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This document presents the proceedings of the 28th Annual Research Forum held June 27, 2024, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eight action research papers: (1) College Athletics and the High School Athlete: Perspectives of High School Coaches (Michael Goehrig); (2) The Influence of Blogging on Self-Efficacy in Students' Writing (Jayna Palumbo); (3) Impacts of Environmental Justice Topics on Student Perception of their Identity in STEM (Samantha G. Reese); (4) Historical Thinking in Small Group Cooperative Learning (Sam Schectman); (5) The Effect of Adaptation on Student Engagement with Shakespeare (Savannah Smith); (6) Story Maps and Reading Comprehension in Second Grade Students (Emma Stein); (7) Poetic Composition's Influence on Student Attitudes Toward Poetry (Rachel Thomas); and (8) Student Engagement with Graphic Novels (Taylor Whitman). Individual papers contain references, tables, and figures.

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 22th annual conference was held in Tumon, Territory of Guam USA, November 13-16, 2012. The volume begins with a listing of the members of the PIALA 2012 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. John Fernandez, Superintendent of the Guam Department of Education, provided the keynote address. James Lonergan, U.S. Institute of Museum and Library Services provided opening remarks. Presentations include: (1) Pathways to Excellence And Achievement in Research and Learning (PEARL): Training K-12 School Teams to Support Student Research (Violet H. Harada and Michael-Brian Ogawa); (2) 21st Century Skills and Web Tools for the Library (Sudi Q. Napalan); (3) Guam And Chamorro Educational Facility (Ken Baki); (4) Web 2.0 Technology Tools for the School Library (Alicia Diego and Rose Unpingco); (5) Localizing History for Community Relevance author talk (Judy Flores); (6) "Let Go and Let God" author talk (Genevieve Leon Guerrero); (7) Data Mining Techniques Using a Spreadsheet (Manny Hechanova); (8) Highlights from the IFLA International Leaders Programme (Atarino A. Helieisar); (9) The Instrument of the Book, the Instrument of the Internet: "Thinking" "Information" in the Pacific (Nicholas J. Goetzfridt); (10) Creating Quality Services: Palau Bookmobile Panel Discussion (Joycelene Moses, Mary Arius, Grace Merong, and Pasquana Tirso) and (11) Guam Public Library Bookmobile Outreach Services (Terry Kennimer, Doris A Francisco, and Victor Palomo). Presentations contain individual references. Appended are: (1) PIALA Executive Board Meeting Agenda; (2) American Pacific Territories' "Librarians Say Books Are Here to Stay". "Radio Australia "Pacific Beat" interview : November 15, 2012; (3) Program from Welcome Dinner; (4) Guam Public Library System Bookmobile Brochure; (5) Guam Public Library System Bookmobile Cutout; (6) Guam Public Library System Bookmobile Library Card Group Form; (7) Guam Public Library System Bookmobile Tour Request Form; (8) Guam Public Library System Bookmobile schedule November, 2012; (9) Chronology of PIALA Conferences; and (10) Conference Registration Form.

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 19th annual conference was held in Pohnpei, Federated States of Micronesia, November 16-21, 2009. The volume begins with a listing of the members of the PIALA 2009 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Fr. Francis X. Hezel of the Micronesian Seminar presented the keynote address "Pacific Visions: Finding, Selecting, and Using Films for Your Libraries, Archives, & Museums." The presentations include: Library Marketing that Works (Megan Beard); Hospital Medical Libraries Populating the Micronesian Islands (Arlene Cohen); SPC Library's Most Useful and Interesting Resources (Eleanor Kleiber); Go Local: Sharing Knowledge on Local Foods, by the Island Food Community of Pohnpei group (Lois Englberger, Rainer Jimmy, and Adelino Lorens); Switching Library Management Software for the Better: The Experience of The University Of Goroka Library (Leah Kalamoroh); Finding Excellence With a Personal Touch: A Look at Service Benchmarking (Paul B. Drake); Entity Reports from Republic of Palau, Territory of American Samoa, Chuuk State FSM, Territory of Guam, and Commonwealth of the Northern Mariana Islands; Introducing PARBICA (Naomi Ngirakamerang); Boost Literacy @ Your Library: Working Together to Promote Literacy, (Imengel Mad and Cerilla Michael); A Tribute to Lifetime Achievement Award (recipient Iris Falcam); and attendee group photograph. The volume ends with an appended chronology of PIALA conferences and link to fulltext availability. (Individual papers contain references.)

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 13th annual conference was held in Pohnpei, Federated States of Micronesia, November 4-6, 2003. The volume begins with a listing of the members of the PIALA 2003 Planning & Steering Committee and PIALA Officers and Executive Board, and the Conference program schedule. Jane Barnwell, Pacific Specialist at the University of Hawaii at Manoa Library, provided the keynote address "Personal Heroes." Presentations included: (1) Kosrae State Entity Report (Aaron Sigrah); (2) Special Libraries in Vanuatu (Betsie Leisale Kaltabang); (3) Secretariat of the Pacific Community Library Activities 2003 (Rachele Oirente); (4) Traditional Island Crops Website & ADAP Program Resources (Eileen Herring); (5) It's Just a Piece of Paper, or Is It: The Story of Records in Micronesia (Tom Beckman); (6) Practical Techniques for Managing Library Electronic Resources (Thomas Hodge); (7) Access to Free Materials: Support for Education Collections with Government Documents (Suzanne T. Bell); (8) Searching EBSCO via PREL (Frandu Liu); and (9) Presenting and Preserving Photographs (Lynn Davis). Includes results of the library professional development survey taken at PIALA 2002 (Nancy Lane) and a report on the project to create and expand digital databases for three collections in the University of Hawaii at Manoa Library (Martha Chantiny). The volume ends with an appended conference report, chronology of PIALA conferences (with links to fulltext availability), Hawaii Library Association Resolution on the International Partnership between HLA and PIALA, and PIALA flyer and conference registration materials.

Physical programming (PP) is defined as the design of interactive physical systems between the real and virtual worlds using a combination of software and hardware. A physical programming platform (PPP) defines a structure that includes hardware and software where such applications can be made. The aim of this study is to introduce the MIDEP computer card, which can be used at all levels of education, does not require a computer and can be used as a computer, and to evaluate its usability in physical programming training. In the study, which was designed with a one-group pretest-posttest experimental model, the evaluation process was carried out in two stages with two different study groups. The study group of the application consisted of teacher candidates in the first stage and K12 level students in the second stage. In data collection, academic achievement tests prepared separately for pre-service teachers and K12 level students and focus group interviews with students were utilised. The findings show that the training given by using MIDEP card and MIDEP workbook increased the academic achievement of the students in physical programming at a statistically significant level. In addition, as a result of the findings, it can be said that the projects and activities included in the training exhibited a balanced distribution in terms of the gains related to the sub-dimensions of hardware, software and Internet of Things, and that the tools and materials used allowed students without any experience to learn gradually from easy to difficult. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 570-590.]

The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]

The purpose of this study was to examine the attitudes and beliefs of general and special education teachers towards the inclusion of students with special education needs. The study investigated the correlation between both groups of teachers' attitudes. A total of 83 teachers from the public-school system on the island of Curacao participated in the study. The questionnaire, "My Thinking about Inclusion Scale," was used (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998). The 28-item MTAI Total Scale had an internal consistency of 0.94 and was comprised of three belief subscales: Core Perspective, Expected Outcomes and Classroom Practices. The results revealed that general education and special education teachers both held similar views of inclusion, which were positive. Both groups believed the implementation of inclusive service delivery models would likely succeed if properly vetted with support from stakeholders even though programmatic changes would be challenging due to an entrenched system of educating students with special education needs in separate schools.

The technology educators in the world should learn and encourage each other to improve the technological literacy education for all students. In Taiwan, Technology is a newly added domain in the upcoming curriculum guidelines for grades 1-12 that will take effect in August 2019. The new (or the 8th) domain includes two courses: Living Technology (LT) and Information Technology (IT). The purpose of this paper was to describe status and challenges of the technology education as an integral part of general education in Taiwan. The literature review was used to gather all the available sources related to purpose. Consequently, the following results are obtained: (1) the technology education in Taiwan is on the move, (2) the newly added Technology domain brings curriculum revival, and (3) there are two challenges can be seen as opportunities as follows--(a) LT and IT could compete against in the Technology domain; and (b) LT and IT could still have a loose body of knowledge.

Only Ethiopia in Africa has had Christianity as its official religion for more than 1,500 years. Churches and monasteries were established as the Kingdom and Christianity spread to Ethiopia's south and southwest. The study was planned with an ethnographic, qualitative methodology. The researcher primarily collected textual data by transcribing and translating the "Amharic" version audio data using high-quality tape recorders. The data were analyzed using an inductive and thematic analytical technique. The study's findings demonstrated that for many centuries, the Ethiopian Orthodox Church School System served as the primary defender of traditional culture. Particularly, Ethiopia's Orthodox Church had preserved a highly structured and organized system of education from primary to higher school from the sixth century. It was discovered that the church education offers a variety of study fields (specializations) at various levels with amazing teaching-learning techniques. The philosophy of Perennialism and Existentialism serves as the primary foundation for Ethiopian Orthodox Church education. It had established a foundation and made a substantial contribution to the growth and construction of Modern Ethiopia. It also offers incredible teaching and learning characteristics that should be incorporated into the current system of scientific and math education.

Due to the COVID-19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet access. On the other hand, some households have high-speed Internet and even a device for each child. This study investigates the digital equity in accessing online courses by students in low-income families, orphanages, and remote areas. A sample of school and university teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was overcome by: (i) Governorates donating thousands of tablets to disadvantaged students; (ii) charity organizations and affluent individuals donate tablets/laptops and financial aid; (iii) some school teachers collect money to buy tablets for needy students; (iv) students who do not have devices and/or Internet go to school few times a week and meet with teachers face-to-face to teach them and help them with homework; (v) needy college students are allowed to use devices and Internet at their college computer laps or library; (vi) some underprivileged students reported borrowing a smartphone/laptop from relatives or neighbours and/or use relatives and neighbours' Internet; (vii) Saudi mobile companies offer special Internet packages for students and teachers. Sample regions, types of disadvantaged students and help provided to bridge the digital and distance education gap in SA during COVID-19 are given in detail.

This study demonstrates a leadership professional development (PD) with a goal to build a coalition for attracting and retaining a diverse STEM teaching workforce in K-12 schools. In 2019, 111 participants of 21 teams from across the US participated in the leadership PD. Each team was comprised of 5-6 teachers and administrators representing their schools, districts, regions or states. The leadership PD enabled teams to share their problem of practice related to diversifying the teaching workforce and exchange ideas to resolve their challenges by working as a team with their matched mentor, who supported the group throughout the year. By the end of the 3-day workshop, each team developed a logic model that they could bring to their home school or district to take actions on promoting a diverse teaching workforce in their regions. In this study, we investigate the participants' attitudes and confidence toward the diversity in education; their thoughts about the leadership PD structure and their learning experiences; and the dynamics of an activity system that works to promote diversity in the teaching workforce, using the lens of the cultural-historical activity theory (CHAT).

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings.

Accountability seems forever engrained into the K-12 environment, as has been the expectation of delivering quality education to school aged children and adolescents. Yet, repeated failure of this expectation has focused the public's and policy maker's attention on the limitations of major accountability systems. This paper explores applications of machine learning, predictive analytics, and data visualization to student information available to educational decision makers. In particular, we demonstrate how to use individual academic performance histories to identify "at-risk" students in real time for advising, academic coaching, and other support services and how to aggregate longitudinal data at the school or district level for system modeling, profiling, comparison, and intervention evaluation.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The authors of this research paper believe that school principals play an irreplaceable role in raising the school efficiency. Their role is rather neglected in the Croatian academic debates on improving the quality of school system. This research intends to enhance the scientific level of their position as irreplaceable factors in a school system. The research aims to identify and illustrate the dominant model of Croatian school principals' leadership and management carried out in 3 Slavonian counties. Furthermore, the aim is to identify which predictor variables anticipate these functions, i.e. what are the reasons for principals choosing the specific module. The sample consists of 94 school principals from both rural and urban schools. For the purpose of this research, a questionnaire composed in 3 parts with 60 statements was constructed. It includes two scales; one studying the prevalence of the traditional management models and the other studying the prevalence of the modern management models. Their reliability is satisfactory being a = 0,784 for the traditional and a = 0,833 for the modern scale. Descriptive analysis was used to identify the main characteristics of principals' leadership and management while factor analysis was used to extract 4 components of the traditional and 4 components of the contemporary management: bureaucratization, one-sided relations with employees, meeting the external demands, objectifying employees, distributive and transformational leadership, adaptability and work autonomy. In the final phase, the robust regression was used to study the predictive value of independent variables on the resulting components of the traditional and modern management. The obtained results point out that the traditional model of management is less dominant. The impact of the Ministry of Education, Science and Sports has statistically significant predictive value (p<0,001) on two traditional management aspects. Engaging school employees in deciding about school aims has statistical significance (p<0,001) being a predictor of transformational and distributive leadership. The principals' work experience is a predictor of work autonomy (p<0,001), while a school size predicts bureaucratization (p<0,05). The type of communication has negative predictive ability in terms of several traditional management aspects (p<0,05 and p<0,01) and positive predictive ability regarding two modern management aspects (both at p<0,001). Due to the substantial impact the aforementioned Ministry has on schools working principles, the authors suggest the decentralization measures aimed at dispersing the mentioned impact which will result in more autonomy for principals and eventually enable the development and realization of more effective educational management. In addition, it is crucial to engage employees in decision making regarding school working and development policies, modify the patterns of communication and implement specialized assistance for principals in large schools. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 657-666]

Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and standards. National policies turn to actualization of international expectations. Globalization made it even more possible for development of diversity in educational institutions. Liberalization and market approach to education led to expansion of pluralism of educational funding. So today we have for-profit schools (that operate as enterprises), religious schools, non-profit schools run by non-governmental organizations, publicly funded schools operated by private boards and community owned schools. Since the 1990s and the beginning of transition process for Croatia, transformation and liberalization of public sector was greatly influenced by globalization. Market approach to education enabled for a large number of private educational institutions to emerge. School pluralism developed in primary education, secondary education as well as the institutions of higher education. Educational policy changed allowing liberalization in educational funding and development of pluralism of educational institutions. This paper aims to show the development of private education in Croatia since its independence. It tries to interpret the effects that globalization and privatization had on Croatian educational system. [This paper was published in: INTED 2010: International Technology, Education and Development Conference (Valencia, Spain, March 8-10, 2010) Proceedings, p000770-000779. International Association of Technology, Education and Development (IATED), ISBN-978-84-613-5538-9.]

This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain information from 2005 were included. Differences (p.<0.001; Cohen's "d" effect size) in reading average scale scores by gender were consistent across grade level and years with females scoring higher than males. Results are congruent with a previous study of NAEP reading by gender across fourth-, eighth, and twelfth-grade-levels for 1994, 1998, 2000, 2002, and 2003 (Klecker, 2006). Discussion includes comparisons with cross-cultural international assessments and possible explanations for the widely-observed gender difference in large-scale standardized reading assessments.

In 2012 an African Centered single case study was conducted in the United States. The problem is as follows: K-12 practitioners in urban areas are faced with unique circumstances while serving marginalized students in urban areas. As a response to this issue, the purpose of this study was to identify and describe curricula used in three African Centered educational institutions in Chicago. African Centered schools are uniquely different, thus the need for research emerges to identify new ways to disseminate knowledge for traditional public school practitioners. Goals of the research were to analyze content and instructional strategies at Africentric educational institutions in order to design a continuing and professional education model based on their successes with students of the African Diaspora. When using the term Diaspora, it refers to people of color worldwide displaced from Africa during the Trans Atlantic Slave Trade. Field research was conducted in 2013 to explore future implications from the aforementioned African Centered case study. During this study, the researcher sought out commonalities relative to building positive self-ethnic image and integrating art based learning across the globe. The following perspectives were generated from site visits and fieldwork in South Asia. There are many contemporary issues to address in adult education. This paper explores art-based strategies and the utilization of creativity to expand learning for global communities of the African Diaspora. Benefits of culturally grounded approaches to education are discussed from Asia and the U.S. Images from ongoing field research can be viewed at auburnaesthetic.com.

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

We are living in an era where pollution and contamination is very high. Rapid and senseless urbanization and industrialization created so many problems for our environment. The deeds of men are making not only his life but also the lives of other creatures on the earth horrible. Having a good knowledge regarding the problems caused by our actions, however small it is, and acting accordingly will help to make the world a better place to live in. The major aim of education is to help one live a better and full life. Thus education in the present century must be founded on the principles of sustainable development and ecological awareness. Teachers are the people who have to create such awareness among the children. Unless one possesses deep knowledge about these areas in its pure sense, he/she cannot teach it. Thus teachers must have good knowledge about the issues and problems caused in the ecosystem by the interventions from the part of human beings. Only then can they educate the children accordingly to make the lives of the future generation safe and better. In his thought-provoking book, Goleman (2009) defines Ecological Intelligence as "individuals' ability to apply what they learn about their impact on the environment to make changes in their behaviour and live more sustainably". The study was aimed to find out the level of Ecological Intelligence of the teachers from the state of Kerala. Cross sectional Survey was carried out using an Ecological Intelligence Inventory (Najmuddeen & Areekuzhiyil, 2013), to collect data from 300 teachers working in Kindergarten to college level, selected through convenience sampling technique. The results of the study showed that teachers possessed higher level of Ecological Intelligence, with female teachers possessing higher level of Ecological Intelligence than the male counterparts. Trained teachers were also found to possess higher level of Ecological Intelligence than those who were not trained. But there was found to be no significant differences in the Ecological Intelligence of the teachers with different duration of teaching experience, age, subject taught and the type of management of the institution. There was found to be no significant differences in the Ecological Intelligence of the teachers with different educational qualifications, but teachers who taught in secondary and higher secondary classes were found to possess higher level of Ecological Intelligence than those who taught in colleges.

What are the challenges faced by a mid-south liberal arts college teacher education program, in its attempt to successfully meet the new Council for the Accreditation of Educator Preparation (CAEP) accreditation requirements? The Investigator studied the Educator Program Provider (EPP) during academic year 2015-2016. The challenges faced by the EPP are chronicled in case study form. The program is one of the first in the United States preparing for the new national teacher education accreditation, as well as being one of the first of two in its state to experience the new accreditation process and requirements. The Investigator shares discussions and analyses, describing the challenges of assessment validity and reliability, reconfiguring program assessments, data collection and analysis, electronic portfolios, clinical experiences, P-12 school partnerships, college wide recruiting efforts, state partnerships, and quality assurance system revisions. The five new CAEP Standards, and their components, are compared and contrasted across, and within, topics. Discussion follows regarding new regulations regarding state rankings of teacher education programs, and entrepreneurial academies being readied to take the place of programs that close or fail. The case study can be useful for other teacher education programs, in their contemplations about how best to prepare for the challenges of CAEP accreditation.

We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This study examines the pattern and extent of actual vs. perceived math achievement gaps (test scores vs. self-ratings) among Koreans, Korean-American immigrants and Korean-American natives. The study links TIMSS 2007 8th grade math data and ECLS-K 2007 8th grade math data together for matched sample (Korean ethnicity) comparisons. In terms of actual achievement as measured by test scores, Korean students perform significantly better than Korean-American students who in turn perform better than other American students. In contrast, in terms of perceived achievement as measured by self-ratings, Korean students have significantly lower self-concept than both Korean-American and other American students. The findings imply that Korean students are akin to "a small frog in a big pond", whereas Korean-American students are more like "a big frog in a small pond." This study gives new insights into multi-faceted, transnational achievement gaps between student groups with common ethnic background but different frames of reference and academic standards.

Two university-based educators conducted a year-long self-study regarding their work within a rural Native American School district, focusing on Indigenous teacher recruitment, preparation, and classroom-based professional development. The authors describe the nature of their work, the context in which the work was conducted, and the ways in which they negotiated being outsiders working within a rural community. They discuss their work as partners, their values as teacher educators, their personal responses to their perceptions of being outsiders, the changes they have made in their work in teacher education as a result of these experiences, and they ways they have navigated the tensions of inside/outside perceptions. They also discuss university/institutional barriers that were encountered which impeded the access and educational parity of rural teachers, PK-12 students, rural students navigating the institution of the university, and community members; the ways in which collaborative efforts eliminated and/or lessened some of these barriers; and key features of blending ancestral and community heritage and culture in teacher preparation and community-based professional development. The authors also share lessons learned and suggest ways in which others may successfully navigate working with and within rural Indigenous settings.

School systems across the world are facing a plethora of global changes that dictate rethinking instructional practices and professional leadership roles. School reformers are constantly facing the challenges dictated by the universal culture that exerts a huge power on learning and teaching, and leading. This article introduces a comprehensive framework for leaders who seek to achieve equity and social justice in the diverse schools. Drawing on pertinent research and literature in the field, the discussion introduces a comprehensive, equitable and culturally responsive, leadership model conducive to producing promising educational outcomes. Implications for school reform are drawn while suggesting specific guidelines and ingredients for educational success.

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This study presents Arizona's innovations in academic accountability policy and academic accountability frameworks for alternative schools. A timeline of statutes and regulations including the State Board of Education approved alternative school definition provides Arizona's context for alternative school accountability policy and frameworks. Arizona is relatively unique with its development of two state-level accountability frameworks for alternative schools. In addition to presentation of the Arizona Department of Education's (ADE) Alternative A-F model and the Arizona State Board for Charter Schools (ASBCS) Academic Framework for Alternative Schools, this study offers a comparison of the two systems. Bar graphs present two years, fiscal years 2012 and 2013, of accountability results. Correlation coefficients for both years show a strong correlation between ADE's Alternative A-F and ASBCS' Academic Framework. This analysis provides empirical findings that will help further discussion of these innovations in policies and frameworks leading to more appropriate accountability for alternative education campuses. (Contains 4 tables and 14 figures .)

The benefits of making data-informed decisions to improve learning rely on educators correctly interpreting given data. Many educators routinely misinterpret data, even at districts with proactive support for data use. The tool most educators use for data analyses, which is an information technology data system or its reports, typically reports data "without" guidance concerning the data's proper analysis. A solution to data misinterpretation lies in applying medical labeling conventions to information technology to essentially offer educators "over-the-counter" data, meaning reports are paired with straightforward verbiage on the proper interpretation of contents. Findings from a quantitative study involving 211 educators of varied backgrounds and roles at nine schools throughout California included improvements to respondents' data analysis accuracy by 205%-436% when one of varied forms of data analysis guidance was embedded within the information technology reporting environment. Findings were significant and can be used to improve data systems and data use.

This document presents the proceedings of the 18th Annual Research Forum held June 26, 2013, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 13 action research papers: (1) Developing Oral Language Ability in the Secondary Spanish Classroom Using the Interpersonal and Presentational Modes of Communication (Sophia Bauers); (2) Problem-Based Learning and Student Attitudes in Mathematics (Caitlin Boone); (3) "Gramma-Drama": An Exploration of Teaching Grammar through Performing Arts (Kaylin Bugica); (4) Mining for Gold on the Silver Screen: Using Film to Develop Active Literacy Skills (Beau Burns); (5) Influences of Reflective Writing in High School Biology (Laurel Clapp); (6) Multicultural Perspective Taking in Social Studies Education (Angelina Cobb); (7) Using Primary Sources to Evoke Historical Empathy (Christina Cobb); (8) Computers and Problem-Based Learning in Mathematics (Hannah Everhart); (9) Developing Empathy through Identity Enactment Techniques (Caroline Fisher); (10) Literature 2.0: An Exploration of Character using Edmodo (Christina McClain); (11) Flipping the High School Mathematics Classroom (Allison Mousel); (12) Environmental Literacy Meets English: How Students Think about Sense of Place in the Classroom (Michael Short); and (13) How Implementing Interactive Geometric Software Affects Students' Achievement, Engagement, and Attitude Towards Mathematics (Matthew Tysinger). (Individual papers contain references, tables, and figures.)

The 4th international conference "Nation and Language: Modern Aspects of Socio-Linguistic Development" continues an eight-year old tradition. The conference is organized by Kaunas University of Technology Panevezys Institute and aims to bring scientists and researchers together for a general scientific discussion on new trends in sociolinguistic, language research, teaching and learning. The general goal of the conference is to present an overview of the most current approaches to language attitudes and motivation, to illuminate the sociolinguistic and educational significance of the topics. It is necessary to understand how teachers and scientists can carry out their charge while respecting the languages and language varieties that students bring to school or universities and using existing language skills to build new ones, how teachers can enable students to achieve the linguistic mastery that would allow them to have more than grammatical competence in order to be able to communicate effectively in a language. Current theory and research have provided clear indications that the relationships between a person's prior linguistic and academic experience, the social context of instruction, and the results of formal language instruction have complex and reciprocal connections with each other. Positive attitudes about language and language learning may be as much the result of the success as the cause. The conference pays special attention to different aspects of languages and cultures, language contact and change, language maintenance, shift and loss, language and social inequalities, language learning and teaching and language planning and policy. The conference covers wide range of topics like: (1) Theoretical and practical aspects of language education; (2) Good practice and innovations in higher education language teaching; (3) Socio-linguistic aspects in language teaching and learning; (4) Applying new technologies in language teaching; (5) Research of language peculiarities and their integration into the teaching process and lexicographical practice; and (6) Problems of terminology and translation; international communication. The following papers are included in the proceedings: (1) Why Standard Spoken Language of Students Gets Poorer? (R. Bartkeviciene and N. Petniuniene); (2) On Foreign Language Teaching and Learning Conditions in Moldovan Higher Education Institutions (M. Fuciji); (3) Identity and Languages - Results of a Local Research (T. Hrivikova); (4) Computer Linguistics and Pragmatics (G. Klimoviene and J. Korsakas); (5) Social and Cultural Contexts in Teaching Foreign Languages of Young People (J. Kida); (6) Responsibility Development in Practical Foreign Language Classes (I. Kildiene and R. Lazauskiene); (7) Terms of Computer Science in Professional Environment, Texts and Dictionaries (I. Klijunaite and K. Karklius); (8) Developing Student Responsibility in the Process of Foreign Language Acquisition (G. Klimoviene, R. Barzdziukiene, and N. Vaitkiene); (9) Foreign Words and Foreign Words Significance in Children's Language Development (V. Kuzina); (10) People and Language - Slovenia (J. Lipnik); (11) The Systemic Approach to Emotional Potential Development and Language Acquisition in the Context of European Linguistic Unity (T. Lobanova-Shunina and Y. Shunin); (12) Teaching of English as a Second Language in ICT-Based Learning Settings (V. Narbutas); (13) Grammatical Variables in the Speeches of Barack Obama and Michelle Obama (A. Nauseda and I. Klijunaite); (14) Understanding the Impact of Culture on Economic Development (I. Nemethova); (15) The Impact of English on the Slovak Language Culture (M. Pauleova); (16) Benefiting from a Text-Oriented EFL/ESP Course (G. Snuviskiene); (17) Shaping Modern Serbian Ethnolinguistic Nation and National State-Building in the First Half of the 19th C (V. B. Sotirovic); (18) Terminology: The Term Variance in the English and Lithuanian Special Language of Economics (V. Stankeviciene and D. Svencioniene); (19) The Grammatical Metaphor as a Sociolinguistic Marker in Horror Stories (S. Susinskiene and E. Jurkoniene); (20) Insights on Problems of Public Speaking and Ways of Overcoming It (D. Susniene, R. Virbickaite, and O. Purvinis); (21) Sociology and Society: Towards Diversity (A. Vosiliute); and (22) Disabled People: The Problems of Identity (A. Vosiliute). An author index is also included. (Individual papers contain tables, figures, references, and footnotes.) [Abstract has been modified to meet ERIC guidelines.]

Background: lack of preparation programmes relevant to the job demands of school administrators and a lack of sequence, modern content, and experience in preparation programmes continues to plague educational leadership preparation. Purpose: of this study is to gauge the perspectives of principals on the strengths and weakness in educational leadership programmes, especially in the weaker links of educational leadership as perceived by teachers, and to identify experienced and successful practices. Setting: is secondary school in Kerala state of India. Study Sample: constitute 570 teachers from 50 schools, 30 books on educational administration and four highly experienced principals. Research Design: used secondary analysis of survey data, content analyses and semi- structured interview. Data Collection and Analysis: used Leadership Behaviour Scale, Content Analysis of books on educational administration, Semi-structured interview with principals. Findings: School administrators lack ability in planning, controlling, effectively communicating with and providing motivation to teachers. Principals get confused when many things are planned simultaneously, they worry about the outcome of anything newly implemented and fail to predict the trends of different events and they are prone to make last minute changes in decisions including decisions taken in the school council by the influence of external forces. They fail also to maintain a balance between observing the official rules along with instilling confidence in their colleagues and to express creative criticism harmoniously and in providing humanitarian consideration to colleagues. Content analysis revealed that there is not enough accumulated body of knowledge and practice to foster the competencies expected from an educational leader for realizing the current visions on education in the local context of Kerala. Experienced Leaders are characterised by a time-bound daily, terminal and annual plan; use of distributed leadership to ensure control; and emancipatory leadership to make school a real part of the community. Conclusion: educational leadership preparation in Kerala, as elsewhere around the globe, suffers from, a lack of a definition of good educational leadership; a lack of leader recruitment programmes in the schools; a lack of systematic professional development for school administrators; a lack of quality candidates for preparation programmes; a lack of preparation programmes relevant to the job demands of school administrators; a lack of sequence, modern content, and experience in preparation programmes and a lack of certification and licensure systems to promote excellence. One appendix is included: (1) The List of Books Analysed for Content.

Research in the field of mathematics teaching implies multi- and interdisciplinarity. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meetings (scientists from Slovenia, Bosnia and Herzegovina, Austria, Hungary, Serbia) will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. Accompanying this event, we would also like to initiate doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. This monograph contains five chapters: (1) Partnerships of Civil Society, Faculties and Schools in Raising the Teaching Quality; (2) About Learning Outcomes in Teaching Mathematics to Pupils; (3) About Learning Outcomes in Teaching Mathematics to Students; (4) Impact of Learning and Teaching Strategies on Learning Outcomes; and (5) Discussion About Studies of Mathematics and Teaching Mathematics. Seventeen papers comprise this volume. They are: (1) Civil Society Organizations as a Partner in Mathematical Education (Sanja Rukavina); (2) Mathematics Teachers as Researchers of their Teaching and Pupils' Learning (Tatjana Hodnik Cadez); (3) Mathematics and Informatics in Extracurricular Activities Chosen by Pupils and Offered by their Teachers (Margita Pavlekovic,; Ana Mirkovic Mogus; and Diana Moslavac); (4) Mathematics Learning Built on Pictures ((Katalin Munkacsy); (5) Through Games into the World of Probability (Mara Cotic; and Darjo Felda); (6) Producing Plane Figures and Selecting Plane Figures in the Fourth Class of Lower Primary School (Ibolya Szilagyine Szinger); (7) The Concept of Zero Among 7-12-Years-Old Children (Eva Kopasz); (8) Mathematical Requirements in PISA Assessment (Dubravka Glasnovic Gracin); (9) Learning Outcomes in Mathematics: Case Study of Implementation and Evaluation by Use of E-Learning (Blazenka Divjak; and Mirela Ostroski); (10) Mathematic Competencies Of Students Interested In Teaching Studies --An Analysis Of An Entrance Exam In Mathematics (Irena Misurac Zorica; and Marinko Pejic); (11) Investigation of Spatial Ability in the Population Of Students of Mathematics Teacher Education Programmes at The Department Of Mathematics, University Of Zagreb (Aleksandra Cizmesija; and Zeljka Milin Sipus); (12) Application Of Basic Mathematical Concepts And Skills in Physics (Zeljka Milin Sipus; and Maja Planinic); (13) A Number Theoretical Game with Chess Figures (Emil Molnar); (14) Amusing Mathematics in the Teaching Of Mathematics (Zdravko Kurnik); (15) Metacognition And Self-Regulation in Learning and Teaching Mathematics (Ivan Mrkonjic; Velimir Topolovec; and Marija Marinovic); (16) "Shall We Study Mathematics?"-- Fifty Years After (About the 1959 Article of Academic S. Bilinski) (Mirko Polonijo); and (17) Math Teachers' Perceptions Of Mathematics Education in Elementary and Secondary Schools in Croatia--Results of an Empirical Research (Branislava Baranovic; and Marina Stibric). [Individual papers contain references, tables, figures, and pictures. Papers are presented in both English and Croatian.]

The main aim of the Organisational Committee of the international scientific colloquium Mathematics and Children is to encourage additional scientific research in the field of mathematics teaching in Croatia. The development of science and education is a part of a long-term Education Sector Development Plan 2005-2010. Following the example of Europe and the rest of the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). Mathematics teaching in Croatia faces modified strategic, organizational, social and technical conditions. Introducing one-shift classes in primary schools, including children with special needs (talented ones and those with difficulties) in regular classes, extended day program for all students, two teachers per class, greater mobility of children and teachers in schools and new teaching technologies demand changes in the methodology of mathematical education of both children and future teachers of mathematics. It is important to develop a life-long learning programme for teachers of mathematics that includes doctoral studies. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore a cooperation with scientists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encouraged within the field of mathematics. A precondition for developing new approaches and methodologies in mathematics teaching in Croatia is a first-hand experience with the results of international research and standards in mathematics teaching and defining doctoral studies within the same field. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meeting will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. We would also like for this event to initiate the start of doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. We are very grateful to numerous Croatian and international scientists who have recognized the importance of this event and managed to find the time to attend this gathering. We would also like to thank the heads and entrepreneurs of the local community who financed this event for the most part. Papers include: (1) An Overview of the Authorised Curriculum in Teaching Mathematics Harmonised with the Bologna Declaration at the Department of Mathematics, University of Sarajevo (Sefket Arslanagic); (2) Role of Different Representations of Mathematical Concepts for Learning with Understanding (Tatjana Hodnik-Cadez); (3) The Scientific Frameworks of Teaching Mathematics (Zdravko Kurnik); (4) An Evergreen Problem (Emil Molnar); (5) Mathematically Gifted Children: What Can We Teach Them and What Can We Learn? (Vesna Vlahovic-Stetic); (6) Difficulties in Teaching Mathematics in the Second Grade of Primary School (Josip Cindric and Maja Cindric); (7) Children and Simple Combinatorial Situations (Maja Cotic and Darjo Felda); (8) National Curriculum Framework for Primary Mathematics Education--European Experiences and Trends (Aleksandra Cizmesija); (9) Dynamic Mathematics Class and the Smart Board (Sasa Duka and Damir Tomic); (10) The Dyscalculic Child, Mathematics and Teacher Study Students (Lidija Goljevacki and Aleksandra Krampac-Grljusic); (11) Is the Language of Mathematics Difficult? (The level of technical language use among teacher training college students) (Eva Kopasz); (12) Assessment and Evaluation in Mathematics Education (Zeljka Milin-Sipus); (13) Origami and Mathematics (Franka Miriam-Bruckler); (14) Attitudes of the Students of Teaching Studies towards Mathematics (Irena Misurac-Zorica); (15) Partnership among Faculties, Schools and Families for the Improvement of Mathematics Education of the Gifted Children (Ksenija Mogus and Silvija Mihaljevic); (16) Expert System for Detecting a Child's Gift in Mathematics (Margita Pavlekovic, Marijana Zekic-Susac, and Ivana Durdevic); (17) Boris Pavkovic (portrait of a distinguished methodologist and popularizer of mathematics) (Mirko Polonijo); (18) Mathematics in Play and Leisure Activities--LEGO Building Bricks (Tomislav Rudec); (19) Basic Knowledge of Mathematics and Teacher Training (Sanja Rukavina); (20) Solving Linear Equations Using Computer's Drawing Tools (Miljenko Stanic); (21) Developing the Problem-Solving Skills of Children Suffering from Dyscalculia through Mathematical Tasks with a Text (Aniko Straubingerne Kemler); (22) The Concept of the Square and the Rectangle at the Age 10-11 (Ibolya Szilagyne Szinger); (23) The Use of Computers in Teaching Mathematics (Sanja Varosanec); and (24) From Active Experimenting to Abstract Notion Concept (Amalija Zakelj and Aco Cankar). (Individual papers contain tables, graphs, and references.) [Papers are presented in both English and Croatian. These proceedings were published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract was modified to meet ERIC guidelines

This document is a compilation of 14 papers from presentations and posters of the Second Life Education Workshop at the Second Life Community Convention, presented at the Fort Mason Centre in San Francisco, California in August 2006. Following a foreword (John Bransford and Drue Gawel); preface (John Lester); and word from the chairs (Daniel Livingstone and Jeremy Kemp), this document is organized into three sections. The first section, Keynote, presents the first paper: (1) Down the Rabbit Hole ... or How the NMC Took the Red Pill and Got a Second Life (Larry Johnson). The second section, Case Studies, Posters and Tutorial, then presents the next papers: (2) Case Study: International Spaceflight Museum (Katherine Cochrane); (3) Second Life Learning Community: A Peer-Based Approach to Involving More Faculty Members in Second Life (Chang Liu); (4) Case Study--Camp Global Kids: A Case Study of Bringing a Global Youth Development Model into Teen Second Life (Lori Feldman); (5) Designing an Educational Island inside Second Life for the National Oceanic and Atmospheric Administration (NOAA) Earth System Research Laboratory (ESRL) (Eric J. Hackathorn); (6) Putting a Second Life "Metaverse" Skin on Learning Management Systems (Jeremy Kemp); (7) Building an Interactive Science Museum in Second Life (Paul Doherty and Rob Rothfarb); (8) Second Life as an Educational Environment: A Student Perspective (Carly Bedford, Robyn Birkedal, Joseph Erhard, Josh Graff, Chris Hempel, Bjorn Minde, Owen Pitz, Kyle Pouliot, David Retamales-Toro, and Joshua York); and (9) Introducing Your RL Students to Second Life (Cheryl Carter). The final section, Papers, offers the concluding papers: (13) Multidisciplinary Experiential Education in Second Life: A Global Approach (Hilary Mason and Mehdi Moutahir); and (14) "Image Slippage": Navigating the Dichotomies of an Academic Identity in a Non-Academic Virtual World (Sarah Brooke Robbins). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. This document was published by The University of Paisley, UK.]

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 21st National Conference of the Society for the Provision of Education in Rural Australia (SPERA). The theme for this national annual conference was: Our Stories: Innovation and Excellence in Rural Education. Keynote addresses in these proceedings include: (1) Creating Collaborative Communities--The Regional South Australian Experience (Steven Arndt); (2) Local versus Global Knowledges: A Fundamental Dilemma in "Remote Education" (Michael Christie); (3) C.R.E.A.T.E.--Creating Rural Entrepreneurial Attitudes through Education (Peter Kenyon); and (4) IDL--Interactive Distance Learning in the Northern Territory (Tony Richards). Refereed papers include: (5) Designing a Course in Pre-Service Rural Education (Colin Boylan); (6) Summer School at a Regional University Campus: Just Completing a Course, or a Rich Learning Experience? (Bronwyn Ellis, Digby Wilson, and Janet Sawyer); (7) Remote Rural Practice Teaching (Ted Munsch and Colin R. Boylan); (8) Creative Teaching Solutions in Difficult Remote Practice Realities (Joy Penman); (9) Local Matters: Regions, Innovation and Vocational Education and Training in the Australian Context (Richard Pickersgill); (10) Bringing Doctors to the Bush: Celebrating Innovation and Excellence in Medical Education at the University of New South Wales' School of Rural Health (Peter Rushbrook, Louis Pilotto, Sandy Reid, Geraldine Duncan, Graeme Richardson, Peter Vine, Peter Reed, and Helena Johnston). Non-refereed papers include: (11) Diamonds form under Pressure: Educational Evolution & Revolution on the West Coast of Tasmania (Neville Barnard); (12) Bringing Educational Change across the Pilbara (Don Boyd and Emmy Terry); (13) Aboriginal Focus in New Courses for Students in the Senior Years of Schooling Course (Kerry Boyd); (14) Rural Schools: Argentina and Australia (Hernan Cuervo); (15) Raising Student Achievement in Rural Schools--A School Adviser's Perspective (Darryn Gray and Kevin O'Hara); (16) Rural Teacher Education Forum Mapping of Pre-Service Country Teaching Programs (John Halsey); (17) The Pilbara Education District of Western Australia (Craig Holland and Rosa Lincoln); (18) Digital Reporting in the Bush (Lyn Hollow); (19) Innovations in VET Programs (Liz Kelly); (20) Aboriginal Literacy Strategy (Rosa Lincoln and Sue Knight); (21) Innovation with Centra Symposium: A Local Delivery Perspective (Enver Malkic); (22) Interagency Support Networking for Mental Health (Alan Power); (23) What Does a Successful Staffing System for Rural, Remote and Isolated Schools Look Like? (Phil Roberts and Dorothy Lean); (24) Teacher Orientation Package (Rebecca Tims); (25) Wakakiri (Jenna Towers); (26) Aboriginal Literacy Strategy: A Systemic Approach to Improving Literacy and Numeracy in Remote Schools (Vince Vesnaver); and (27) Professional Development and Recruitment of New Teachers to Rural Settings (Simone White). Individual papers contain references. [Abstract has been modified to meet ERIC guidelines. For the Proceedings of the 22nd SPERA conference (July 2006), see ED493484.]

Data and information are shared about: (1) First Nations educational infrastructure--new schools, repairs and renovations of schools, project planning, teachers' residences, and operational and maintenance funds. (2) The monitoring of primary and secondary education on reserves. (3) Challenges of schools located in remote areas and with fewer than 100 students. (4) Government spending for primary and secondary education whether positive or negative is made public. (5) Post-secondary achievements of First Nations members.

This document presents the proceedings of the Annual Research Forum. Included herein are the following 29 studies: (1) What Factors Influence Algebra 1 Students' Attitudes toward Math? (Elizabeth A. Allen); (2) Low-Income Student and Teacher Impressions of Kagan Cooperative Learning (Andrea Anderson); (3) Developing and Implementing an Articulated French Program (Rebekah Bray); (4) The Effects of Gaming on Middle and High School Biology Students' Content Knowledge and Attitudes toward Science (Peter Dunlap); (5) The Effects of the Class Length on the Instructional Practices of Social Studies Teachers (Clayton R. Honeycutt); (6) Teaching Writing Strategies in a Social Studies Classroom: The Study of Different Writing Strategies and Assignments Implemented by Social Studies Teachers (Michael Hoover); (7) The Effect of Technology Use on Student Interest and Understanding in Geometry (Scott Hopper); (8) The Use of Authentic Materials in the Secondary Spanish Classroom (Alena Huberman); (9) How High School History Teachers Utilize Primary Source Documents in Classroom Instruction (Chloe-Marie Keveryn); (10) Teaching Grammar for Communication in the Secondary French Classroom (Jessica Ashley Krantz); (11) Teaching Culture in the K-12 French Program (Jordan Lucas); (12) Wry or Dry: Teacher Humor in the English Classroom (Shannon MacAulay); (13) Implementing Authentic Materials in the Secondary Spanish Classroom (Caitlin McClelland); (14) Lecture (Abridged): The Kernel Lecture and Its Effect on Student Engagement (Robert McFeeley); (15) Always Working an Angle: Exploration of the Teacher-Student Relationship and Engagement (Caitlin E. Murphy); (16) Student Understanding of Proof in High School Geometry (Jonathan H. Newman); (17) The Use of Discussion in the Social Studies Classroom (Eric M. Oddo); (18) You Choose: Does Student Choice Matter? (Krista H. Pool); (19) Education Through the Eyes of the Student: Examining the Relationship Between Student Engagement and Teaching Method (Gregg Punger); (20) Developing Cultural Awareness in the K-12 Spanish Classroom (Maggie May Pursley); (21) The Teacher's Voice and Student Engagement (Peter Schild); (22) Words on World vs. Words on Words: The Effects of Making Material Relevant on Student Engagement (Paige A. Sellers); (23) Oral Language Development in the K-12 French Classroom (Lucy Shepley); (24) Taking a Stand: Investigating Teachers' Roles in Fostering Student Opinion on Historical and Political Issues in the Secondary Social Studies Classroom (Michelle Showalter); (25) Reading Aloud Allowed: The Effects of Oral Reading on Student Engagement (Elizabeth Anne Taylor); (26) Teacher Strategies that Promote Study of the French Language in Grades K-12 (Shannon Teare); (27) How Social Studies Teachers Teach: State Standards and Their Impact on Teacher Pedagogical Strategies (Tyler S. Treadaway); (28) Student Attitudes toward Mathematics Homework (Morgan Tysinger); and (29) Writing in the High School Classroom: Student Answers to Essential Questions (Jeffrey D. Williams). (Individual papers contain references.) [Abstract revised to meet ERIC guidelines.}

These Proceedings document an educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 12, 2007. Table of contents and 23 research studies of high school teaching are included. Each paper contains a literature review, methodology, results, conclusions, and references. Studies include: (1) Cultural Development in the K-12 Spanish Classroom (Sefina Adasi); (2) Where in the World is Writing in Social Studies? (Emily Bagley); (3) The Use of Music in the K-12 Spanish Classroom (Mary Barnhardt); (4) Using Assessments in the High School Social Studies Classroom (Christy L. Blankenship); (5) The Calculator Conundrum: Effect of Calculator Use on Student Knowledge (Lauren Brooks); (6) How Students Engage with Technology in the Social Studies Classroom (Heather M. Bulpett); (7) I Want My MTV: The Importance of Pop Culture References Within Secondary English Classes (Katherine S. Cates); (8) Cooperation, Collaboration, and Classroom Climate: Small Group Learning and its Relationship to Student Participation and Involvement in the Classroom (Kathryn Claffey); (9) Watch Your Tone: Teacher Tone of Voice during Student Redirection (Katy Coleman); (10) Words in the Air: Do Read-Alouds Engage the High School English Classroom? (Amy Fitzgerald); (11) Comparing Selected "Dynamics" Items from North Carolina's End-of-Course Test in Physics to a Separate Comprehensive Assessment of "Dynamics" (Richard Gaut); (12) Relationships between Student Attitudes toward Laboratories and Quiz Scores (Margaret Gross); (13) Effects of Extra Critical Emphasis in Biology Classrooms (Lacey Huffling); (14) A Study of Teachers' Perceptions of the Importance of Homework in High School Mathematics (Austin James); (15) Teachers' Use of Small Group Instruction in the Social Studies Classroom (James Jolley); (16) Objectively Stated: The Role of Explicit Learning Objectives in Creating a Constructive Class Environment (Chad Lorentzen); (17) The Problem with Word Problems (Ashley R. Lumpkin); (18) Talkin' Shop: The Use of Slang in the Secondary English Classroom (Scott Murphy); (19) Primary Source Documents and Standardized Tests: Is There a Relationship? (Matthew Owen); (20) What's in a Name? (Chelsey Lee Saunders); (21) Teaching Grammar for Proficiency in Spanish at the Secondary Level (Adrian Singerman); (22) Investigating the Student-Teacher Relationship: A Student Perspective (Jason M. Sinquefield); and (23) The Use of Authentic Texts in the K-12 Spanish Program (Ashley C. Velazquez). [For 2006 proceedings, see ED494888.]

These Proceedings document an educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 7, 2005. Table of contents and 26 research studies of high school teaching are included. Studies include: (1) Mathematical Reasoning in Multiple Representations: Connections and Confidence (Justin Allman); (2) The Effects of Problem-Based Learning on Student Engagement and Motivation (Joshua Bragg); (3) Creative Thinking Questioning in the Secondary Social Studies Classroom (Eric M. Cain); (4) Suppositional Language in the Secondary English Classroom (Lauren Casey); (5) Vocabulary Instruction in the Secondary English Classroom (Mariah Dillard); (6) Instructional Methods and Engagement: An Observation Study of Teacher and Student Behavior (Michael P. Fischer); (7) The Effects of Problem-Based Learning on Students Understanding of Animal Behavior (Shawnda M. Herring); (8) Igniting Discussion in the English Classroom (Brian A. Hill); (9) Instructional Strategies Used to Promote Cultural Awareness (Mary Julia Hinson); (10) The Use of Authentic Literature in the High School Spanish Classroom (Cecilia Jimenez-Santos); (11) Discussion and Student Engagement in the English Classroom (Kimberly S. Jones); (12) The Extent to Which Primary Sources in the Biology Classroom Are a Tool for Teaching Scientific Literacy (Meredith Lentz); (13) Mathematical Discourse During Investigations: A Comparison Study (Diana Liberto); (14) Verbal, Academic Teacher Feedback in Secondary English Classrooms (Kerri McFarland); (15) LOL: The Use of Humor in Secondary Social Studies Classrooms (Stephen Miura); (16) Inspiring High School Readers: Teacher Action and Student Reactions (William Austin Morris); (17) "Look Who's Talking": Discussion Patterns in Secondary Social Studies Classrooms (LaTosha D. Parker); (18) Practical Ways to Engage United States History Students (Karen Riddle); (19) Multiple Intelligences in the High School Social Studies Classroom (Wingate Thompson Smith); (20) A Study on the Effectiveness of Writing Across the Curriculum (Beth Sperfenne); (21) The Effect of Science Fiction Media Clips on Science Attitudes and Achievement (Bradley Stephenson); (22) The Use of Portfolio Assessment in the K-12 Spanish Classroom (Amy Talley); (23) Diverse Literature, Diverse Voices: Do They Go Hand in Hand? (Katherine Thompson); (24) Re-membering Mathematics: The Effect of Culturally Relevant Math History Lessons on Students' Attitudes (John Troutman); (25) Multiple Intelligences in the English Classroom (Margie Van Orden); and (26) Making Lasting Impressions: Teachers' Use of the First and Last Five Minutes of Class Time (Cameron F. Wells). Each paper contains a literature review, methodology, results, conclusions, and references. [Abstract has been modified to meet ERIC guidelines. For "Studies in Teaching: 2004 Research Digest," see ED489982. For "Studies in Teaching: 2003 Research Digest," see ED491483.]

This conference proceedings and executive report includes summaries of two invited meetings and a report on a regional conference, including sample session summaries. Two statewide university systems collaborated around issues of K-16 outreach, research, and best practices for supporting underprepared students across the state of Minnesota. This collaboration successfully brought together community college leaders, university faculty and staff, and individuals from high schools interested in college readiness issues. The proceedings includes a resource bibliography, research on student and teacher perspectives for improving college access, and examples of programs and practices that support underserved students. [Individual papers contain references.] [Additional support provided by the General College.]