Abstract
This investigation explored the role of the home supervisor (usually a parent) in creating meaningful learning environments for young students’ numeracy development. The case study data (from four home sites in remote areas of Australia) illuminated the role that the supervisor plays in developing student’s numeracy in distance-education learning contexts. The case studies highlighted various pedagogical practices across these rich and diverse educational settings. The quality of the teaching and the influence of the distance education materials on the student’s numeracy outcomes were attributed to the resources that were supplied to the home site, the supervisory engagement, and the extent to which learning partnerships were fostered among classroom teachers, parents and other members of the extended community.
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Acknowledgements
This research was commissioned by the Australian Government through the Department of Education, Science and Training. The consortium included researchers from Charles Sturt University, Murdoch University, Queensland University of Technology and the Royal Melbourne Institute of Technology including Nicola Yelland (Project Leader) and Shelley Dole (Project Manager).
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Lowrie, T. Learning engagement in distance and rural settings: Four Australian cases. Learning Environ Res 10, 35–51 (2007). https://doi.org/10.1007/s10984-007-9020-5
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DOI: https://doi.org/10.1007/s10984-007-9020-5