Comments for thelearner.com http://thelearner.com An international CONFERENCE, a scholarly JOURNAL, a BOOK series, and an online KNOWLEDGE COMMUNITY Tue, 12 Apr 2011 07:03:51 +0000 hourly 1 http://wordpress.org/?v=3.2.1 Comment on Happiness, Learning, and Technology: Why “Affective” Schools are the New “Effective” Schools by Frank Crawford http://thelearner.com/2011/03/26/from-asset-management-to-affect-management/comment-page-1/#comment-2293 Frank Crawford Tue, 12 Apr 2011 07:03:51 +0000 http://thelearner.com/?p=3287#comment-2293 I tend to agree with the OECD approach here that you need both. That is, unless you want to be happy and poor. Harmony strikes me as a better goal than one end of the spectrum or the other. But I guess Ben just wants to give systems a push to the affective side - and I agree with that. I tend to agree with the OECD approach here that you need both. That is, unless you want to be happy and poor. Harmony strikes me as a better goal than one end of the spectrum or the other. But I guess Ben just wants to give systems a push to the affective side – and I agree with that.

]]> Comment on Learning Styles: Concepts and Evidence by Michael McCarthy http://thelearner.com/2009/12/20/learning-styles-concepts-and-evidence/comment-page-1/#comment-1371 Michael McCarthy Wed, 24 Nov 2010 06:13:35 +0000 http://thelearner.mu.commongroundpublishing.com/?p=1941#comment-1371 Seems like the authors are 0ver-reaching on their conclusions based on an evaluation of just one small segment of the learning styles field. Many propose broadening instruction to incorporate multiple methods, and this is a very large part of the learning styles field. This research did not even evaluate that segment of the field. To say there is no evidence for the use of learning style assessments is also a very broad statement that has not been evaluated through this research. What they are really saying is there is no evidence for matching instruction to style. Seems like the authors are 0ver-reaching on their conclusions based on an evaluation of just one small segment of the learning styles field. Many propose broadening instruction to incorporate multiple methods, and this is a very large part of the learning styles field. This research did not even evaluate that segment of the field.

To say there is no evidence for the use of learning style assessments is also a very broad statement that has not been evaluated through this research. What they are really saying is there is no evidence for matching instruction to style.

]]> Comment on Greek Ethnic Schools in Australia in the Late 1990s: Selected Case Studies by Giannis Katopodis http://thelearner.com/2010/09/01/greek-ethnic-schools-in-australia-in-the-late-1990s-selected-case-studies/comment-page-1/#comment-1136 Giannis Katopodis Fri, 24 Sep 2010 07:38:33 +0000 http://thelearner.com/?p=2833#comment-1136 I had the opportunity to read the book and enjoy the narrative of Mr Vogiatzopoulos! This migration story elaborates all the memories I had as a young boy about migrating to Australia. I had the opportunity to read the book and enjoy the narrative of Mr Vogiatzopoulos! This migration story elaborates all the memories I had as a young boy about migrating to Australia.

]]> Comment on Greek Ethnic Schools in Australia in the Late 1990s: Selected Case Studies by Dr. Vassiliki Chryssanthopoulou http://thelearner.com/2010/09/01/greek-ethnic-schools-in-australia-in-the-late-1990s-selected-case-studies/comment-page-1/#comment-1134 Dr. Vassiliki Chryssanthopoulou Fri, 24 Sep 2010 07:14:55 +0000 http://thelearner.com/?p=2833#comment-1134 By exploring the case of Greek ethnic schools in Australia in the late 1990s, this book focuses on the interaction between education, ethnicity and community building in today’s globalised world. The book provides useful examples and a thorough and insightful analysis of issues facing many individuals and educational systems at present, due to the current multi-ethnic and multicultural composition of most countries. The Greek diaspora is one of the oldest diasporas in world history and education and schooling have been key factors in its building and maintenance. Eugenia Arvanitis’ book shows us how this was achieved in the case of the Greek-Australian diaspora: Greek-Australians combined values and practices deriving from their ancestral heritage with those deriving from their surrounding society and culture, to create new, hybrid identities and communities and a distinct sense of belonging which they endeavoured to transmit to the younger generations. The book reflects on the history of Greek ethnic schooling, which is shown to have existed before globalisation. It explores the complexities of ethnicity and diaspora, which are concepts applying to diversified and multifaceted identities and groups. To understand the ways in which Greek part-time ethnic schools functioned, we need to take into account the triangular relationship between Australia, Greece and the Greek-Australian community. The latter should be understood as a socio-economically and regionally diversified entity. The book illustrates the impact of ethnic education on the creation of flexible, multi-levelled perceptions of the world and attitudes to thinking and learning. The rich research material contained in the book, combined with insightful analysis, deriving from the author's long and in-depth fieldwork and work experience in the area of ethnic schools in Australia, is valuable for teachers and for students and researchers in the fields of education, the humanities and the social sciences. The book is particulary useful for policy makers working in multi-ethnic educational environments. It is certainly worth publishing in Greek: it is of great academic interest for the Greek community in general and makes a fine contribution to Greek diaspora studies. Furthermore, it is bound to prove useful to the formation of educational policies in Greece, which now faces the challenges of immigration and of a multi-ethnic student population in its schools. By exploring the case of Greek ethnic schools in Australia in the late 1990s, this book focuses on the interaction between education, ethnicity and community building in today’s globalised world. The book provides useful examples and a thorough and insightful analysis of issues facing many individuals and educational systems at present, due to the current multi-ethnic and multicultural composition of most countries.
The Greek diaspora is one of the oldest diasporas in world history and education and schooling have been key factors in its building and maintenance. Eugenia Arvanitis’ book shows us how this was achieved in the case of the Greek-Australian diaspora: Greek-Australians combined values and practices deriving from their ancestral heritage with those deriving from their surrounding society and culture, to create new, hybrid identities and communities and a distinct sense of belonging which they endeavoured to transmit to the younger generations.
The book reflects on the history of Greek ethnic schooling, which is shown to have existed before globalisation. It explores the complexities of ethnicity and diaspora, which are concepts applying to diversified and multifaceted identities and groups. To understand the ways in which Greek part-time ethnic schools functioned, we need to take into account the triangular relationship between Australia, Greece and the Greek-Australian community. The latter should be understood as a socio-economically and regionally diversified entity. The book illustrates the impact of ethnic education on the creation of flexible, multi-levelled perceptions of the world and attitudes to thinking and learning. The rich research material contained in the book, combined with insightful analysis, deriving from the author’s long and in-depth fieldwork and work experience in the area of ethnic schools in Australia, is valuable for teachers and for students and researchers in the fields of education, the humanities and the social sciences. The book is particulary useful for policy makers working in multi-ethnic educational environments. It is certainly worth publishing in Greek: it is of great academic interest for the Greek community in general and makes a fine contribution to Greek diaspora studies. Furthermore, it is bound to prove useful to the formation of educational policies in Greece, which now faces the challenges of immigration and of a multi-ethnic student population in its schools.

]]> Comment on Teachers Facing Weakest Market in Years by Madiha Zeesr Waheed http://thelearner.com/2010/05/22/teachers-facing-weakest-market-in-years/comment-page-1/#comment-926 Madiha Zeesr Waheed Fri, 11 Jun 2010 09:54:40 +0000 http://thelearner.com/?p=2528#comment-926 Well there may have been so many applications but surely not because teachers are out of job .May be people are looking for better prospects and are just trying out there luck. I my self would apply to a suitable add only to get a better salary and or may be for a better working environment. You see these day adds are put on the internet and ecvery one has excess to it. Madiha Zeest Waheed Karachi, Pakistan Well there may have been so many applications but surely not because teachers are out of job .May be people are looking for better prospects and are just trying out there luck.
I my self would apply to a suitable add only to get a better salary and or may be for a better working environment.
You see these day adds are put on the internet and ecvery one has excess to it.

Madiha Zeest Waheed
Karachi,
Pakistan

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