title: Review of Jon and Susan Josephson, “Abductive Inference”

authors: Legg, Catherine

abstract: This article reviews the book '“Abductive Inference” by Jon and Susan Josephson.

text: Review of Jon and Susan Josephson, “Abductive Inference” This article reviews the book '“Abductive Inference” by Jon and Susan Josephson.

year: 1996

title: Internationalizing professional development in Geography through distance education

authors: Solem, Michael

subjects: professional development

abstract: This paper assesses the value and relevance of geography education in the realm of professional development. It explores the potential of distance education to support lifelong learners through courses or modules that operate across international boundaries and incorporate materials from local and global contexts. The authors argue that Internet-enabled distance education offers the potential to extend access to many prospective students who are unlikely or unable to participate in full-time residential courses, and that distance education can facilitate international collaboration among educators and educational institutions. A case is made for an internationalized programme of study for continuing adult education, as opposed to the primary, secondary and higher education sectors that are the focus of most existing geographical education programmes. Next, the authors document the ways in which recent commitments to internationalizing teaching and learning in geography have brought us to the point where professional development of lifelong learners is demonstrable, particularly in the fields of geographic information technologies and teacher professional development. They outline some of the main challenges that must be addressed if the potential of distance education as an enabling tool for professional development in geography is to be fulfilled: specifically, collaborative development and delivery of curricula and the articulation of quality assurance standards and certification agreements among participating institutions.

text: Internationalizing professional development in Geography through distance education This paper assesses the value and relevance of geography education in the realm of professional development. It explores the potential of distance education to support lifelong learners through courses or modules that operate across international boundaries and incorporate materials from local and global contexts. The authors argue that Internet-enabled distance education offers the potential to extend access to many prospective students who are unlikely or unable to participate in full-time residential courses, and that distance education can facilitate international collaboration among educators and educational institutions. A case is made for an internationalized programme of study for continuing adult education, as opposed to the primary, secondary and higher education sectors that are the focus of most existing geographical education programmes. Next, the authors document the ways in which recent commitments to internationalizing teaching and learning in geography have brought us to the point where professional development of lifelong learners is demonstrable, particularly in the fields of geographic information technologies and teacher professional development. They outline some of the main challenges that must be addressed if the potential of distance education as an enabling tool for professional development in geography is to be fulfilled: specifically, collaborative development and delivery of curricula and the articulation of quality assurance standards and certification agreements among participating institutions.

year: 2006

title: Hei Āwhina Mātua: A kaupapa Māori response to behaviour

authors: Berryman, Mere

abstract: Hei Āwhina Mātua (strengthening parents and other adults), a kaupapa Māori research and development project, sought to capitalise on the strengths available within both whānau and teachers so that both groups could take joint responsibility for students' learning and behaviour. This required professionals trained in delivering learning and behavioural programmes for individual students working in culturally responsive and collaborative ways with adults, whānau, teachers and community members, This chapter returns to this study to reconsider the key findings.

text: Hei Āwhina Mātua: A kaupapa Māori response to behaviour Hei Āwhina Mātua (strengthening parents and other adults), a kaupapa Māori research and development project, sought to capitalise on the strengths available within both whānau and teachers so that both groups could take joint responsibility for students' learning and behaviour. This required professionals trained in delivering learning and behavioural programmes for individual students working in culturally responsive and collaborative ways with adults, whānau, teachers and community members, This chapter returns to this study to reconsider the key findings.

year: 2015