Design of an online global learning community: international collaboration of grades 7-9 science students
This paper describes the design decisions made in the construction of an online global learning community for grades 7-9 science students. The collaborative learning tools of class profiles, student-scientist forums, and peer review featured in the From Local to Extreme Environments curriculum are discussed in detail. Initial evaluation of these tools and student reactions to global collaborations in this ongoing study will be accomplished through feedback during the unit and embedded surveys.
The paper details the findings of a study which focused on the analysis of the cultural representation ::: of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education ::: could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper ::: examination as to how this transition should take place for children aged 3-13. The paper suggests that ::: in such examinations school textbooks might be of significance in familiarizing non-disabled pupils, ::: teachers and authorities with the issues related to disability and disabled pupils.