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This systematic review evaluated the effects of foreign tact training on emergent learning outcomes in ten published studies. We also conducted a meta-analysis of aggregate data from seven studies comparing outcomes of foreign tact training with other verbal operant procedures. The preliminary findings indicated foreign tact training produced criterion-level responses in 84 of 106 (79.2%) post-test probes across 37 learners and 55 evaluations of foreign tact training. The meta-analysis results revealed significantly higher within-subjects mean levels of emergent responding following foreign tact training than foreign-to-native intraverbal, native-to-foreign intraverbal, and foreign listener training. Emergent outcomes for adults were not significantly greater than for children. Finally, foreign tact training was slightly more efficient than the other verbal operant procedures, although most of the differences were not statistically significant.

This paper is informed by a qualitative research project that investigated the influences and lived experiences of using digital devices in laterlife. Devices included in the study were computers, mobile phones, cameras, mp3 players and DVDs. Participants in the study were aged 70 to 83 and resided in urban coastal areas of Australia. Researchers found that the adoption of technologies centred on uses and relevance for the digital devices. Pragmatic and affective considerations impelled the older adults to take up specific devices; which then enabled them to be autonomous, functionally independent and enhanced their relationship with others.

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Global criticism on the quality of initial teacher education has led to calls for reform. One initiative that emerged in Australia was the establishment of Hub School partnerships, which facilitate collaborations between schools and universities to explore how initial teacher education could be improved. This paper reports one such partnership, which applied improvement science in its design to develop an ambitious approach to initial teacher education. A qualitative research approach aimed to uncover the outcomes of the project. The findings from the first prototype are reported herein and highlight the value in cross-faculty mentoring and in providing pre-service teachers opportunities for reflection while immersed in school settings.

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataHandbook of research on learning design and learning objects : issues, applications and technologies / Lori Lockyer, ... [et al.], editors. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.Chapter XII Investigating ProspectiveTeachers as Learning Design Authors Matthew Kearney University of Technology, Sydney (UTS), Australia Anne Prescott University of Technology, Sydney (UTS), Australia Kirsty Young University of Technology, Sydney (UTS), AustraliaCopyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. AbstrAct This chapter reports on findings from a recent project situated in the area