Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis.

We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

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The Associate Editors listing for Volume 16 of The International Journal of Learning is now available.

I have spent a lot of time recently thinking about corporate innovation; how to define it, how to inspire ideation and how companies can move forward in their implementation of ideas. And the more I read and think about innovation, the more I realize that something far greater is at stake here than just the ability of US companies to create new product lines and services during a recession. I want to make the case that there is a fundamental, philosophical problem with the US education system, and that if the current educational trends for most of the children in the US aren’t addressed, then the ability for this country to generate innovative scientists, politicians and business leaders out of future generations will be drastically undermined. The extent to which this is a valid concern was highlighted in the recent Newsweek-Intel Global Innovation Survey and its companion article.

Some of my basic premises are drawn from Daniel Pink’s A Whole New Mind and Thomas Friedman’s The World is Flat, both of which I thoroughly recommend. My premises are as follows:

A combination of technological advances and globalization have increased outsourcing and automation of tasks to the point where soon, any rule-based, linear thinking business activity that can be outsourced to a computer process or to another country will be. Countries, like China and India, have highly educated populations who are increasingly able and willing to perform the white-collar jobs of Americans and Europeans at a fraction of the cost, and these are only the most recently successful recipients of outsourcing, other countries are quickly catching up. Technological advances have meant that the outsourcing of this work can often be seamless and transparent to the end-user. In addition, time-differences enable companies to have a 24-hour workforce without paying anyone overtime to work a night shift.

To read more…

The tenth issue of Volume 16 of The International Journal of Learning has now been published.

Volume 16, Number 10 contains:

• Authoring with ReTuDiSAuth for Adaptive Learning from Text by Grammatiki Tsaganou and Maria Grigoriadou.
• Education for Sustainable Development as a Permanent Process by Nika Golob.
• Proliferation of Religious Groups on Nigerian Campuses: Keeping Religious and Educational Interests on Equipoise by Kayode O. Fayokun.
• Re-Writing the Goals of Foreign Language Teaching: The Achievement of Multiple Literacies and Symbolic Competence by Ana López-Sánchez.
• Discrimination Practices During Workplace Learning: Their Extent and Impact on Student Learning and Lives by Labby Ramrathan and Sathishah Ramrathan.
• Learning their Lesson: T-learning as a Vehicle for In-cell Learning by Prisoners by Victoria Knight and Jean Hine.
• The Effect of Tacit Beliefs on Students with Learning Disabilities: An Exploratory Study by Sherri Franklin-Guy and Rosalind R. Scudder.
• Interdisciplinary Approach to Construct Identity and Alterity in Literature, Film and Culture: Arts and the Otherness by Eva Monica Szekely and Cristiana-Ligia-Maria Lapusan.
• A Fuzzy Model for Enhanced Student Evaluation by Maria Samarakou, Andreas Papadakis, Pantelis Prentakis, Dimitrios Karolidis and Spyros Athineos.
• In-service Adult Learners’ English Learning Strategies in Taiwan by ChianYi Ju.

• A Matrix of Perspectives as a Tool for Reflective Practice in Inclusive Education by Mandia Mentis, Jean Annan and Jo Bowler.
• Evaluation of Feedback in Learning Communities: The Role of Scaffolding Learning in Informal Problem Solving Contexts by Yang Yang.
• Knowledge of Learning Styles. Obligatory Starting Point for Teaching Social Science in General and the Sociology of Education in Particular by Laura Magaña Pastrana.
• The Visual Education Movement: The Emergence of Visual Technology in Education by Joanna Barbousas.
• Examining the Entrepreneurial Attitudes of Malaysian Secondary School Students by Zaidatol Akmaliah Lope Pihie, Afsaneh Bagheri and Zaidatol Haslinda Abdullah Sani.
• Social Anxiety Levels and Future Expectations of Teacher Candidates by Abdulkadir Ozturk.
• Education in the Netherlands: A Look at how Policy and Practice Influence Community by D. Brent Edwards Jr..
• How to Assess Developmental Dyslexia? Results from a Study with Portuguese Dyslexic Children by Lénia Carvalhais and Carlos Fernandes da Silva.
• Cognitive Dissonance and Deutero-learning Strategies among Yoruba Speaking Nigerian Children by Sherifat Adefunke Ehindero and Isaac Ayodele Ojediran.
• The Bologna Declaration Agreement Impact on U.S. Higher Education: Recommendations for Integration by Graciela Helguero-Balcells.
• The Building of a Professional: Creating Greater Career Identity within a Degree by Brett Freudenberg, Mark Brimble and Craig Cameron.
• The Restructuring of a University: A Call for the Exhibition of Transformational Leadership Behaviours by Gift Vinger.
• Aligning Second Language Learning and Computer-Assisted Language Learning: Networking the Language Class, Tandem Learning and e-movies by Satomi Kawaguchi and Bruno Di Biase.
• Making Music Multimodally: Young Children Learning with Music Technology by Janet McDowall.
• Educational Design and Instructional Applications for the Promotion of Self Determination in Individuals with Intellectual Disability: A Pilot Study by Lefkothea Kartasidou, Ioannis Agaliotis and Ioanna Dimitriadou.
• The Emphasis of Female Education for the Developing Countries by Zühal Çubukçu.
• Pushing Back the Boundaries: The Case for Advanced Professional Development by Francia Kinchington.
• Let’s Go Work Together: Introducing Intercultural Competencies at the Universitat de Barcelona by Assumpta Aneas and Alejandra Montané.
• Introducing a Warm Temperature Adapted Rapid Cycling “Brassica Rapa” to a Thai Science Classroom: A Preliminary Study on Students’ Involvement in Realistic Investigation by Bunyarat Kanhathaisong, Somson Wongyounoi, Manat Boonprakob, Precharn Dechsri and Parin Chaivisuthangkura.
• Framing Multicultural Capital to Understand Multicultural Education in Practice by Cristina Poyatos Matas and Susan Bridges.
• Women Managers in Higher Education: Experiences from the UK by Vivienne Griffiths.
• Instilling Productive Processes for Architectural Design by Matthew Brehm.
• Legitimate Practices: An Analysis into the Production of Learner Identities and New Learning Spaces by Sezen Bayhan.
• Using Film to Teach Communication Concepts at University by Heather Kavan and Jacqui Burne.
• Learning Experience: Development of Counsellor Trainees While Performing Counselling Practicum at Malaysian Schools by Ruhani Mat Min.
• Negotiating Challenges and Constructing Digital Identities: Suggestions for Pedagogy and Practice by Leila Kajee.
• Performativity and Postmodern Scientific Education by Alexandro Escudero and Diana Farias.
• Boys and Men Reading Shakespeare’s 1 Henry 4: Using Service-Learning Strategies to Accommodate Male Learners and to Disseminate Male-Positive Literacy by Dennis S. Gouws.
• Using Emerging Technologies to Promote Student Engagement and Learning in Agricultural Mathematics by Madan Lal Gupta.
• ‘Powerless Language’ for Powerful Communication: Delineating Influence in Group Decision Making by Zuraidah Ali.
• Exploring the Impact of EFL Teacher Professional Development on Student Learning Experience in Context by Mei-Hui Liu.
• On the Problem of the Latent Grounds of Higher Education by Irina Mitina.
• The Primacy of Philosophy for Effective Learning by Beth Edmondson and Debra Manning.
• Measuring Student Performance in Job Market through Industrial Training: A Study at Universiti Utara Malaysia by Nor Idayu Mahat, Shahizan Hassan, Lim Khong Chiu, Abdul Razak Chik and Mohd Azlan Yahya.
• Integrating the Boardroom and the Classroom: Synthesis and Collaboration of Academic Inquiry and Professional Pragmatism by Brian F. Davies and Audrey de Filippis.
• Influence of In-Service Teacher Education Program on Science Teachers’ Views of Nature of Science by Jale Cakiroglu, Nihal Dogan, Kader Bilican, Seda Cavus and Orhan Arslan.
• Barriers to Learning in Higher Education: What We Can Learn From a South African Case Study by Miemsie Steyn.
• Teacher Change: A Dynamic Interactive Approach by Lex McDonald.
• Collegiality in Flux? The Assimilation of New Management Paradigms and Focus in UK Universities by Seng Kiat Kok, Alex Douglas and Bob McClelland.
• Preschool Teachers’ Instruction: Is it Innovative and Creative? by Hashimah Mohd. Yunus, Nor Hashimah Hashim, Yahya Che Lah, Muhammad Zohir Ahmad and Norlida Ahmad.
• Classroom Management Strategies for Teachers with Students Having a Foreign Parent by Hsi-Chi Hsiao, Su-Ling Yang and Ming-Chao Lee.
• Pre-service Visual Arts Education in an Australian Context by Joanna Barbousas and Karen Maras.
• What Really Works in Leading a School? by Seema Arif and Afshan Sohail.
• In Search of Multiculturalism: Uncovering ‘Whiteness’ in Curriculum Design and Pedagogical Strategies by Sally J. Sayles-Hannon.
• New Colonialism for New Times? Exploring the Potential for Empowering Partnerships in Postgraduate Teacher Education by Katrina Miller and Anita Curpen.

The Web of Confucius: Evolution and Revolution in Chinese Higher Education

Chinese schools are thought to have begun in the Western Zhou (11th century to 770 B.C.), and continued through Confucius’ time (551-479 B.C., and far beyond), emphasizing the “six arts”-ritual, music, archery, charioteering, history (including calligraphy), and mathematics.

Extrapolating, adapting, and charting these Confucian ideals through several historic eras, the authors use a systems theory-based web model to demonstrate these cultural influences on Chinese higher education. The authors also argue that this “Confucian” web deeply influenced Deng Xiaoping’s “long march” towards China’s global development. Political, financial, technological, social and cultural imperatives of China’s entrance into the global mainstream have, in turn, further affected the escalating evolution of education in China’s universities.

The authors-professors in both the American and the Chinese higher education systems-also develop an argument for delving deeply into culture, utilizing historical-critical methodology, buttressed by a conceptual understanding useful in analyzing the development of similar systems throughout the world. In addition, they present an historic, multi-faceted view of China’s many incursions into the global world system, to build a truly astonishing higher education system in 2009. This rapid response further illustrates the strong foundation and societal and governmental support-upon which the current Chinese educational system continues to build.

The ninth issue of Volume 16 of The International Journal of Learning has now been published.

Volume 16, Number 9 contains:

• Using Animoto for Language Education by Pelin ?rgin and Yildiz Turgut.
• Using Immersive Virtual Reality as an Application for Knowledge Dissemination: A Framework for a Generic i-Teacher by Mostafa Ali, Ayad Salhieh, Yaser Khamayseh and Rami Al-Gharaibeh.
• What Learning Contracts Reveal about University Students’ Attitude towards English Language Learning by Mable Chan.
• A Historical, International Comparison of Integrated and Dis-Integrated Arts by Teresa Cotner.
• Transforming Urban Schools: Lessons for America from an Urban Teacher Residency Program by Virginia Jagla.
• The Reflective Accountant: Changing Student Perceptions of Traditional Accounting through Reflective Educational Practice by Nicholas C. McGuigan and Thomas Kern.
• Love of Reading: An Evaluation of the KidsREAD Programme in Singapore by Xiao Lan Curdt-Christiansen.
• The Power of Performance Based Assessment at the Post-Secondary Level by Joanne Neal.

• An Evaluation Model of Teaching quality Based on Computing with Linguistic Variables by Ching- San Lin, Farn-Shing Chen, Chen-Tung Chen, Fang- Chung Chien and Chia-Yu Chuang.
• The Praxis of Teaching Thinking: A Case Study about Student-teachers’ Experiences in the Malaysian Classrooms by Suhailah Hussien.
• The ISTE National Educational Technology Standards and Prospective Primary School Teachers inTurkey by Sayim Aktay.
• Teaching and Learning Through Clinical Report-writing Genres by Bonnie D. Oglensky and Emily J. Davidson.
• Towards an Ecology of Learning: Children Meaning-making with Digital Technologies in Out-of-school Settings by Bronya Calderón.
• Influence of Learning Styles by Prabhakar Venugopal Gantasala and Swapna Bhargavi Gantasala.
• Student Teachers’ Reflections of Teaching during School Teaching Practice by Stavroula Kaldi and George Pyrgiotakis.
• Enhancing Access to English Language in and for the Workplace by Pamela Frame and Anne Greenall.
• Te Wero, The Challenge: Providing Students from Ethnic Minorities with Culturally Appropriate Learning Support During their First Year of Tertiary Study by Margaret Henley.
• Two Sides of the Story: Film and Food in Architectural Education by Jane Lawrence and Rachel Hurst.
• Sustaining School-university Collaboration for Reciprocal Learning by Rosie Le Cornu and Judy Peters.
• The Pilot Experience of European Space for Higher Education in the Faculty of Educational Sciences of Granada: Research, Experimentation and Learning Improvement by Francisco Javier Hinojo Lucena, Francisco Raso Sánchez and Dra. María Pilar Cáceres Reche.
• “A” Teacher Space or a Learner Place? Reconsidering the Classroom Environment by William L. Chandler.
• Driving Organisational Change in Universities by Rewarding Quality Teaching by Rosemary Kerr and Martijntje Kulski.
• Evaluation of Quality: Student Perceptions by Mansour Alharbi.
• Raising and Assessing Pragmatic Awareness in L2 Academic Language Learning by Angeliki Tzanne, Elly Ifantidou and Bessie Mitsikopoulou.
• Emotional Intelligence and Cultural Competency: Implications for Pedagogy by Betty Taylor.
• A Multimodal Social Semiotic Analysis of a Museum Rock Art Display by Medee Rall.
• Leadership, Gender and Organisational Culture at Catalonian Universities: Case Studies by Georgeta Ion and Marina Tomàs Folch.
• The Perceptions of Pedagogical Courses in Preparing Future Teachers for the Real Classroom: Perceptions of Preservice Teachers by Belgin Aydin.
• An Impact of the MATEFL Program: Career Change by Kittitouch Soontornwipast.
• Bologna Bytes: Higher Education and Personal Development Planning by James Moir.
• Public Health Leadership: Building a Graduate Program and a Culture by Ken Zakariasen.
• Life-skills and Literacy: Employers’ Perspectives on Staff Learning Needs by Margie Comrie and Nicola Murray.
• Incorporating Education for Sustainability into a Pre-service Elementary School Teachers’ Program by Barbara M Odgers.
• Disciplinary Problems among Students with Sensory Impairments in Malaysia: A Case Study by Khalim Zainal and Norshidah Mohamad Salleh.
• “Role Reversal” Approach in Movement Education: Promoting Conceptualization Abilities by Ofra Walter.
• Curriculum and Resources for Environmental Education for Young Children with UV Radiation As an Example by Cho Mei-Fang and Dahms Hans-Uwe.
• Onmyoji’s Enchanted Reality: Crossing Boundaries of Culture, Discipline and Medium using Japanese Popular Culture by Amy W.S. Lee.
• Beyond Curricular Fossilization: New Challenges and Developments by Elena Lanza, Elisa Baena, Heather Colburn, Reyes Morán and Deborah Rosenberg.
• Deindustrialisation, Culture and Education Strategies: A Case-Study of Tate Liverpool’s Youth-Programme by Rafaela Ganga.
• A Comparative Study on the Responses by International Students towards the Teaching Strategies Used in an Australian University by Shen Chen and Hing Wa Sit.
• An Analysis of Fifth Grade Reading Literacy Achievement at the Student Level in South Australian Government Schools by Ratna Rintaningrum.
• Interactivity Accountability: How are We Educating Undergraduate Students in Communication Studies? by Diane Polachek and Andrea Breemer Frantz.
• Vocabulary and Web-based Instruction: A Psycholinguistic Perspective by María Moreno Jaén and Carmen Pérez Basanta.
• Reconceptualising University Teachers’ Conceptions of Student Learning by Thanh T. Nguyen and Nga D. Tran.
• Rethinking Adult Learning: Video Games, Adult Education, and Life Applications by John Malala.
• Evaluation of Undergraduate Students’ Involvement in Research Projects by Isabel Huet, Ana Vitória Baptista, Nilza Costa, Alan Jenkins and Marta Abelha.
• Learning Design Approaches to Curriculum Redesign: A Case Study by David Morris.
• ‘Living Local, Thinking Global’: Creating and Sustaining Pedagogies by Liz Veel and Maree Bredhauer.
• Effect of Educational Values and Cultural Tradition in Access to School by Saraswoti Bharati and Hosokawa Takao.
• Graduate Students as Consultants: Implementing Alternative Teaching Approaches through Collaborative Partnerships by Elaine Laflamme and Alenoush Saroyan.
• University Students’ Satisfaction with Online and Face-to-Face Spanish Learning by Maria Isabel Pena and Alexander S. Yeung.
• Managerial Competencies Preferences Towards Organizational Change by Maznah Binti Salleh and Nik Hazimah Nik Mat.
• Easing Anxiety through Increasing Knowledge: Supporting Educators in Inclusive Settings by Robin A. Wells.
• The Importance of Escape from Virtual Reality: Observational Drawing in the Digital Age by Jorge Benitez.
• Insights into Building Bridges to Aid Student Transition by Mark Vines and Jill Vines.
• Producing Self-advocacy Videos Through a Process of Collaborative Action Research with Adults Living with Intellectual Disabilities by Ann-Louise Davidson.
• An Improved Employability Skills Model and its Compliance Through Vocational Educational System in Bahrain by Rakesh Mishra, Mohamed Alseddiqi and Crinela Pislaru.
• Teaching for a New Generation of Students: Understanding the Needs and Challenges of First-Year Students in the Learning Process by Venicia Flora McGhie.
• Technical Education: A Sure Means to National Greatness by Alh. Yinusa Adekola, M. C. Nwabudike and L. C. Chiejile. Chukwunye Biose
• A Survey of Web 2.0 Technologies for Classroom Learning by Les Pang.
• Pre-Service Teachers’ Manipulations of Formal Learning Theories by Daniel L. White.

Between Craigslist and eBay, the Internet is well established as a marketplace where one person’s trash is transformed into another’s treasure. Now, thousands of teachers are cashing in on a commodity they used to give away, selling lesson plans online for exercises as simple as M&M sorting and as sophisticated as Shakespeare.

While some of this extra money is going to buy books and classroom supplies in a time of tight budgets, the new teacher-entrepreneurs are also spending it on dinners out, mortgage payments, credit card bills, vacation travel and even home renovation, leading some school officials to raise questions over who owns material developed for public school classrooms.

In short, the more one ponders the statistics, the more murky their meaning becomes. The most reliable data, lucidly presented by Daniel Koretz, a professor of education at Harvard, in his book Measuring Up: What Educational Testing Really Tells Us, do disclose some noteworthy trends. Especially in mathematics, student achievement has lately improved at the elementary school level, but the gains have not been maintained through middle school and high school. Test scores of African-American students in reading as well as in math continue to lag behind those of white students, though the gap has been narrowing. Hispanic students also score lower than non-Hispanic whites, although, as Koretz points out, the meaning of these data is complicated by the fact that “the Hispanic population is constantly refreshed” by new immigrants who, at first, may have difficulty understanding and reading English.[4]
Yet despite the manifest ambiguities of the data, Americans persist in believing that our schools have fallen from some golden age of excellence—an idea that Rothstein dismissed as a “fable.” It was a well-chosen word, since “fable” is the name we give to a tale whose claims cannot be empirically verified but that may nevertheless contain some admonitory or normative truth.

More…

The eighth issue of Volume 16 of The International Journal of Learning has now been published.

Volume 16, Number 8 contains:

• A Sample Implementation on Teacher Candidates’ Pre-Service Learning by Pinar Girmen.
• Reflective Learning through Social Network Sites in Design Education by Ji Yong Park and Lazaros Kastanis.
• Views on the Use of Knowledge Forum: Hong Kong Primary Students’ Perspectives by Sally Wai-Yan Wan and Patrick Hak-Chung Lam.
• Look Before You Leap: Testing Some Assumptions on Visual Literacy and Predominant Learning Modalities of Undergraduate Design Students in Australia and New Zealand by Arianne Jennifer Rourke and Zena O’Connor.
• Why do Professors Refuse to use Constructivist Teaching Methodologies? by Kyungmee Lee, Junghwa Yoo and Yeongmahn You.
• Engaging with Learners: Learners’ Influence on the Use of Technology to Personalise Learning by Carol Robinson.
• Thinking and Learning on the Emotional Frontier by Lesley Caust.
• Borderless Supervision in Higher Degree Research: Consolidating International Pedagogies and Web-Conferencing Technologies by Meeri Hellstén and Matt Bower.

• Introduction and Development of a Blog-Based Teaching Portfolio: A Case Study in a Pre-Service Teacher Education Programme by Eunice Tang.
• Movement and Emotions in Higher Education by Ofra Walter and Meirav Hen.
• Development of a Problem Solving Scale for Children Attending Class 1-5 of Primary Education and Norm Study for Turkey by Esra Omeroglu, Sener Buyukozturk, Yasemin Aydogan and Arzu Ozyurek.
• Internships As a Beneficial External Learning Environment: A Survey and Case Study of Accounting Interns and Employers by Lara Kessler, Dori Danko and Rita Grant.
• Exhuming the Community, Undressing the Ritual by Kenneth DiMaggio.
• Primary Performance Assessment: Insights from Strategic Prompting by Barbara Marinak, Linda B. Gambrell and Susan A. Mazzoni.
• Peace Education in Multicultural Schools: An Action Research Approach by Lyn Snodgrass.
• Teaching Controversial Issues Using Museums: Experiences and Case Studies from The Manchester Museum, United Kingdom by Cat Lumb and Louise Sutherland.
• Perception and Prevention of HIV/AIDS among Undergraduate Students in Southwestern Nigeria by Bonke Adepeju Omoteso
• An Analysis of Curricula of ICT Study Programs by Izidor Golob and Tomaz Pisanski.
• The Big Books: Understanding the Contents or Illustrations? by Normaliza Abd Rahim, Noraien Mansor, Sabariah Md Rashid, Wan Roselezam Wan Yahya, Vijayaletchumy Subramaniam and Siti Nur Aliaa Roslan.
• Towards a New Paradigm of Education in the 21st Century Society by Mirela Muresan and Janina Flueras.
• Preservice Teachers Collaborating with Families to Foster Global Literacy Connections by Nancy A. Chicola and Maria Ceprano.
• Inclusive Education: Innovation or Merely the Reproduction of Hegemonic Ideology? by Julia Rafal.
• The Influence of Counseling Self-Efficacy towards Trainee Counselor Performance by Wan Marzuki Wan Jaafar, Othman Mohamed, Ab. Rahim Bakar and Rohani Ahmad Tarmizi.
• A Professional Development Initiative for Literacy in Guatemala by Miriam Pepper-Sanello and Adrienne Andi Sosin.
• Using Empowerment Practice for Teacher Training by Roxana Andreea Toma.
• Concept Mapping in the Online Learning Environment: A Proven Learning Tool is Transformed in a New Environment by Ian Baitz.
• Foreign Language Reading Anxiety: Proficiency and Gender by Hulya Ipek.
• The Global Classroom: An Opportunity for Empowerment or Exploitation? by William Pelech and Sharon Macpherson.
• Transformational Learning and e-portfolios: A Pedagogy for Improving Student Experience and Achievement by Andrea Raiker.
• The Implementation of Contemporary Children’s Literature Program (CCL) in Malaysian Primary Schools: Feedback from Stakeholders by Shireena Basree.
• Volunteer Teaching in Kenya: The Inspiring, Challenging and Foreign Experience of a Westerner by Amy Catherine Farndale Mujema.
• Learning about Respiration and Risks of Smoking Tobacco with the use of ICT in Greek Primary School by Konstantina Chatzimihou and Christina Solomonidou.
• International Scholars of the 21st Century: Comparative Visions from Teaching Floors in Finland and Australia by Meeri Hellstén and Sari Poikela.
• Academic Skills: The Key to Meaningful Learning in Higher Education-An Action Research by Anat Raviv.
• Futuristic Schools: “Little Red Dot” Strategies in a Globalised Economy by Siew Kheng Catherine Chua.
• Issues of Integration in European and Spanish Dance Curricula and in American Dance Curricula: Case Comparisons by Tricia Young, Jennifer Atkins, Nelida Mones i Mestre, Carmen Gimenez Morte and Paloma Torres.
• School-based Management Committees: The Nigerian Experience by Oluwatoyin Bolanle Akinola.
• School Leadership and Teachers’ Attitudes towards School Change: The Case of High Schools in Greece by Jasmin-Olga Sarafidou and Dimitrios I. Nikolaidis.
• The Demystification of Knowledge Acquisition: Skills Based Approach to Teaching Literature by Sandra María Benedet.
• Designing Meaningful Learning Environments for Teachers: The Relationship between Representational Modes and Thinking Patterns by Diane Salmon and Melissa Kelly.
• The Effect of Leadership Training for Vocational High School Students: Courses Based on David Hutchens’s Learning Fable Series by Farn-Shing Chen, Hui-Wen Chou and Ming-Chao Lee.
• Thinking Styles of Teacher Trainees in Four Teacher Training Institutes in Malaysia by May Leng Ho and Nooreiny Maarof.
• An Investigation into the Attitude of Winter-school Grade 12 Learners towards Afrikaans: Attitude Studies by Suzan Sophie Thembekwayo.
• An Evaluation of the Study Patterns and Predictors of Women Distant Learners in Oyo and Osun States, Nigeria by Taiwo Lanre Adepoju and Sydney Nwanakponna Osuji.
• Using Classroom Sound Field Technology to Enhance Learning by Joan Flagg-Williams, Rhonda L. Rubin and Catherine Aquino-Russell.
• Work-Integrated Learning in Maritime Archaeology: An Australian Approach by Mark Staniforth.
• The Factors Influencing Learner Achievement in Geography Mapwork at Grade 12 Level by Elbie Mwenesongole.
• Evaluation of the “Second Instructor Application” in Synchronous Discussions in an Online Course: A Case Study at Anadolu University, Turkey by Kiymet Selvi and Cigdem Suzan Cardak.
• Language Skills Assessment: Electronic Test Application with Second Language Learners by Sandra Andrade Figueiredo and Carlos Fernandes Silva.
• Changing How Science Students Think: An Inquiry Based Approach by Andrew Donald, Margi Bohm and Imogen Moore.
• Being There: Closing the Gap between Learners and Contextual Knowledge Using Near-World Scenarios by Edward Peter Errington.
• Teaching and Learning Italian Abroad: A Comparative Pilot Study of Italian-Canadian, Italian-Australian and Italian Adolescent Speech by Roberto Bergami and Biagio Aulino.
• ‘Unveiling’ Complex Identities: An Exploration into the Perspectives and Experiences of South-Asian Girls by Geeta Ludhra and Deborah Jones.
• Journeyman to Master: The Changing Shape of a PGCE Primary Course by Wendy Geens, Sharon James and Sean MacBlain.
• Warts and All: Integrating ICT in Teacher Training by Miriam Tanti and Wendy Moran.