The resource guides teachers on practical ways of coping with children who have particular difficulties in learning. The Guide can be used as a study book on its own or as a guide
for groups of teachers studying together. It should help teachers who already have children with ‘special needs’ in their classes. It will also assist teachers who have limited experience of such children but who want to learn more.
Equity in face-to-face course or classroom environments has been addressed extensively over the past 30 years. However, on-line professional development is a newly burgeoning phenomenon; equity within this context remains only vaguely defined. This document is an attempt to determine the components of on-line professional development that have equity implications. The components identified stem from literature on equity, the literature on e-learning, and the experience of expert practitioners in both fields.
Teachers will need to learn how to teach Aboriginal children as part of their training before they can register to work in public and private schools under national plans to lift the standard of indigenous education.
This paper describes the use of distance education and Information and Communication Technologies (ICT) to increase rural teachers’ learning opportunities in rural China and as a means for policy-makers and planners to support teachers’ professional development in ways than empower teachers.
This paper reports on the findings of a Tasmanian study for the (former) Department of Education, Science and Training (DEST). Its purpose was to provide specific support to increase teachers’ capacity to enhance the literacy and numeracy development of students with learning difficulties in the early and middle years of schooling.
