Overview

The new millennium challenges us all with increased access to knowledge, technological reconfigurations, changing patters of interaction between and among individuals and other non-human 'actors', and encourages learners to be independent and productive lifelong learners. Thus, what types of learning will prepare learners with diverse needs to not only survive but also thrive in such an ever-changing environment and what types of settings are appropriate for such learnings?

The papers in this edited collection explore the realities of a knowledge society and the implications for learning in it. They challenge traditional practice and structures, relate to high-level policy documents, create solutions to define problems, and enhance clients' learning.

Proudly published by Post Pressed

Table of Contents

Acknowledgements
Foreword

• The challenge: Improving core literacy outcomes in education Queensland schools
  Susan Galletly
• Meeting commitments for a sustainable future: Environmental education in pre-service teacher education
  Amy Cutter-Mackenzie and Daniella Tilbury
• The Terrarium Unit: A challenge to teachers' concepts of what is science teaching
  Reyna Zipf and Allan Harrison
• Dilemmas facing primary school teachers of science as they implement a new outcomes-based curriculum
  Jan Bulman and Allan Harrison
• Teachers' interpersonal behaviour influences on examination results
  Dr Rowena Scott
• 9/11: Getting real in teacher education
  Cecily Knight
• Affirming nursing identity through curriculum change
  Leone Hinton
• Creating and maintaining an environment of innovation and ongoing change and development within the modern conservatorium
  Greg Whateley and Ian Bofinger
• The virtual conservatorium: A new emerging option for conservatoria
  Ian Bofinger and Greg Whateley
• A brief analysis of research to identify intellectual capital
  Stephen Townsend

Contributors' Notes