Booker, Di, Ed. (1999). Concept, Challenge, Conundrum: From Library Skills to Information Literacy. Proceedings of the National Information Literacy Conference Conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Special Interest Group (4th, Adelaide, Australia, December 3-5, 1999). These proceedings from the fourth National Information Literacy Conference (Decemeber 1999) include the keynote addresses and the papers presented in workshop sessions throughout the conference. Acknowledgements by Irene Doskatsch, conference convener, that precedes the introductory piece by Alan Bundy, "Journey Without End…" is followed by these papers: "Information Literacy and the Foundations for Lifelong Learning" (Denis Ralph); Keynote Address: "What All Librarians Can Learn from Teacher Librarians: Information Literacy a Key Connector for Libraries" (Ken Haycock); Keynote Address: Information Literacy: Concept, Conundrum, and Challenge (Ross Todd); "Teaching Information Literacy Skills to Indigenous Adults" (Joanne Anderson); "The Role of the Library in an Integrated Computer and Information Literacy Program at Swinburne University of Technology" (Julie Badger); "Why Won't They Use Our Library? Implications of a Pilot… [PDF]

(1998). Proceedings of the International Best of Both Worlds Conference (Pretoria, South Africa, March 1998). This document contains the proceedings of the International Best of Both Worlds Conference presented by the University of South Africa, Vista University, and the South African College of Education. Papers include: (1) "A Strategy for the Implementation of Environmental Education in the Intermediate and Secondary School Phases in South Africa" (Bornman, G.M.); (2) "Environmental Education and Education for Survival" (Carlson, Ulaf; Mkandla, Strike); (3) "Major Constraints in the Development of an Instrument To Assess the Three Levels of Environmental Literacy of Teachers" (Chacko, C.C.); (4) "Exploring Common Grounds for Environmental Education in the U.S. and Pakistan To Make Recommendations for Negotiating Barriers in Pakistan: A Comparative Study" (Daudi, Sabiha S.); (5)"E.A.S.Y. Programme (Environmental Award System for Youth)" (De Bruin, Dee; Barnes, Barry; Barrowman, Cherie; Gajathar, Radika); (6) "University Environmental… [PDF]

Abidinsyah, A.; Fauzi, Ahmad; Husamah, H.; Ramdiah, Siti; Royani, Muhammad (2020). South Kalimantan Local Wisdom-Based Biology Learning Model. European Journal of Educational Research, v9 n2 p639-653. The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan's Model. This development has produced learning models (lesson plans, student's worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN… [PDF]

Johnson, Ethan (2021). Understanding the Afro-Ecuadorian Educational Experience: Anti-Blackness, Schooling, and the Nation. Peabody Journal of Education, v96 n2 p135-149. The present moment represents a high point in the efforts of Afro-Ecuadorians to challenge their systematic exclusion from mainstream institutions and resources. This article examines anti-blackness in and outside of schooling in Ecuador. In the first section, I show that anti-blackness is a fact in Ecuador. Since the colonial era, Black people in the region known today as Ecuador have been located at the bottom of the social hierarchy, although recently there has been formal recognition of their humanity and citizenship within the nation. In the second section, I demonstrate that schooling attempts to compel students to deny their blackness as a requirement of becoming a member of the nation. Additionally, I show that pedagogical practices limit students' opportunities to develop the skills they need to challenge and/or transform the racial hierarchy shaping their lives. In the third section, I examine how teachers make sense of racial inequality and discrimination and show that… [Direct]

Anna Hogan; Bob Lingard; Skye Playsted; Sue Creagh; Tae-Hee Choi (2023). Commercialisation in Australian Public Education and Its Implications for the Delivery of English as an Additional Language/Dialect: An EAL/D Teacher Perspective. TESOL in Context, v32 n1 p131-159. Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/ Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English… [PDF]

Lanceros-Mendez, Senentxu; Neves, Lu√≠sa; Oliveira, Joana (2021). Kit "Energy, Environment and Sustainability": An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau. Education Sciences, v11 Article 787. Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named "Energy, Environment and Sustainability" (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge… [PDF]

Chan, Selena, Ed.; Huntington, Nicholas, Ed. (2022). Reshaping Vocational Education and Training in Aotearoa New Zealand. Professional and Practice-Based Learning. Volume 34. Professional and Practice-based Learning This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Maori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all. It details the origins, purposes and evolution of vocational organisations, initiatives supporting Maori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional… [Direct]

Wendy Brooks (2022). Regional Conservatoriums Responding to Socio-Educational Disadvantage in Regional, Rural and Remote Schools. Australian Journal of Music Education, v54 n2 p15-28. This paper outlines the socio-educational contexts within which NSW regional conservatoriums operate, thereby demonstrating the breadth of their operations, as well as their existing relationships with, and activity in, rural, regional and remote (RRR) schools. The paper elucidates the socio-educational disadvantage of the schools within which conservatoriums work through an analysis of the Index of Community Social and Educational Advantage (ICSEA) of these schools. Further, the expanse of the areas of the state receiving regional conservatorium programs is highlighted, and the cost of delivering to these distances is noted. The paper aligns regional conservatorium programs and activities with the focus areas and recommendations of three recent state and national government reports/strategies around RRR Education. In so doing, the capacity and potential of regional conservatoriums to contribute to the recommendations contained within these documents is demonstrated. The paper… [PDF]

Adams, Leah D.; Tang, Fengling (2010). "I Have F-rien-d Now": How Play Helped Two Minority Children Transition into an English Nursery School. Diaspora, Indigenous, and Minority Education, v4 n2 p118-130. Nursery schools in the United Kingdom have increasingly diverse populations, in part, because of newly arrived migrants from within and outside of the European Union. This article aims to explore the role of play in helping newly arrived children with minority ethic backgrounds to gain positive learning experiences in a nursery school setting in England. Observations of 2 children with Asian ethnicity were made over a period of 9 months; in addition, conversations took place with the children's parents. In the nursery school setting, play provided the children with a way for them to fit in and find personal space, make friends, and maintain friendships. The children increased their confidence in speaking English and improved their communication skills while they engaged in play. In addition, activities with playful elements helped the participants and their peers learn more about diverse cultures. The findings further confirm the value of play for young children generally held by… [Direct]

Ebbeck, Marjory; Lee, Lai Wan Maria; Yim, Hoi Yin Bonnie (2010). Belonging, Being, and Becoming: Challenges for Children in Transition. Diaspora, Indigenous, and Minority Education, v4 n2 p103-117. This article presents some findings of a small-scale research study carried out in 1 kindergarten in Hong Kong. The study looked at the problems associated with the transition of families from one culture (mainland China) to a new culture (Hong Kong), concentrating on the children's development of a sense of belonging in Hong Kong. Specific issues that children may face were identified. The study also suggests some strategies for early childhood teachers to use when implementing a play-based curriculum that gives immigrant children opportunities to express their emotions through play. The study found that a sense of belonging can be enhanced if teachers understand the difficulties inherent in cultural transition and respond accordingly. (Contains 2 tables.)… [Direct]

Trawick-Smith, Jeffrey (2010). Can Classroom Play Ease the Transition to a New Culture? Applying Research on Young Children from Puerto Rico. Diaspora, Indigenous, and Minority Education, v4 n2 p92-102. It is generally accepted in the fields of both education and psychology that play can help young children cope with troubling circumstances in their lives. It would be logical to assume that play activities may be ideal for assisting children whose families have immigrated to the United States in adjusting to the puzzling, and even frightening, experiences of a new classroom within an unfamiliar culture. However, the types of play encouraged in U.S. classrooms may not always match the needs of children from other cultures. This article proposes a way of observing and assessing children's play that can guide teachers in providing activities that have cultural meaning for all students. The results of a study conducted in Puerto Rico are used to illustrate the importance of adopting a more inclusive view of play in the classroom. (Contains 1 table.)… [Direct]

Kirova, Anna (2010). Children's Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children. Diaspora, Indigenous, and Minority Education, v4 n2 p74-91. This article focuses on the role of play as a cultural activity in refugee children's transition from home to preschool. The \culture-free\ view of play as a means for development of a \universal\ child was challenged and an alternative view presented of play as a culturally leading activity in the development of a culturally situated child based on the work of Vygotsky and Leont'ev. That view framed a community-initiated project that aimed at providing learning opportunities in both children's home languages (first language [L1]) and English (second language), so a smooth transition from home to school cultures is provided for the children. The program was unique in that 4 languages were spoken in the classroom (i.e., Kurdish, Somali, Sudanese Arabic, and English) by both the children and the L1 facilitators chosen by their respective ethnocultural communities. The pilot study that used the Participatory Action and Learning methodology demonstrated that the intercultural approach to… [Direct]

Earick, Mary E. (2010). The Power of Play and Language on Early Childhood Racial Identity in Three U.S. Schools. Diaspora, Indigenous, and Minority Education, v4 n2 p131-145. This article includes 3 transformative action research case studies conducted in 3 geographically diverse locations–the Northeast, Southwest, and Southeast United States–with children between the ages of 4 and 7. The case studies that are the focus of this article were selected from studies collected between 1997 and 2007. The outcomes of each clearly identify issues signifying a relation among race, play, and language in both student-to-student and teacher-to-student discourse. Discussion includes how critical incident logs and language events transform White teacher identities and support self-reflection. The relations that exist among theory, practice, and academic achievement in the field of racial identity development are discussed, as is the role that play-based curriculum models can have on identity consistency in early childhood classrooms. (Contains 3 tables, 1 figure, and 2 footnotes.)… [Direct]

Chan, Elaine; Schlein, Candace (2010). Supporting Muslim Students in Secular Public Schools. Diaspora, Indigenous, and Minority Education, v4 n4 p253-267. This article discusses the findings of a study examining the challenges and opportunities of supporting Muslim students in secular public schools. Education is explored as a multifaceted interplay between home and family life, community resources, school programs and policies, and classroom lessons to investigate the curricular experiences of Muslim students in North America. In particular, this study focuses on data gathered through interviews, informal conversations, and participant observations to draw a narrative case study of a female, Bangladeshi, Muslim student attending a comprehensive elementary and middle school. The study explores tensions and growth among this Muslim student, her parent, and members of her school community as she balances affiliation to family beliefs and practices, her ethnic community, her Muslim community within the diaspora, and her school community. (Contains 2 footnotes.)… [Direct]

Schmidt, Clea (2010). Systemic Discrimination as a Barrier for Immigrant Teachers. Diaspora, Indigenous, and Minority Education, v4 n4 p235-252. Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination that presents a major obstacle to immigrant teachers' inclusion in kindergarten through Grade-12 education systems. Findings suggest the need for systemic advocacy to challenge the myriad ways in which immigrant teachers' differences are constructed as deficiencies in schools and faculties of education. (Contains 2 tables and 3 footnotes.)… [Direct]

Rolon-Dow, Rosalie (2010). Taking a Diasporic Stance: Puerto Rican Mothers Educating Children in a Racially Integrated Neighborhood. Diaspora, Indigenous, and Minority Education, v4 n4 p268-284. This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic mobility. The analysis demonstrates how diaspora stances are produced by the women as they foster Puerto Rican cultural practices and identities with their children and as they negotiate the schooling experiences of their children. (Contains 13 footnotes.)… [Direct]

Goulah, Jason (2010). Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework. Diaspora, Indigenous, and Minority Education, v4 n3 p192-207. Environmental refugees are increasing worldwide. Consequently, a theoretical framework is necessary for conceptualizing them in education. This article breaks new ground by providing such a framework in education, in general, and bilingual-bicultural education, in particular. The framework is grounded in O'Sullivan's (1999, 2002) transformative learning theory and Goulah's (e.g., 2006, 2007a, 2007b, 2008, 2009a, 2009b, in press) applications of it to language education, and it conceptualizes environmental refugees' sociocultural and sociopolitical experiences with a focus on maintaining their native languages and cultural practices and empowering them in their relocated areas. This article also presents the cultivation of \planetary spatial literacies\ as an example in praxis of the proposed transformative bilingual-bicultural approach based on the framework. This approach is offered not only as a means of maintaining environmental refugees' native languages and cultural practices,… [Direct]

Bodomo, Adams (2010). Documentation and Revitalization of the Zhuang Language and Culture of Southwestern China through Linguistic Fieldwork. Diaspora, Indigenous, and Minority Education, v4 n3 p179-191. This article outlines innovative strategies, methods, and techniques for the documentation and revitalization of "Zhuang" language and culture through linguistic fieldwork. Zhuang, a Tai-Kadai language spoken mainly in the rural areas of the Guangxi Zhuang Autonomous Region of southwestern China, is the largest minority language in China, with about 20 million speakers. Although Zhuang is not in danger of dying out in the foreseeable future, it is indeed an endangered language, given that language shift is occurring in which more and more Zhuang children, especially those born in the cities, are picking up "Putonghua," rather than Zhuang, as their most proficient language. Efforts, such as reported in this article, must be made to document and revitalize the language. (Contains 1 footnote.)… [Direct]

Kopeliovich, Shulamit (2010). Family Language Policy: A Case Study of a Russian-Hebrew Bilingual Family–Toward a Theoretical Framework. Diaspora, Indigenous, and Minority Education, v4 n3 p162-178. This article presents an in-depth, small-scale qualitative study of a Hebrew-Russian bilingual family with 8 children, and compares the parents' perspective on the family language policy with their children's evaluation of it. Spolsky's (2004, 2009) model of language policy enables tracing the development of the parents' language "ideology" and "management," and unveils discrepancies between the parents' conscious efforts to transmit the heritage language and the actual language "practice" in the family. The study also refers to a structural contact-linguistic analysis (Myers-Scotton, 2002) of the child-parent bilingual discourse and its implications for family language policy. In the practical aspect, the results of the case study may be instructive to minority parents committed to maintenance of a heritage language in their families. (Contains 2 footnotes.)… [Direct]

Pollard, Vikki; Tsolidis, Georgina (2010). Home Space: Youth Identification in the Greek Diaspora. Diaspora, Indigenous, and Minority Education, v4 n3 p147-161. This article draws on a larger study on schooling and diaspora using the case of the Greek community of Melbourne, Australia to examine processes of identification of young people with access to minority cultures. The Melbourne Greek community is long-standing, diverse, and well-established. Because of this, the young people involved in this study provide insights into cultural processes not related in any direct sense to migration. In most cases, it was their grandparents or great-grandparents who migrated. Many have 1 parent with no ancestral link to Greece. In this context, the motivations for and ways of expressing Greekness have the potential to illustrate identification as ambivalent. This article explores the centrality of "home" in these young people's representations of self. Following de Certeau, the argument is made that their everyday experience can be interpreted as an act of "anti-discipline." As "users" of the Greekness, they are… [Direct]

Cruickshank, Ken; Tsung, Linda; Zhang, Qunying (2010). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong. Diaspora, Indigenous, and Minority Education, v4 n1 p17-32. This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools "designated" for minority background students. Data are drawn from student language proficiency testing and teacher interviews. The study found low proficiency in Chinese due, in part, to teaching methodologies based on approaches to learning Chinese as a first language. There was evidence of inadequate teacher preparation, inappropriate curriculum, structural issues, and a cycle of low student motivation and performance. The study concludes that educational outcomes for these students will not improve without a seismic shift in policy thinking and improvement of educational provision for minority… [Direct]

Chen, Yangbin (2010). Boarding School for Uyghur Students: Speaking Uyghur as a Bonding Social Capital. Diaspora, Indigenous, and Minority Education, v4 n1 p4-16. One of the most controversial policies in minority education concerns the so-called inland ethnic minority schools or classes in Han-inhabited areas in China. From 2000 onward, the boarding Xinjiang Classes have been established in the eastern cities of China for high school students from the Xinjiang Uyghur Autonomous Region to educate young Uyghur and other ethnic minority students through the national curricula. Guided by the theoretical framework of social capital analysis, this article examines Uyghur students' experience of speaking ethnic language after classes in the Xinjiang Classes in response to the "Hanyu" (Chinese language) education in the school. The study finds that the Uyghur students are capable of creating "bonding social capital" by practicing ethnic norms and sanctions, which draws an ethnic boundary and demonstrates resistance to the school goal of ethnic integration. (Contains 3 tables.)… [Direct]

Finifrock, Jacob E. (2010). English as a Third Language in Rural China: Lessons from the Zaidang Kam-Mandarin Bilingual Education Project. Diaspora, Indigenous, and Minority Education, v4 n1 p33-46. This article explores the findings of a study that compared 2 groups of 5th-grade first-language Kam-Dong minority students as they learned English as a third language (L3) in the remote mountain village of Zaidang, in Rongjiang county, Guizhou Province, P.R. China. One group had previously been taught using Mandarin only (MO), whereas the other had received additive bilingual intervention in Kam-Dong and Mandarin. Pretests, posttests, t tests, and observational data suggest that students in the bilingual group performed better in English on written, oral, and listening measures than those who had MO instruction. These findings seem to indicate that participation in a well-designed bilingual education (BE) program can have a positive impact on learning a L3. The article gives an outline of the Kam-Mandarin BE project, with special emphasis on the English instruction facet. The teaching methodology and testing components used in the research are explained, and results and findings are… [Direct]

Guo, Shibao; Zhang, Jijiao (2010). Language, Work, and Learning: Exploring the Urban Experience of Ethnic Migrant Workers in China. Diaspora, Indigenous, and Minority Education, v4 n1 p47-63. This study, involving a questionnaire and personal interviews with participants from more than 10 ethnic minority groups, explores the work and learning experiences of ethnic migrant workers in China's Beijing and Shenzhen. The study reveals that China's ethnic migrant workers face multifaceted barriers in their adaptation to urban life. They worked for long hours with low pay. They experienced homesickness and isolation as a result of migration and being away from families and friends. In addition, they encountered language and cultural difficulties. To secure better jobs, ethnic minority workers are pressured to learn "Putonghua" and English. As a result, many of them have experienced loss of their first language, ethnic culture, and identity. The findings of the study raise important questions about the impact of globalization on our society and the weakening role of the state in a market economy. China is everywhere these days. Powered by the world's most rapidly… [Direct]

Carissa B. Serratos; Hanna S. Lim; Ja'Toria S. Palmer; Jaylin M. Soto; Karina Mojica; Lisa N. Aguilar; Maria D. L. Ruiz-Montoya (2024). Surviving and Thriving in School Psychology through Community Building and Storytelling: A Collaborative Autoethnography. School Psychology International, v45 n3 p280-318. As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field…. [Direct]

Hartness, Ann, Ed. (1992). Biblionoticias. Numbers 35-67, 1986-1992. Biblionoticias, n35-67 1986-1992. "Biblionoticias" is a series of brief bibliographies, usually less than 5 pages each, on Latin American topics. The bibliographies describe materials in English, Spanish, and Portuguese held by the Benson Latin American Collection of the University of Texas at Austin. Selected topics are periodically updated. The titles of numbers 35-67 are: (1) "Mexican American Holidays and Festivities" (Gilda Baeza and Margo Gutierrez); (2) "Brazilian Novels in English Translation" (Jane Garner); (3) "Cultural Journals" (Sonia Merubia); (4) "Contemporary Mexican American Ideas and Issues: Periodical Sources" (Gilda Baeza and Margo Gutierrez); (5) "Latin American Cinema" (Laura Gutierrez-Witt); (6) "Latin America and External Debt" (Ann Hartness); (7) "Public Health in Latin America" (Donald Gibbs); (8) "Latin American, Caribbean, and Mexican American Current Affairs: Access to Sources of Information" (Jane… [PDF]

(1922). High-School Buildings and Grounds. Bulletin, 1922, No. 23. Bureau of Education, Department of the Interior The success of any high school depends largely upon the planning of its building. The wise planning of a high-school building requires familiarity with school needs and processes, knowledge of the best approved methods of safety, lighting, sanitation, and ventilation, and ability to solve the educational, structural, and architectural problems presented by the particular building. Moreover, to secure modern facilities without undue expense, the architect must be a master of methods of space economy; and to provide for future changes and enlargements he must understand methods of securing elasticity in the plan. The development of successful secondary school plants, whether for senior, junior, or four-year comprehensive high schools, must be governed first and foremost by adaptation to local needs and educational policies. School plants, like school curriculums, are indigenous and cannot be successfully transplanted. A successful school plant in one community may prove an educational… [PDF]

Averill, Robin; Glasgow, Ali; Rimoni, Fuapepe (2021). Service: A Deeply Meaningful Value Vital for Pacific Learners. set: Research Information for Teachers, n1 p12-19. Service is a fundamental value for the teaching of Pacific-heritage learners. This article describes educators' perspectives of the value of service, one of the values foundational to Tapasa. Findings from interviews, talanoa, and teaching observations show that service is demonstrated and nurtured differently by Pacific and non-Pacific educators, and therefore is experienced differently by Pacific-heritage learners, depending on who is teaching them. Ensuring service is strongly embedded in teaching involves demonstrating deep care for learners and holding high expectations while providing strong support…. [Direct]

Gibson, Sarah-Jane (2021). Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno Artistic Mentors. Music Education Research, v23 n2 p151-166. Turino's ([2008]. "Music as Social Life: The Politics of Participation." Chicago: University of Chicago Press.) distinctions between live and recorded fields can act as an effective framework for furthering academic understandings of how music teaching and learning has been impacted by the shift to online musical practice due to COVID-19 pandemic restrictions. This study investigates the effect this has had on Ethno World, JM-International's programme for folk, world and traditional music. They support youth folk music gatherings in over 23 countries and responded to the restrictions by devising 'The Hope sessions', online tune learning workshops, and the 'Exchange sessions', online folk music collaborations. This research is a hybrid ethnographic investigation of these two programmes. Hybrid ethnography is situated in a digital and physical environment (Przbylski, [2021]. "Hybrid Ethnography: Online, Offline and In Between." SAGE Publications.). Data was gathered… [Direct]

Dorovolomo, Jeremy; Fito'o, Billy; Rafiq, Loriza Zinnie; Rodie, Patricia (2021). COVID-19 and Online Learning Experiences of Solomon Islands Students at the University of the South Pacific. Waikato Journal of Education, v26 spec iss p89-102. This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the "tokstori" to collect data from 16 Solomon Islands students of the University of the South Pacific's (USP) Suva and Honiara campuses. It is framed and analysed data using Khan's eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to… [PDF]