Queensland University, Rockhampton, Queensland, Australia
Kris Gutiérrez, Professor, Social Research Methodology, University of California, Los Angeles, USA,
David Istance, Senior Analyst, Centre for Educational Research and Innovation (CERI), OECD, OECD, Paris, France
Mary Kalantzis, Dean, College of Education and Professor of Education, Department of Curriculum and Instruction, University of Illinois Urbana Campaign, USA
Denise Newfield, Teacher Educator, School of Literature and Language Studies, University of the Witwatersrand, Johannesburg, South Africa
We are pleased to announce that The International Journal of Learning has been accepted for inclusion in Scopus.
Scopus is Elsevier’s abstract and citation database; one of the largest in the world.
1-4 July 2009
University of Barcelona, Spain
http://thelearner.com/conference-2009
Scott Reid has an article, Online courses and how they change the nature of class, in the latest issue of the journal First Monday. This is the abstract:
This paper presents findings related to how the nature of class changes when asynchronous online courses are used rather than classrooms. The qualitative study involved interviews with 32 university professors who have taught both in–class and online courses. The findings provide insight into how when the medium of teaching changes, there is also significant change in the composition and indeed the very nature of class. Such change occurs as the students attracted have more work experience and groups such as those living in rural areas, older students with work experience or those living outside the province are more likely to be included in the composition of class. Also, the medium itself changed the dynamics of class interactions, not only those between students and professor, but also the interaction between students themselves.
We are now in final production for The International Journal of Learning, Volume 15, Number 12. This issue will be published shortly and will be available in the online bookstore.