Table of Contents

Table of Contents

Preface pp.ix-xviii

Contributor Bios pp.489-496

1. Introduction: Developments in Pedagogy
(Robyn M. Gillies, The University of Queensland, Brisbane, Australia)
pp.1-8
Section 1: Virtual and Blended Learning pp.9-10

2. Blending Real Experiences with Virtual Worlds
(John Hedberg, Macquarie University, Australia)pp.11-26

3. Applying a Hybrid Learning Model to Enhance Collaborative Blended Learning Experiences
(Mun Fie Tsoi, National Institute of Education, Nanyang Technological University, Singapore)pp.27-46

4. Virtual Communities and Narrative Pedagogy: A 21st Century Learning Strategy
(Mike Walsh, University of Cumbria, UK)pp.47-64

5. Group Composing with Computers in the Music Classroom: A Reconsideration of Designs for Learning in Order to Realize the Potential of Recent Technologies
(Nick Breeze, Bath Spa University, UK)pp.65-84

6. “Informed Eclecticism” in a Capacity Building Project between South Africa and Namibia: The SANTED Virtual Classroom Project
(Hannah Thinyane, Rhodes University, South Africa)
pp.85-102
Section 2: Classroom-Based Talk pp.103-104

7. Facilitating Classroom Argumentation with Computer Technology
(Christa S.C. Asterhan, Hebrew University of Jerusalem, Israel)pp.105-130

8. Promoting Reasoning, Problem-Solving and Argumentation during Small Group Discussions
(Robyn M. Gillies, The University of Queensland, Brisbane, Australia
pp.131-150
9. Measuring Scaffolding in Teacher – Small-Group Interactions
(Janneke van de Pol, Monique Volman, Ed Elbers, and Jos Beishuizen, University of Amsterdam, the Netherlands, and others)pp.151-188

Section 3: Literacy pp.189-190

10. Education for Citizenship: Introducing Critical Literacy in the EFL Classroom
(Andréa Machado de Almeida Mattos, Federal University of Minas Gerais, Brazil)pp.191-212

11. Hybridized Writing for Scientific Literacy: Pedagogy and Evidence
(Stephen M. Ritchie and Louisa Tomas, Queensland University of Technology, Australia, James Cook University, Australia)pp.213-226

12. Pedagogical Practices for the Development and Improvement of Reading
(Christina E. van Kraayenoord, School of Education, The University of Queensland, Brisbane, Australia)pp.227-242

Section 4: Learning Processes pp.243-244

13. Inquiry Requires Self-Directed Learning, but do Primary Students Learn from Teaching about Self-Directed Learning?
(Penny Van Deur, Flinders University, Australia)pp.245-270

14. Team-Based Learning: Pedagogy for the 21st Century-Effective, Efficient and Economical
(Nagaswami S. Vasan and David O. DeFouw, New Jersey Medical School, Newark, USA)pp.271-296

15. Role Perception, Function Perception (Formal and Organizational Citizenship Behavior) of Mentor Teachers in Professional Development Schools
(Aviva Klieger and Anat Oster-Levinz, Beit Berl College,Israel)
pp.297-312
Section 5: Mathematics Learning pp.313-314

16. Technology-supported Instruction in the Mathematics Classroom
(John A. Ross and Catherine D. Bruce, University of Toronto, Canada, Trent University, Peterborough, Ontario, Canada) pp.315-336

17. Disciplinarity and the Logic of Mathematical Tasks in Secondary 3 Mathematics Lessons in Singapore
(David Hogan, Ridzuan Abdul Rahim, Melvin Chan, Berinderjeet Kaur and Phillip Towndrow, National Institute of Education, Singapore)pp.336-370

18. The Pedagogy of Mathematical Inquiry
(Katie Makar, The University of Queensland, Brisbane, Australia)
pp.370-398
Section 6: Affective Learning pp.399-400

19. Rescuing the Pedagogical Relationship: Applying Personal Teacher Knowledge and the Value of Caring in Collaborative Contexts
(Michael John Boyle, The University of Queensland, Brisbane, Australia)pp.401-422

20. Configuring Collegiality: The Affective Dimension of Collaborative Work
(Susan Gray, The University of Auckland, New Zealand)pp.423-448

Section 7: Culturally Responsive Pedagogy pp.449-450

21. In Pursuit of Culturally Responsive Pedagogy
(Delia Baskerville and Rawiri Hindle, Victoria University, Wellington, New Zealand)pp.451-470

22. Class and Culture and the Transformative Pedagogy
(Rolf Helldin, Stockholm University, Sweden) pp.471-488

Index pp.497-513