Search

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)

This paper outlines the need for a more substantial and publicly available base of information and analysis of initial teacher education in Australia, so that the school teaching profession, school authorities, and the Commonwealth can join with teacher educators in developing optimal programs, policies, and strategy. The paper then describes a project to gather information from all initial teacher education programs in Australia and to collect in-depth information about key programs which best exemplify particular approaches or innovations. Information to be collected will address course philosophy and objectives, course structure, content, pedagogy and sites of learning, assessment methods and criteria; and partnerships and collaboration in course development and/or delivery. Appended to the paper is a response sheet for workshop participants to indicate their perceptions of areas in which data collection, analysis, and dissemination are needed. (Contains 11 references.) (JDD)

This paper provides a synthesis of the literature on the role of benchmarking, with a focus on its use in the public sector. Benchmarking is discussed in the context of quality systems, of which it is an important component. The paper describes the basic types of benchmarking, pertinent research about its application in the public sector, the purposes of performance indicators, and the types of information such indicators provide. Finally, a benchmarking framework used by the New South Wales Department of School Education in its quality-assurance program is described. Benchmarking provides the conceptual framework that integrates best practice and performance indicators, a vital component of the quality-assurance system. One figure and two tables are included. (LMI)

This collection contains 13 selected papers presented at the 1992 conference of the International Association of School Librarianship. Titles are as follows: (1) "The Difference of Literature: Writing for the Future of Young Adults" (Aidan Chambers); (2) "Managing School Library Change" (Peggy Heeks); (3) "The Power of Information Literacy: Unity of Education and Resources for the 21st Century" (Ross J. Todd, Liz Lamb, and Celeste McNicholas); (4) "The Concept of the Virtual School Library" (Margaret Butterworth); (5) "Lobbying for Effective Resources Based Learning: An Australian Experience" (Fay Nicholson); (6) "Getting To Know You: Fiction as a Tool To Create a World of Mutual Understanding and Respect" (Gunilla Janlert); (7) "Irish Literature in Austria" (Gerda Faerber); (8)"Books and Media for All South African Children in the 21st Century?" (Sandra Olen); (9) "Opening Shutters and Letting in the Light? Contemporary Irish Writing for Children" (Robert Dunbar); (10) "Postmodernism in Youth Literature: A Road away from the Reader?" (Kari Skjonsberg); (11) "Literature and Literacy: The Real Book Approach to Children Learning To Read" (Beatrice Wortley); (12) "The Role of Children's Books in a Multicultural Society" (Pierre G. F. Overduin); and (13) "The Provision of Public Library Services in the Irish Language' (Criostoir Mag Fhearaigh). Most of the papers include references. (MES)

This report on a symposium is comprised of four short papers on the Beginning Principals Study in Victoria, Australia. The first paper (by Jenny Baker) chronicles the struggles of a beginning principal at a small suburban school. The government school is in a high socioeconomic area and is close to several prestigious private schools. Enrollment at the school was declining, and it had no permanent principal for several years. The second paper (by Geoff Beeson) presents the background and research design of the Beginning Principals Study. The study used interviews and surveys to examine leadership and decision making as well as the worklife, professional concerns, and development of the principalship for first timers. The third paper (by Margaret Mallia) reviews many of the findings of the Beginning Principals Study, Phase 1. Common among many of the first-time principals included in the study were feelings of isolation and a lack of preparedness in industrial and community relations. Other subjects included administrative structure, financial management, staff and relationships, industrial issues, and staff relationships. The fourth paper (by Robin Matthews) presents the design for the second phase of the study and professional-development issues. The first phase of the study revealed that the new principals' professional-development needs were not being met. (Contains 27 references.) (JPT)

This annual publication contains 43 research papers on a variety of issues related to science education. Topics include the following: mature-age students; teacher professional development; spreadsheets and science instruction; the Learning in Science Project and putting it into practice; science discipline knowledge in primary teacher education; science, technology, and society; gender differences in choosing school subjects; history of science education; quality of teacher education; science attitudes; socially constructed learning; and conceptual development. Other papers concern such areas as report writing; history of science; the nature of science; investigation skills; pseudo-scientific and paranormal beliefs; language in science; concept mapping; constructivism; metaphors; textbooks; children's interests; Aboriginal science; and science and television. (PR)

This book contains selected refereed papers from the 21st Annual Conference of the Australasian Science Education Research Association. The papers are as follows: "A Learning Model for Science Education: Developing Teaching Strategies" (Appleton); "Researching Balance between Cognition and Affect in Science Teaching" (Baird et al.); "Toward a Gender-sensitive Model of Science Teacher Education for Women Primary and Early Childhood Teachers" (Bearlin); "Learning in Science Project (Teacher Development): The Framework" (Bell, Kirkwood, & Pearson); "The Pupil as Philosopher" (Carr & Kirkwood); "New Data and Prior Belief: The Two Faces of Scientific Reasoning" (Dawson & Rowell); "The Influence of Gender, Ethnicity and Rurality Upon Perceptions of Science" (Dunne & Rennie);"Rediscovering Ignorance" (Edwards); "Practicalizing Piaget at the ASEP Guidelines Conference 1970" (Fawns); "The Quality of Teacher Education Programs" (Fensham & West); "Learning Environment, Learning Styles and Conceptual Understanding" (Ferrer); "Misconceptions and Light" (Fetherstonhaugh); "Scaffolding Conceptual Change in Early Childhood" (Fleer); "The Technology-Science Relationship: Some Curriculum Implications" (Gardner); "Year 12 students' Attainment of Scientific Investigation Skills" (Hackling & Garnett); "Outcomes of the Primary and Early Childhood Science and Technology Education Project at the University of Canberra" (Hardy, Bearlin, & Kirkwood); "Australian Studies: A Vehicle for Scientific and Technological Literacy?" (Jane); "Developing a Taxonomy of Science Concepts Based on a Scale of Empirical Distance" (Jones); "'Expert' and 'Novice' Subjects' Approaches to Genetic Problem Solving in a Computer-Based Setting" (Kinnear & Simmons); "The Constructivist Paradox: Teachers' Knowledge and Constructivist Science Teaching" (Louden & Wallace); "Diagram Information and Its Organisation in Memory: Exploring the Role of Skill and Experience" (Lowe); "Research into the Environment of Science Laboratory Classes in Australian Schools" (McRobbie, Giddings, & Fraser); "Development of Student Inquiry Skills in a Computerised Classroom Environment" (Maor); "History, Philosophy and Science Teaching; Current British, American and Australian Developments" (Mathews); "Focus Folklore: Reflections of Focus Teachers on the Sci-Tec In-service Project" (Napper & Crawford);"Science Education Research in Papua New Guinea 1978-1990" (Palmer); "Aboriginal Studies and the Science Curriculum: Affective Outcomes from a Curriculum Intervention (Ritchie & Butler); "Effects of Background and Classroom Characteristics on the Science Achievement of 10-year-old Students" (Rosier); "A Research Method Using Microcomputers To Assess Conceptual Understanding and Problem Solving" (Simmons & Kinnear); "Integration of Technology in the School Curriculum" (Treagust); "'What's Your Science Teacher Like?': Using Students To Appraise Teaching and Teachers" (Walsh); "Chemistry Concepts and Group Cognitive Structure: A Study of Undergraduate Nursing Students" (Wilson); "How Confident Are Primary School Teachers in Teaching Science?" (Yates & Goodrum); "The Investigation of School Effects on Student Achievement in Science: A Multilevel Analysis of Educational Data" (Young); and "Evaluation of a Course Designed To Teach Physics to Students in Physiotherapy" (Zadnik et al.). (PR)

The chapters in this book, developed from presentations made at the Annual Conference of the Australian College of Education in Canberra, explore the theme of a sustainable society and the role of education. In the first part, five writers explore the meaning of "sustainable society." Sir Ninian Stephen, Ian Lowe, and Janet Hunt argue that sustainable development is the most important item of the political agenda and that education's crucial task is to alert the collective national consciousness. Mandawuy Yunipingu and Miriam-Rose Ungunmerr-Baumann elaborate by drawing on past lessons that offer a message of hope. In part 2, Cherry Collins and Josefa Sobski examine the role of education in shaping attitudes and modelling good environmental practice. Prominent Australian educators--Susan Ryan, Frances Christie, and Barry Dwyer--move from the present to the future in the third part. All contributors agree that education for a sustainable society is a major responsibility for schools, TAFE colleges, universities, and all educators. (LMI)

Mathematics self-efficacy is considered an important variable in mathematics education because of its links to mathematics achievement. This paper reports on the development of the "Self-efficacy-effort in Mathematics Scale" (SEEMS), an instrument that has strong theoretical and psychometric properties. Based on a sample of n = 224 Australian primary students and n =133 secondary students, the instrument demonstrated positive correlations with related measures of mathematics achievement and mathematics self-concept. Girls had higher mathematics achievement within the primary and secondary school data. There were no significant gender difference in mathematic self-concept scores for the primary and the secondary school students. For mathematics self-efficacy, a gender difference was only identified in the high school data. The implications of this research to mathematics education practices are reviewed in the paper.

This book presents a selection of papers from the annual, international, interdisciplinary conference of the World Association for Case Method Research & Application. Papers are categorized into six areas: (1) "Case Studies and Research" (e.g., subjectivity as a source of insight in case study research, evolution of a teaching case, and preserving the individual case in behavioral research); (2) "Innovative Resources and Case Method Teaching" (e.g., mentoring in the academy, managing diversity in colleges of agriculture, and accountability cases); (3) "Web-based Projects and On-Line Learning" (e.g., teaching and learning online, online instruction via a dynamic roving community, and distance education in business schools); (4) "Case Writing and Use in Various Settings" (e.g., developing gender-based cases, cases from the theory of inverse problems in mathematics, and the power of questions in second language case discussions); (5) "Various Case Method Applications" (e.g., total quality management in education, options for describing individuals in cases, and making simple but effective presentations); and (6) "International Case Studies" (e.g., the event as a case study, better preparation for case discussion using Internet tools, and accounting for intangible assets in partnerships). (SM)

This collection of papers focuses on practical approaches to resolving behavior problems in the Australian school system. The papers are divided into four general categories: perspectives on behavior problems, focusing on families, schools and system initiatives, and programs in special settings. The papers include: (1) "Beyond Punishment," by Kenneth Nunn; (2) "Biological Perspectives on Behaviour Problems: An Essential Consideration for Practical Resolution," by Paul Hutchins; (3) "The Management of Behaviour: A Special Education Perspective," by John Elkins; (4) "Coping with Behaviour Problems in New South Wales High Schools," by Robert Conway, John Tierney, and Neville Schofield; (5) "Teacher Perceptions of Assistance Required by Students with Behavioural or Motivational Problems," by Christopher Szaday, Des Pickering, and Paul Duerdoth; (6) "Improving Parent-Adolescent Relationships: Evaluation of a Training Program," by John Ledez; (7) "Management of Young Children Program: A Shared Responsibility," by Toni Johnson; (8) "Parents as Tutors of Children," by Pam Clayton; (9) "Catering for School Resisters at Girrawheen Senior High School," by Norrine Anderson; (10) "Adolescent Anger Control: A Group Counseling Program," by Lyn Everingham; (11) "Training Social Skills in Young People while Managing their Behaviour," by Lindy Petersen; (12) "The Delivery of Behaviour Management Skills to Classroom Teachers," by William Willis; (13) "Behaviour Change: A Whole School Approach," by Peter Young; (14) "Cooperative Learning: An Approach to Preventing Discipline Problems," by Terry Lee; (15) "Behaviour Disorders: System Initiatives of the Queenland Department of Education," by Buffy Lavery; (16) "Behaviour Department of Education," by Buffy Lavery; (16) "Behavior Disorders: System Initiatives of the Australian Capital Territory Department of Education," by Sandra Renew; (17) "The St. Andrew's Program: Adolescents Learning to Live," by Janet Clark-Duff, Wendy Watson, and Greg Hitchens; (18) "A Contract-Based Approach to Facilitate Successful Reintegration," by Charmaine Driver; (19) "Disconnecting the Wheels: The Behaviour Management of Students," by Anne Bolst; (20) "Modifying Behaviour through Withdrawal," by Helen Farrell; (21) "Ze Count's Five Steps: A Compliance Training Program," by Ken Ford; (22) "Education Services to Disturbed Youth through a Tutorial Centre," by Warwick Lindsay; and (23) "A Wholistic Approach to Behavior Management in Schools," by Stephen Henderson. A list of conference participants is included. (MM)

This paper examines the tenure of teachers in the South Western, North Western, and Sunshine Coast regions of Australia. These regions provide contrasts of isolation, climate, and apparent attractiveness. Research indicates that rapid teacher turnover in rural areas is a significant concern. Data collected since 1975 suggest that the average days of teacher service do not differ significantly across the three regions; however, teacher length of service was greater for the Sunshine Coast region when compared to the other regions. Teachers' average ages by gender on arrival and departure are older in the Sunshine Coast region, reflecting some returned teachers in the region. Data on applications for interregional transfer indicate that 16 percent of North Western and almost 16 percent of South Western teachers request transfers. The most sought-after region is the Metropolitan East with the Sunshine Coast being the second most popular preference of transfer. This study concludes that: (1) rural schools do not necessarily experience reduced educational outcomes as a result of higher teacher turnover; (2) larger urban schools may show deficits in the quality of student-teacher relationships even with lower teacher turnovers; (3) 2-3 year periods of service in rural schools are not necessarily disadvantageous educationally, as the enthusiasm of younger teachers may outweigh the advantage of longer-serving teachers; and (4) coastal/urban schools' teacher turnover rates seem higher than publicly perceived. (LP)

The conference papers in this collection are grouped under the following topics: behavior problems in context; interpersonal relationships; initiatives by systems and schools; and programs in special settings. Papers included are: (1) National Trends in Discipline Policy Development (Roger Slee); (2) Balancing: The Protocols of Discipline (William Rogers): (3) Parents' Rights: Shadow or Substance? (John Seymour); (4) How Effective Is Family Therapy? (Sandra Lancaster, Ray Over); (5) Impact of Antisocial, Inattentive and Restless Behaviours on Reading (Kenneth Rowe, Katherine Rowe); (6) Teachers' Perceptions of Students' Adjustment Difficulties (W. Bor and others); (7) Discrepancy between Self-Report and Observer Ratings (Kristine Bajuk and others); (8) Coping with Kids: A Program for Parents (Judy Cook); (9) Coping with Kids: Evaluation of Program (Wallace Roy, Judy Cook); (10) A Rationale for Involving Families in School Interventions with Their Problem Adolescents (Jill Seymour); (11) Limited Competence with the Comprehension and Expression of Emotions (Tony Attwood); (12) Assessing Effects of Family, Child and Program Characteristics (Toni Johnson and others); (13) Training To Work with Students with Behaviour Disorders (Christopher Szaday, Sara Thorley Smith); (14) Facilitating the Development and Implementation of a School Discipline Policy (Barry Wilson); (15) Alienated, Disaffected or Disturbed High School Adolescents (Ian Hay and others); (16) Aggression Replacement Training in a High School Setting (Yvana Jones); (17) A Collaborative Approach to Behaviour Management in the Classroom (Denise Bliss); (18) Self-Esteem: An Overview (Beulah Castan); (19) There's Been a Culture Change at Carlton (Helen Farrell); (20) Campbell House: Aims and Objectives and Procedures (Sue Henderson and others); (21) Violent, Aggressive Boys and Feminist Teachers (Sandra Renew); (22) Behaviour Management of Children with an Intellectual Disability and Difficult Behaviour: A Parent Group Program (Terri Sheldon); (23) A New Wave in Special Education or Maths Break on the Back Break (Peter Flint); (24) What Berengarra School Has Learned about Working with Families (Leigh Candy, Monica Baker); and (25) Emotional and Behaviour Problems of Gifted Children (Harry Milne). (ABL)

It is generally understood that both clear teacher instruction and orderly classroom climates support student achievement in mathematics. However, to what extent does instructional clarity "compensate" for classroom disorder? In this exploratory study, we analyse data from 8,864 Year 8 students sampled by TIMSS 2019 to investigate the relationship between instructional clarity, classroom disorder, and mathematics achievement. The findings demonstrate the deleterious effects of classroom disorder for mathematics achievement, even in the presence of high instructional clarity. The findings contribute to an emerging international body of work and reinforce the importance of teachers having an optimal combination of classroom skills to support student learning.

As part of its mission, the International Association for the Evaluation of Educational Achievement (IEA) is committed to the development of the community of researchers who work in the area of assessment both nationally and internationally. The association also has a commitment to provide policymakers with the types of data and analyses that will further their understanding of student achievement and the antecedent factors that are implicated in student learning. As part of a larger strategy to achieve these broad goals, the IEA sponsors a research conference every two years as a means of providing opportunities for new researchers and more experienced scholars to meet, discuss, and present the findings of their work as it relates to the secondary analysis of IEA studies. The proceedings of the Second IEA International Research Conference, which was held in Washington DC, November 2006, and hosted by the Brookings Institution, are published in two volumes. Volume 2 brings together papers that focus on the Progress in International Reading Literacy Study (PIRLS), the Second Information on Technology in Education Study (SITES), and the Civic Education Study (CivEd). Contents include: (1) Foreword (Hans Wagemaker); (2) Civic knowledge of high-school students in Israel: Personal and contextual determinants (Orit Ichilov); (3) Factors that distinguish the most from the least effective schools in reading: A residual approach (Constantinos Papanastasiou); (4) Innovative pedagogical practices using technology: Diffusion patterns within schools (Alona Forkush-Baruch and Dorit Tubin); (5) Examining literacy, gender, and the home environment in PIRLS 2001 countries (Kathleen Trong and Ann Kennedy); (6) A comparison of fourth-graders' academic self-concept and attitudes toward reading, mathematics, and science in PIRLS and TIMSS countries (Ann Kennedy and Kathleen Trong); (7) Equating errors in international surveys in education (C. Monseur, H. Sibberns, and D. Hastedt); (8) Sociological perspectives on youth support for social movements (Oren Pizmony-Levy); (9) Online data collection in SITES 2006: Design and implementation (Ralph Carstens, Falk Brese, and Barbara N. Brecko); (10) Political attitudes and behaviors across adolescence and early adulthood: A comparison of IEA and European Social Survey findings (Marc Hooghe and Britt Wilkenfeld); (11) School climate for citizenship education: A comparison of England and the United States (Gary Homana and Carolyn Barber); (12) Home reading environments and children's reading performance: A comparative study of 25 countries (Hyunjoon Park); (13) Student government and voluntary organizations: A comparative study of Australia and the United States (Gary Homana and Jeff Greene); (14) Predicting the political involvement of European adolescents (Rainer H. Lehmann); (15) Reading achievements in urban and rural communities: A comparative analysis of equity in education (Aiste Elijio); (16) Secondary analysis of PIRLS 2001 Norwegian data (Victor H. P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Ader); (17) The effect of multilingual policies on performance and progression in reading literacy in South African primary schools (Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder); (18) Equity of achievement: A matter of education structures? (Ariane Baye and Christian Monseur); (19) Characteristics of United States Grade 4 language minority students in an international context: Findings from PIRLS 2001 (Laurence T. Ogle, David C. Miller, and Lydia B. Malley); (20) Teachers' practices in relation to students' civic engagement in three countries (Carolyn Barber); (21) Relationships between parental factors and children's reading behaviors and attitudes: Results from the PIRLS 2005 field test in Taiwan (Chia-Hui Chiu and Hwa-Wei Ko); (22) Online data collection in SITES 2006: Paper survey versus web survey--do they provide comparable results? (Barbara Neza Brecko and Ralph Carstens); (23) Schools that exceed expectations: A cross-country comparison (Marjet Doupona Horvat and Alja Krevh); (24) Changes in reading variations and their relationship with socioeconomic status at school and individual levels in trend countries (Kajsa Yang-Hansen); (25) Analyzing trends in levels of reading literacy between 1970 and 2001 in Sweden (Monica Rosen); and (26) A cross-country comparison of direct and indirect effects of parents' level of education on students' reading achievement (Eva Myrberg and Monica Rosen). Individual papers figures, tables, footnotes and references. [For "The Second IEA International Research Conference: Proceedings of the IRC-2006 Volume 1", see ED510139.]

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)

This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu: (1) Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study (Joanne Mulligan, Michael Mitchelmore, and Anne Prescott); (2) A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations (Ricardo Nemirovsky and Chris Rasmussen); (3) The Construction of Proportional Reasoning (Stephen Norton); (4) The Transition of a Secondary Mathematics Teacher: From a Reform Listener into a Believer (Jo Clay Olson and Karmen Kirtley); (5) Substantive Communication of Space Mathematics in Upper Primary School (Kay Owens); (6) Transforming Korean Elementary Mathematics Classrooms to Student-Centered Instruction (JeongSuk Pang); (7) The Effect of Improved Automaticity and Retrieval of Basic Number Skills on Persistently Low-Achieving Students (John Pegg, Lorraine Graham, and Anne Bellert); (8) Degrees of Freedom in Modeling: Taking Certainty out of Proportion (Irit Peled and Ronit Bassan-Cincinatus); (9) "I Know That You Don't Have to Work Hard": Mathematics Learning in the First Year of Primary School (Bob Perry and Sue Dockett); (10) Disentangling Mentors' Role in the Development of Prospective Teachers' Efficacy Beliefs in Teaching Mathematics (George Philippou and Charalambos Y. Charalambous); (11) Linear Functions and a Triple Influence of Teaching on the Development of Students' Algebraic Expectation (Robyn Pierce); (12) Engaging the Learner's Voice? Catechetics and Oral Involvement in Reform Strategy Lessons (Adrian J. Pinel); (13) Teaching Projectile Motion to Eliminate Misconceptions (Anne Prescott and Michael Mitchelmore); (14) An Investigation of a Preservice Teacher's Use of Representations in Solving Algebraic Problems Involving Exponential Relationships (Norma Presmeg and Rajeev Nenduradu); (15) On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking (Luis Radford, Caroline Bardini, Cristina Sabena, Pounthioun Diallo, and Athanase Simbagoye); (16) Generalization Strategies of Beginning High School Algebra Students (Joanne Rossi Becker and Ferdinand Rivera); (17) Synchronizing Gestures, Words and Actions in Pattern Generalizations (Cristina Sabena, Luis Radford, and Caroline Bardini); (18) Analyzing Student Modeling Cycles in the Context of a "Real World" Problem (Roberta Y. Schorr and Miriam Amit); (19) Negotiating about Perceived Value Differences in Mathematics Teaching: The Case of Immigrant Teachers in Australia (Wee Tiong Seah); (20) Development of Mathematical Norms in an Eighth-Grade Japanese Classroom (Yasuhiro Sekiguchi); (21) Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation (Ana Coelho Vieira Selva, Jorge Tarcisio da Rocha Falcao, and Terezinha Nunes); (22) From the Everyday, through the Authentic, to Mathematics: Reflecting on the Process of Teaching Mathematics through the Everyday (Godfrey Sethole); (23) Personal Experiences and Beliefs in Early Probabilistic Reasoning: Implications for Research (Sashi Sharma); (24) Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? (Atara Shriki and Ilana Lavy); (25) Student Thinking Strategies in Reconstructing Theorems (Tatag Yuli Eko Siswono); (26) A Comparison of How Textbooks Teach Multiplication of Fractions and Division of Fractions in Korea and in U.S. (Ji-Won Son); (27) Mathematical Knowledge of Pre-Service Primary Teachers (Beth Southwell and Marina Penglase); (28) Analysing Longitudinal Data on Students' Decimal Understanding Using Relative Risk and Odds Ratios (Vicki Steinle and Kaye Stacey); (29) Girls Journey toward Proportional Reasoning (Olof Bjorg Steinthorsdottir); (30) University Student Perceptions of CAS Use in Mathematics Learning (Sepideh Stewart and Michael O. J. Thomas); (31) Prospective Teachers' Understanding of Proof: What if the Truth Set of an Open Sentence Is Broader than that Covered by the Proof? (Andreas J. Stylianides, Gabriel J. Stylianides, and George Philippou); (32) Planning and Teaching Mathematics Lessons as a Dynamic, Interactive Process (Peter Sullivan, Robyn Zevenbergen, and Judy Mousley); (33) Teacher Factors in Integration of Graphic Calculators into Mathematics Learning (Michael O. J. Thomas and Ye Yoon Hong); (34) Students' Overreliance on Linearity: An Effect of School-Like Word Problems (Wim Van Dooren, Dirk De Bock, Dirk Janssens, and Lieven Verschaffel); (35) A Process of Abstraction by Representations of Concepts (N. C. Verhoef and H. G. B. Broekman); (36) Argumentation Profile Charts as Tools for Analysing Students' Argumentations (Jill Vincent, Helen Chick, and Barry McCrae); (37) Characterizing Middle School Students' Thinking in Estimation (Tanya N. Volkova); (38) Reviewing and Thinking the Affect/Cognition Relation (Margaret Walshaw and Tania Cabral); (39) Young Children's Ability to Generalise the Pattern Rule for Growing Patterns (Elizabeth Warren); (40) Consolidating One Novel Structure whilst Constructing Two More (Gaye Williams); (41) Spreadsheets, Pedagogic Strategies and the Evolution of Meaning for Variable (Kirsty Wilson, Janet Ainley, and Liz Bills); and (42) A Study of the Geometric Concepts of the Elementary School Students Who Are Assigned to the van Hiele Level One (Der-bang Wu and Hsiu-Lan Ma). (Individual papers contain references.)

This fourth and final volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Na- through Zod-. Reports include: (1) Mathematically Gifted Students' Problem Solving Approaches on Conditional Probability (GwiSoo Na, DaeHee Han, KyungHwa Lee, and SangHun Song); (2) Students Engaged in Proving--Participants in an Inquiry Process or Executers of a Predetermined Script? (Talli Nachlieli and Patricio Herbst); (3) Exploring the Idea of Curriculum Materials Supporting Teacher Knowledge (Jihwa Noh and Ok-Ki Kang); (4) What Is the Price of Topaze? (Jarmila Novotna and Alena Hospesova); (5) Designing Unit for Teaching Proportion Based on Cultural-Historical Activity Theory: Process of Symbolizing through Collective Discourse (Minoru Ohtani); (6) Prototype Phenomena and Common Cognitive Paths in the Understanding of the Inclusion Relations between Quadrilaterals in Japan and Scotland (Masakazu Okazaki and Taro Fujita); (7) A Study of Gender Differences in Language Used by Parents and Children Working on Mathematical Tasks (Melfried Olson, Judith Olson, and Claire Okazaki); (8) Students' Motivation and Achievement and Teachers' Practices in the Classroom (Marilena Pantziara and George Philippou); (9) Using a Multiplicative Approach to Construct Decimal Structure (Irit Peled, Ruth Meron, and Shelly Rota); (10) If You Don't Listen to the Teacher, You Won't Know What to Do: Voices of Pasifika Learners (Pamela Perger); (11) Fostering Generalization in Connecting Registers of Dynamic Geometry and Euclidean Constructions (Norma Presmeg, Jeff Barrett, and Sharon McCrone); (12) Addressing the Issue of the Mathematical Knowledge of Secondary Mathematics Teachers (Jerome Proulx); (13) Abduction in Pattern Generalization (F. D. Rivera and Joanne Rossi Becker); (14) An Activity for Development of the Understanding of the Concept of Limit (Kyeong Hah Roh); (15) Early Access to Algebraic Ideas: The Role of Representations and of the Mathematics of Variation (Teresa Ceballos Rojano and Elvia Maximo Perrusquia); (16) The Role of Cognitive Conflict in Belief Changes (Katrin Rolka, Bettina Rosken, and Peter Liljedahl); (17) Factors Affecting Seventh Graders' Cognitive Perceptions of Patterns Involving Constructive and Deconstructive Generalizations (Joanne Rossi Becker and F. D. Rivera); (18) Mathematically Gifted Students' Spatial Visualization Ability of Solid Figures (HyunAh Ryu, YeongOk Chong, and SangHun Song); (19) Genetic Approach to Teaching Geometry (Ildar S. Safuanov); (20) On Primary Teachers' Assessment of Pupils' Written Work in Mathematics (H. Sakonidis and A. Klothou); (21) Qualities Co-Valued in Effective Mathematics Lessons in Australia: Preliminary Findings (Wee Tiong Seah); (22) Resolving Cognitive Conflict with Peers--Is There a Difference between Two and Four? (Hagit Sela and Orit Zaslavsky); (23) Explicit Linking in the Sequence of Consecutive Lessons in Mathematics Classrooms in Japan (Yoshinori Shimizu); (24) On the Teaching Situation of Conceptual Change: Epistemological Considerations of Irrational Numbers (Yusuke Shinno); (25) Posing Problems with Use the "What If Not?" Strategy in NIM Game (SangHun Song, JaeHoon Yim, EunJu Shin, and HyangHoon Lee); (26) Embodied, Symbolic and Formal Aspects of Basic Linear Algebra Concepts (Sepideh Stewart and Michael O. J. Thomas); (27) The Application of Dual Coding Theory in Multi-Representational Virtual Mathematics Environments (Jennifer M. Suh and Patricia S. Moyer-Packenham); (28) Interactions between Teaching Norms of Teacher's Professional Community and Learning Norms of Classroom Communities (Wen-Huan Tsai); (29) Analysis of a Learning Case: Jasmine (Zelha Tunc-Pekkan); (30) Elementary Teachers' Linguistic Inventions and Semantic Warrants for Mathematical Inferences (Janet G. Walter and Christine Johnson); (31) How Do Mentors Decide: Intervening in Practice Teachers' Teaching of Mathematics or Not (Chih-Yeuan Wang and Chien Chin); (32) Exploring an Understanding of Equals as Quantitative Sameness with 5 Year Old Students (Elizabeth Warren); (33) Classroom Teaching Experiment: Eliciting Creative Mathematical Thinking (Gaye Williams); and (34) Is a Visual Example in Geometry Always Helpful? (Iris Zodik and Orit Zaslavsky). (Individual papers contain references.) [For other volumes in the series, see ED499416, ED499417, and ED499419.]

This collection of papers for both the 1996 and 1997 Research and Scholarly Work Symposium includes: "Tip-of-the-Tongue Phenomenon in Older Adults" (Cheryl Anagnopoulos and Robert Johnson); "Beyond Being a Tool: Using Computer Technology in Secondary Schools to Create Meaning via Nonlinear Forms of Communication" (Mary-Ann Pomerleau); "Personal Values and Environmental Attitudes Effect on Pleasure Trip Preferences" (Claudia Jurowski and Gordon Walker) "Class Letters and the Pedagogy of Disclosure" (Roger Ochse); "Geographical Education: A Curriculum Analysis" (Roger P. Miller); "Using Hypercard to Create Classroom Management Case" (Roger Wolff and Perry Passaro); "Effects of an Explicit Reflective Writing Strategy on Students' Concept Development and Attitudes Toward Science" (Derrick R. Lavoie); "Sports in Australia: A Reflection of Culture" (Roger Miller); "2+2=5: Using Critical Thinking to Transform Individual Term Papers into Collaborative Research Projects" (Roger Ochse); "From Plato to Cyberspace: An Introductory Interdisciplinary Internet Course" (William J. Bogard); and "Middle Level Teacher Beliefs and Middle Level Reform" (Sandee Schamber). (All papers contain references.) (SM)

Through focusing on the genre of informational reports, two dilemmas of genre teaching are explored: (1) a teaching dilemma about how to help students achieve flexible writing competencies through a combination of immersion in text exemplars and instruction in text features; and (2) a curriculum dilemma about how to combine the goals of socialization and critique. The challenge of preparing students to have deep understanding, independent thinking, and critical judgment is hampered by the fact-based, non-evaluative form of information reports frequently required of students. Reports that are fact-based should be enriched by contextualized variations, and should be the beginning of flexible concepts and skills. The teaching strategy most likely to achieve flexible competencies is to give students a formulaic utterance that works for a particular communicative purpose and then to provide situational contexts that motivate appropriate modifications. The social history of the informational report indicates that this report form has a hidden curriculum and promotes a particular kind of knowledge. The kind of knowledge that counts is objective, universally recognized facts; there is no recognition of the specific audience of the report or any indication of evaluation. Both text forms and critical forms of reports should be taught, even with the youngest children. (Contains 22 references.) (JDD)

International comparisons of student achievement in mathematics and their attitudes towards, confidence with and anxiety to mathematics have a long history. Likewise, detailed international comparisons of teacher education programs have also been conducted. However, the relationship between the teacher education programs and teacher anxiety for teaching mathematics have not been investigated. This paper is part of a larger research project investigating the relationship between teacher education programs and mathematical anxiety of its pre-service teachers. It reports on the initial comparison of the teacher education programs for primary teachers from a university in Sweden, Germany, and Australia, specifically the mathematics education addressed in the programs. The paper concludes with an outline of the future research.

Professional learning for school mathematics leaders is a key aspect of the Victorian Government's strategy for improving mathematics for Victorian students. This is because middle leaders in schools play a vital role in designing and leading school improvement. As part of the Numeracy Suite, four online courses were designed in 2020 to support the professional learning of mathematics leaders. The courses were implemented and evaluated across 2020-2021. The evaluation showed that each online course was effective in meeting the professional learning needs of primary and secondary mathematics leaders.

This booklet brings together papers, reports, and associated material from the seminar on school library resource coordination and librarians' groups in New South Wales held at Summer Hill Public School in Sydney. The collection includes a general introduction to the scope and goals of the seminar; a list of seminar speakers; papers on cooperative activities among school libraries in the Western, North Shore, Manly-Warringah, and North Sydney areas of New South Wales; a brief paper on the Northern Interlibrary Cooperation Scheme (NICS); and a list of problems in library cooperation, along with a group of solutions to these problems suggested during seminar workshops. Also included are reports on resource coordination in the South Coast region, guidelines adopted for resource sharing in the Metropolitan Coast region, accounts of developments in school library cooperation in all 11 regions of New South Wales in 1980, a list of Australian School Commission grants available to facilitate library resource sharing projects in schools, lists of seminar participants and regional consultants for 1980, and a bibliography. The seven appendices include the NICS Constitution and an essay on school libraries and networking. (JL)

Thirteen essays discussing how teachers are trained to teach geography in various countries are presented. The papers are: "Teacher Education in Geography: The Comparative View" (W. E. Marsden); "The Training of Geography Teachers in the People's Republic of Bulgaria" (Paulina Vekilska and Dimitar Kantchev); "Note Sur la Formation des Maitres Enseignant la Geographie en France" (Jacques Bethemont; in French); "Geography and Teacher Training in Canada" (Dennis Milburn); "Educating Geography Teachers: The Experience of England and Wales" (Norman Graves); "Teacher Education in Geography: The New Zealand Model in the Eighties" (John MaCauley); "Teacher Education in Geography in the Republic of Ireland" (P. McGloin and J. Heywood); "Teacher Education for Australian Geography Teachers" (Rod Gerber); "Geography Teacher Education Programme in Nigerian Universities and Implications for Secondary School Geography" (Julie Okpala); "Geographical Teacher Education Models in West Berlin" (Joachim Barth); "Geography Teacher Education in West Germany with Special Reference to Rheinland-Pfalz" (Hans-Martin Closs); "Teacher Education in Geography in the United States" (Barbara Winston); and "The System of Preparing Students at the Pedagogical Institutes for Geography Teaching, USSR" (Lydia Pancheshnikova). (RM)

The paper reviews the history and considers future aspects of providing education to intellectually gifted children in Australia. The period of 1960-1975 is seen as one of limited interest in gifted education, while the years 1976-80 are classified as times of greater experimentation on a state by state basis. The third and current phase is considered in terms of its political and economic context. Conditions indicating the legitimation of special provisions for gifted students are listed (including implementation through all levels of schooling and open evaluation as a routine part of practice). Among change strategies cited are efforts to relax rigid school structures and joint advocacy with proponents of the disadvantaged, the less able, and other groups. Implications for federal and state education policy are addressed. (CL)

The proceedings of the 3-day Australian National Workshop on Distance Education, whose theme was "Coping with Curriculum," include 18 papers, 2 workshop reports, and appendices that list participants and state, territory, and New Zealand representatives. The 36 recommendations developed by the workshop groups include recommendations to state and commonwealth governments, and recommendations concerning interstate coordination and cooperation, curricula for distance education, teacher recruitment and development, human support systems, communications technology, and research and development. The section on developing curricula and learning materials in distance education contains two papers. "Producing Curriculum Materials in the State and Northern Territory Systems" includes five papers describing curriculum materials production in different areas. Two papers discuss the parents' viewpoint on distance education. Three papers on human support systems include discussions of teaching mothers and itinerant teachers. "Technological Delivery Systems" covers use of satellites, the telecom network, and other technology useful in distance education. Other papers discuss isolated children and revitalizing distance education. Themes of the two workshop summary reports are producing and using curriculum materials, and delivering curriculum materials. (MH)

This book contains papers presented at a conference on educational promise, performance, and expectations. Papers included in this volume are: (1) "Education in Australia: We Get What We Deserve" (S. Ball); (2) "The Size and Scale: What is Expected" (J. G. Owen); (3) "The Search for Educational Quality and Equality: A U. S. View" (A. Harry Passow); (4) "Community Expectations and the Secondary School Years" (C. W. Collins); (5) "Grading Schools--What Do We Expect and How Do They Rate" (N. Baumgart and C. Power); (6) "Giving an Account: Critics and Questioners" (J. G. Owen); (7) "Getting on with It: Classroom Disruption in the Primary Grades" (P. O'Brien); (8) "Pupils' and Teachers' Expectations for the Achievement of Year 4 Children" (J. Belme); (9) "Relationships between Family Characteristics and Primary School Related Outcomes" (A. Clark and P. O'Brien); (10) "Applications of Need-Press Theory in the Study of Australian Educational Environments" (J. M. Genn); (11) "Teaching and Learning in Higher Education--Promise and Performance" (J. Lublin); (12) "Educational Expectations--Today and Tomorrow: Common Curriculum and Individual Differences" (A. Harry Passow); (13) "The Physical Environment for Teaching and Learning" (C. J. McGuirk); (14) "All-Round Education: The Need for Personal Convictions" (M. F. Cusi); (15) "Challenge of the Eighties: Bringing Information Technology to People" (F. Barr-David); (16) "Communication and Expectations: The President's Address" (E. G. Eden); (17) "Expectations of Research in Colleges of Advanced Education" (J. G. Sekhon); and (18) "Making a Political Issue of Tertiary Education" (G. W. Jackson). (CJB)

This publication presents papers prepared for the National Conference on School-based Decision-making in Sydney, Australia. Papers were prepared by both government and nongovernment school systems in each state and territory of Australia. The aim of this publication is to help school administrators, teachers, school boards, and others involved in school-based decision-making to gain insight into new approaches being adopted in Australian schools. In most cases, the papers deal with the same topics and are organized in the same way so that readers can compare different ideas on the same topics. Topics most frequently discussed include general policy considerations, who should make decisions, decision-making structures, and decision-making regarding areas of curriculum, student assessment, professional staff, ancillary staff, specialist staff, school buildings, school supplies, and finance. (Author/JM)

The introduction, "Education and Local Development," provides a theme of rural education and development, with emphasis on widening the limits of programs and facilities to serve all age groups. International perspectives on rural education are infused into the 20 selected papers through the participation of several authorities from abroad. Four broad topics, with papers arranged from most general to specific are as follows: (1) "The Rural Situation in General" contains three papers that address quality, opportunity, and survival; (2) "The Community Situation" provides five papers dealing with community involvement, service centers, responsibilities, reorganisation and declining enrollments; (3) "The Financial Situation" offers four papers which provide a commonwealth perspective, a state perspective, and economic aspects or effectiveness; (4) "The In-School Situation" contains seven papers covering curriculum and staffing, pre-service teacher training, syllabus design, parental reaction, services and handicapped services. Conclusions provide suggestions for future efforts, emphasizing that they will need to be tractable and commensurate with specific needs of rural populations. Appendices provide the conference program and a description of the National Centre for Research on Rural Education. (AH)

The document presents findings and discussion from a 1981 Australian workshop on language curriculum development for hearing impaired students. The first 11 papers, unattributed, address the following issues regarding development of a language curriculum: content, principles, levels of language, techniques and materials, features of conversational approaches in language programing, features of task-oriented approaches, and features of specific teaching approaches (especially at the syntactic level and emphasizing the Tate Oral English program. Test of Syntactic Abilities, and the Discourse Analysis Approach). Information on evaluation includes papers on evaluating instructional materials as well as student competence. Four author-contributed papers conclude the volume:"Developing Language in Young Disabled Children" (D. Power and G. Elias); *Issues Raised by Some Recent Research for the Teaching of Language to Hearing-Impaired Pupils" (A. Hollingshead); "Functional-Notional Approaches to Language Programming for Hearing-Impaired Pupils" (T. Hodgens); and "Comments on the Tate Oral English Program" (D. Power and G. Elias). (CL)

Diverse themes from the annual conference of the Australian Science Education Research Association are addressed in this volume. New topic concerns as well as concerns that have been cited in previous issues are identified. Papers focus on issues including: (1) science and technology; (2) classroom practices and processes; (3) international research; (4) professional development; (5) student attitudes; (6) scientific literacy; (7) student misconceptions; (8) student achievement; and (9) textbooks. Research notes, the addresses of authors, and guidelines for the submission of papers are provided. (KR)

The following papers, panel discussion, summaries, and comments are included in this conference proceedings document: "Education: The Essential Partnership" (Ramsey); "Australia's Involvement in Education in the Pacific: Partnership or Patronage?" (Baba); "Report by the Rapporteur to the Final Plenary Session" (Kimberley); "Adult Environmental Learning" (Chambers); "Londua Training School" (Vuti); "Idealism amongst New Secondary Teachers in Papua New Guinea" (Palmer); "Pacific Island Peoples" (Pamatatau); "The Treaty of Waitangi as a Basis for Maori/Non-Maori Partnerships in Education" (MacKenzie); "New Zealand Students Share in Life of Pacific Island Communities" (Latham); "The West Heidenlberg Early Literacy Project" (Sloane, Toomey); "Training Student Teachers to Work with Parents and the Community" (Muller, Middleton); "Community Involvement in Schooling: Meeting the Technological Challenge" (Moon); "New Technology in Education" (O'Malley, Hackwood); "Assault on Salt through Community Action" (Wells); "Entrepreneurial Activity in Higher Education" (Jeans, Hart, Forth); "Partnerships between Higher Education and Continuing Professional Education" (Brennan); "A Revolution in the Faculty: Industry University Initiatives" (McDonald); "Ageing and Growing Old: An Exploration of Children's Attitudes" (Battersby); "Education and Ageing: Recommendations from a New Zealand Inquiry" (Battersby); "The University of the Third Age: Playpen for the Oldies or New Community Force?" (Claydon); "Universities of the Third Age: An Exercise in Partnership" (Picton); "The Uxbridge Experience" (Bonnell); "A Second Bite of the Apple" (Wilkinson, Kaplan); "Creative Learning" (Brearley); "Philosophical Implications in Program Costing for Community Centres" (Evans); "Improving Participation Rates of Disadvantaged Young People in Education" (Sheen); "How to Succeed in Health Education" (Collins); "Victorian School of Languages and Ethnic Communities 1935-1988" (Abuiso, Kleinhenz); and "Doing It with Teachers and National Mutual" (Guest). Summaries of discussion groups, special interest groups, and the plenary session are included. (KC)