Tony Fetherston

Computer & network infrastructure design, installation, maintenance and management - a proposed new competency based curriculum

All Interii%tranet commercial and industrial iippliccm”ons need a stable and secure computer and nehvork in

The derivation of a learning approach based on personal construct psychology

wstructure. l%is infrastructure is typicaliJ a large, heterogeneouspopul~”on of networkedPCS that need to be managed by a specialist support group. Market analysis clearly indicates that these specialists n-eed a pori

Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds

olioof skills and knowledgenot suppliedby tradition accreditedcomputerscience courses. Although Edith Cowan University (ECU) was recerdi’ygranted level 1 re-accreditati”onof its Computer Science Degree by the Australian Computer SocieQ it was clear that, on completionof their studies, their graduatescould not desig% install, maintain or manage a netwur?xdpoputi”on of P(Ys to a professional st&rd with due regard to safe~, both to themselves and the equipment. Further, it was noted that the current degree provides fm options to study Health & Safe~, Law and Technology, Finance or Human Resource Management issues thut a graduate must address in prepar~-on for a professional career in computer and network management. hdic~”ons are that this is also the case within other universitiesin Australia and the UK l%is paper proposes a new competency based curricuhu%referenced10interndonal practices and am-cdated to non-university educ~”onal programs, to meet marketneed Thispaper also presezts resultsfiom the implement~-onof part

Personal construct psychology as a constructivist approach to learning

Abstract This paper begins by making a case for using personal construct psychology as a basis for a practical, constructivist approach to the learning of science. This is followed by the derivation of the approach through the generation of seven propositions from the psychology. The practical approach capable of implementation in a science classroom is then described and the links between the practical approach and the psychology are made clear so that the approach can be seen to be grounded in the psychology. The paper concludes with a summary of the results of the classroom implementation of the approach.

Pedagogical Challenges for the World Wide Web

Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and childrens literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran for 18 weeks over three terms in low socio-economic status (SES) schools. Two intervention models incorporating explicit instruction components were compared with existing classroom practice. Teaching a greater number of word meanings more briefly was contrasted with teaching fewer words in greater depth. Pre- and post-instruction vocabulary knowledge was assessed using curriculum-based assessments. Both explicit approaches were more effective in improving word learning than a traditional constructivist approach. Increased intensity of instruction resulted in better learning for individual words. There was no discernible carryover to scores on standardised vocabulary tests.

Why Western Australian Secondary Teachers Resign

This paper proposes that Kellys Personal Construct Psychology deserves examination as a constructivist basis for science teaching and learning. It argues that because of the explicit nature of the psychology, the clear definition of learning and meaning and the integration of affective, psychomotor and cognitive dimensions of learning, the psychology has much to offer science education.