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

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, 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 education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]

At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The Republic of Slovenia, as well as a comment on the changes that were brought along by the new educational system in Slovenia. This Collection of papers (further in the text--Collection) also deals with the issues of students' satisfaction with their studies and students' study interests. There is also a mention of the influence of constructivism, a scientific approach in pedagogy, on education of pre-school teachers. Communication in teaching process has been examined, as well as the realistic situation in primary schools. Modern education requires students' active participation in the educational process, and Collection attempts to present the realistic situation in our schools. Theory and practice in teachers' education have also been presented here. Collection points to the necessity of a practical training in the education of future teachers and to the importance of keeping the pace with modern trends in their education. Modern teaching includes all factors of education; therefore Collection examines the importance of cooperation between parents and teachers. What is also stressed here is the irreplaceable role of teachers and parents in the upbringing process. Children's rights are foundation of modern teaching, and they have become one of the everyday-school problems. One of the tasks of the modern education is to develop intercultural awareness, tolerance and prevention of discrimination, stereotypes and prejudices. Modern teaching brings along different changes and challenges, and Collection demonstrates how it influences children's value system. Another important issue mentioned in Collection is the necessity of setting precise evaluation standards for all aspects of educational activities. Teaching mathematics, as well as other natural sciences, particularly requires the modernization of education of its teachers and introduction of the new teaching technologies. Art education is still an important part of education. The influence of gender in development of artistic skills has been also presented here. Papers include: (1) Teaching in a Nine-Year Primary School in the Republic of Slovenia (Milena Ivanus Grmek); (2) Students' Study Interests and Satisfaction with Study (Marko Palekcic and Izabela Soric); (3) Constructivism and Education of Pre-School Teachers (Nada Babic and Stanislava Irovic); (4) Teaching as a (Non-)Mutual Process (Adelka Peko and Marija Sablic); (5) Paradoxes in Teaching and Learning: Synthesis of Theoretical Knowledge, Practical Experience and Personal Reflection (Marija Bratanic); (6) Teachers and Parents as Promoters of Learning and Responsible Behavior in Children (Sofija Vrcelj and Jasminka Zlokovic); (7) Cooperation Between Parents and School (Vesnica Mlinarevic and Edita Boric); (8) Contemporary Teaching and Teaching Values (Emerik Munjiza and Blanka Skender); (9) Contemporary Teaching: Intercultural Paradigms (Neven Hrvatic); (10) Precise Evaluation Standards--Conditions for Successful Teaching (Edita Boric and Andelka Peko); (11) Initial Natural Science and the Use of Contemporary Educational Technology (Samo Fosnaric); (12) Teachers' Contribution to the Modernization of Teaching Mathematics (Margita Pavlekovic and Zdenka Kolar-Begovic); (13) The Role of Gender in the Innovative Approach to the Evaluation of Fine Arts in the Primary School (Matjaz Duh); (14) Art Education: About Students' Spacial Experience in Contemporary Visual Media World (Beatriz Tomsic-Cerke); (15) Didactic Foundations for Visual Art Education (Tonka Tacol); and (16) Effectiveness of Different Methods in Developing the Feeling for Common Meters (Janja Crcinovic Rozman). (Individual papers contain tables, graphs, and references.) [This proceedings was published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract modified to meet ERIC guidelines.]

Eighteen scholarly papers and fifteen abstracts comprise the content of the seventeenth annual Brick and Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2017 paper and abstract titles include: (1) Making Room: Digitizing Your Scholarly Output (Jocelyn Wehr); (2) State-It: Connecting Students to the Archives (Kayla Siddell and Katie Sutrina-Haney); (3) Using LibWizard to Create Active Virtual Learning (Andrew J. Cano); (4) Meeting Your Students Where They Are: Making the Most of Your School's LMS (Bernadette Mirro and Hongqiang Mason Yang); (5) Does a NextGen Catalog Imply a NextGen Library? (James Shaw); (6) "There's a Module for That": Developing Information Literacy Modules at MU Libraries (Kimberly Moeller, Navadeep Khanal and Timothy Perry); (7) Maximizing Classroom Dynamics Through Teaching Methods (Stephen Woody, Andrea Thimesch and Gwen Wilson); (8) Collaborative Approaches to Digital Projects: Enhancing Collections Through Effective Access and Promotion (Yumi Ohira and Amy C. Schindler); (9) Purposeful Instruction Through Scaffolding (Carolyn Johnson and Lori Mardis); (10) More Than Fake News: Fostering Critical Information and Media Literacy Across Campus (Karna Younger and Callie Wiygul Branstiter); (11) Moving from Collection to User Centric Operations: The University Library in the Knowledge Economy (Dr. Alan Bearman, Sean C. Bird and Sean Stacey); (12) Academic Library Safety and Security--Administrators and Staff Need to Be on the Lookout (Susan Breakenridge Fink); (13) Strategies for Building Diverse Library Collections (Steve Alleman and Tom Burns); (14) Making the Complex Simple: Managing the Analysis of Large-Scale Evaluation of Library Instruction (Carol A. Leibiger and Alan W. Aldrich); (15) Ghosted by Faculty: When You Build It and They Don't Come (Meghan Salsbury, Heidi Blackburn and Tammi Owens); (16) Putting Constructivist Learning Theory into Practice: Using Educational Technology to Engage Students and Assess Their Learning (Amanda B. Albert and Jamie L. Emery); (17) Information Literacy: A Cure for Infomania (Karna Younger and Carmen Orth-Alfie); (18) Launching a Web Archives Program at a Public University (Blake Graham, Jennifer L. Thoegersen and Mary Ellen Ducey); (19) Stop Lecturing, Start Teaching: An Activities-Based Approach to Library Instruction (Kendra Spahr); (20) Committing to Customer Service: Valuing and Measuring Reference Customer Satisfaction (Mardi Mahaffy and Julie Hartwell); (21) From Trapped and Bored to Interested and Informed: Library Instruction That Engages Students in Active Learning (Nancy M. Crabtree); (22) Best Practices for Creating a Welcoming Environment for Transgender and Gender Non-Conforming Individuals in Libraries (Holling Smith-Borne); (23) Making Dibner Library a Happy Place: What Disney Taught Us about Improving Library Services (Gavin Paul and Ana Torres); (24) More Than Just a Job: Student and Supervisor Perspectives on Mentoring (Anna Hulseberg, Jeff Jenson and Michelle Twait); (25) What Do We Need? Information Criticality! When Do We Need It? Now! (Jamie L. Emery and Sarah E. Fancher); (26) What Do Your Library Chats Say?: How to Analyze Webchat Transcripts for Sentiment and Topic Extraction (Ellie Kohler); (27) From the Inside Out: Creating an Emotionally Intelligent and Inclusive Culture (Lisa Martin and Mea Warren); (28) Beyond "If You Build It…": Iterative Design for an Academic Library MakerSpace (Ashley Creek); (29) Collections Decoded: Reflections and Strategies for Anti-Racist Collection Development (Aisha Conner-Gaten, Kristyn Caragher, and Tracy Drake); (30) Where the Old Meets the New: What Does the Next Generation Really Expect from Librarians? (Cheryl L. Blevens and Valentine K. Muyumba); (31) Bite Sized is the Right Size: Strategies for the Brief Information Session (Tracey Boswell); (32) On Point: Collaborating with Students from Various Academic Disciplines and Organizations to Revitalize Library Spaces and Services (Blair Stapleton); and (33) Using 360-Degree Cameras for Self-Assessment in Skills-Based Courses (Ayyoub Ajmi). An author/title index is also included. (Individual papers contain references.) [For the 2016 proceedings, see ED573156.]

This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio Alanis), The Effect of Writing on Achievement and Attitudes in Mathematics (Andrew Boudon), History Teaches Us to Hope: Integrating Hope Theory into Secondary Social Studies (Joshua T. Campbell), Teaching the 2016 Presidential Election through News Media Literacy and the Liberating Education Model (Ali Chohan), Using Social Justice Education to Develop Literacy and Global Awareness in the Secondary French Classroom (Kate McCrea), Integrating Francophone Cinema into the High School French Class (Jordan Rowell), The Effect of Intelligent Tutoring Systems on Student Attitudes and Achievement (Sarah A. Smith), Instructional Strategies to Build Higher-Order Thinking Skills and Develop Language Ability in the Secondary Spanish Classroom (Sarah Henion Smith), Multimedia and Historical Empathy in the Social Studies Classroom (Matthew Stran), Impact of Narrative Readings on Student Achievement and Interest in U.S. History Classrooms (Jake Thornton), Exploring the Effect of Social Studies Simulations on Student Engagement in the Secondary Classroom (Stacey Walker). [Individual papers contain references, tables, and figures. For the 2015 Research Digest, see ED559718. ]

This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)

The characteristics of early-age children, such as curiosity, creativity, and collaboration, align with the essential attributes of STEM education. Consequently, it is important to examine the perspectives of children's picture books regarding STEM professions (gender, field of study, inferred action, etc.). Children's picture books tailored for this purpose should be designed in a simple way in terms of form and content, written in an understandable language, and supported by visuals. In this way, opportunities will be provided for children to learn various concepts, events, and situations more easily through books. In this study, the representation of STEM professions in children's picture books during early childhood was examined. The study utilized document analysis, and the study group consisted of STEM-themed books available from publishing houses specializing in illustrated children's literature in Turkey. After forming the keywords and searching relevant publishing houses, ten books were included in the data analysis. The books were analyzed using the book review form developed by the researchers. The main findings of the study revealed that female characters were prominent in STEM professions in these books. Furthermore, the majority of the characters in STEM-themed picture books depicted engaging in product design and invention when examining the inferred actions. Additionally, objects such as writing tools, construction tools, and fictional machines were widely used by the characters in STEM-themed picture books. The representation of STEM professions in these picture books offers children inspiring role models, showcasing potential success and providing impactful narratives. Consequently, books emerge as effective tools in aiding children's understanding of specific concepts during their early years. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 163-178.]

The development of students' mathematical problem-solving skills is contingent upon the approaches and methods employed by primary school teachers. This research endeavors to scrutinize the effectiveness of primary school teachers in their roles within the problem-solving process, with particular attention directed toward their inquiry techniques, instructional approaches, and responses to student errors. Employing as a explanatory mixed-design research, firstly quantitative data were obtained from the primary school teachers (N=116) and analyzed by applying the questionnaire form developed by the researchers; additionally, qualitative data were obtained by conducting focus group interviews with a subset of participants (N=6) based on the information obtained from these data. Thereby, teachers get the opportunity to share their ideas in the process. Second phase of the research aimed to develop the active roles of the participants in the problem-solving process. The research outcomes underscore that teachers frequently gravitate toward questioning techniques and teaching methods that promote a nuanced comprehension of the problem. There also appears to be an underutilization of inquiries pertaining to prediction, generalization, and collaborative group work. Furthermore, the research unveils an array of strategies employed by teachers to rectify student errors. These encompass commonly employed techniques such as question-answer, exemplification, and lecture responses, irrespective of the specific type of question posed. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 476-492.]

Reading is one of the most significant academic skills and numerous students have difficulties with reading including students who are deaf and hard of hearing. An average student with hearing impairments graduates from a high school with a fourth-grade reading comprehension level that is alarmingly poor. Several reasons may cause this low reading achievement and one of them is a lack of phonological knowledge. Unfortunately, deaf and hard of hearing students mostly do not receive instruction that is phonics based. Even though the curriculum should be the same for all students, instructions need to be differentiated based on students' needs. Visual Phonics is a teaching tool to improve phonological skills using multisensory modalities and has the promise to improve the phonological skills of students with reading difficulties, especially for students who are deaf and hard of hearing. A growing body of research studies supported the effectiveness of this evidenced based strategy. Although Visual Phonics has been successfully utilized for almost four decades in the USA, it has not been used in Turkey and there is no strategy similar to it. Therefore, the purpose of this study was to inform educators and parents about Visual Phonics and to adapt it to the Turkish Language. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 308-321.]

This study examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]

The primary objective of this research was to investigate the effects of model-based science instruction on the conceptual development of 7th grade students in the topic of electricity. This qualitative research was conducted during the 2022-2023 academic year, using purposive sampling method. The study comprised 33 7th grade students (18 boys and 15 girls) from a secondary school located in the city center of the Aegean Region. Students' conceptions were introduced as a conceptual framework representing individuals' mental models. In the study, a conceptual understanding test consisting of five open-ended questions was developed as a data collection tool within the framework of the related literature and science curriculum. In order to evaluate the effects of the designed learning environment, this achievement test was administered to students before and after the instruction. Rubric was used in the analysis of the obtained data. Analyzes were carried out by one researcher and their accuracy was checked by another researcher. The effectiveness of the learning environment is based on the comparison of the pre- and post-test findings. The implementation process lasted 12 lesson hours. The data were analyzed descriptively and classified according to their conceptual knowledge levels. Conclusively, the study demonstrated that the implementation of model-based lessons within the 'Electric Circuits' unit had positive impact on the conceptual development of 7th grade students. In addition, model-based learning sequence reduced misconceptions of students about the topic of electric. Based on these results, model-based teaching was recommended to teachers in the instruction processes and researchers were recommended to investigate features of models and the nature of modeling, the relation between students' knowledge about modeling and the quality of the models they create. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 520-537.]

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 aim of this research study was to examine the opinions and experiences of teachers and pre-service teachers about number sense and its development. The participants of this research were 25 teachers and pre-service teachers studying at undergraduate or graduate level in different regions and different departments of Turkey, who participated in the number sense training project prepared within the scope of teacher training. Research data were collected through open-ended questions and activities developed by the participants. Open-ended questions developed by the researchers consisted of questions about the development and application of the number sense. The data were analyzed through content analysis. Results showed that most of the participants generally emphasized the use of materials such as number cards and ten frame cards for the development of number sense in the classroom environment and the development of number sense components such as having number talk. However, the number sense activities developed by the participants as a group at the end of the training reveal that they need to have more experience in number sense. In addition, the participants see teacher competence and the content and intensity of the objectives in the mathematics curriculum as the biggest obstacle to the use of number sense in the math classroom. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 131-147.]

For learners to be individuals equipped with the 21st-century skills when they start business life after graduation, they must be able to gain these skills during their education. However, due to their nature, it's not possible for students to acquire these skills under a specific course. For these skills to be achieved, they must be integrated across all curricula. In this study, an evaluation was conducted to see whether various countries incorporate the 21st-century skills in their curricula, how these skills are applied, and how these skills should be handled in their curricula. Within the scope of this research, the curricula applied in Australia, New Zealand, Canada, England, Ireland, and Turkey were examined. When the 12 skills defined by the P21 platform are considered, it can be seen that all skills are interconnected and that one cannot fully exist without the other. It can be said that starting to gain these skills, which are required by the 21st-century professions and which employers expect from graduates, from an early age it is important for individuals to be properly and fully prepared for the future. In accordance with the 21st-century expectations, evaluations, educational materials, teaching methods, professional growth opportunities, and learning environments should all be synchronized to create a supportive framework that generates the 21st-century results for contemporary students. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 97-126.]

In order to keep up with the speed of science and technology in today's conditions, it is important for human beings to constantly renew themselves and adapt to the changing world and living conditions. In this content, education plays a significant role, and art education, in particular, hold a pioneering role in nurturing civilized individuals. Art education, which is considered important at a young age, takes on the locomotive task of developing a child's creative power and integrating the knowledge and skills they acquire into real-life applications by incorporating current techniques and tools. The importance of drawing in a child's development can be expressed by its role as a means for perceiving the external world and self-expression. Studies also demonstrate that children utilize the knowledge and skills they acquire on touch screens in their real lives. Drawing applications with fun themes for children attract attention. However, these applications are generally designed for entertainment purpose and targeted towards children who can read and write. The lack of an educational software that provides audio guidance and teaches drawing with the support of artificial intelligence has led to the development of the 'Artificial Intelligence-Assisted Directed Drawing Technique' as identified in the literature research. This technique supports a child's creativity, enhances their fine motor skills, increases their digital literacy, and provides an enjoyable learning experience. Additionally, it enables children to create original drawings and express their ideas while guiding their progress and supporting their learning process. The artificial intelligence-assisted directed drawing application is believed to contribute to the development of a child's self-drawing skills, beneficial use of technological devices like tablets by preschoolers, and increasing the interest and talent of future generations in artistic activities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 511-519.]

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]

Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]

The paper reports the first results of an experience of university teaching innovation in progress. It is based on multiple means of "Engagement", "Representation", and "Action & Expression" in the framework of the Universal Design for Learning (UDL) approach. The action repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning, and it has been proposed in dual mode to second year students enrolled in a course on "Teaching and Learning" of the bachelor's degree program in Education of the University of Bergamo, in Italy. The paper investigates the students' perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation. A quantitative and qualitative survey detected the students' perception of the teaching methods for this course, with main focus on the use of active teaching aimed at breaking down learning barriers, in the UDL perspective. [This paper was published in: "Transforming our World through Universal Design for Human Development: Proceedings of the Sixth International Conference on Universal Design (UD2022). Studies in Health Technology and Informatics," edited by Ilaria Garofolo et al., IOS Press, 2022, pp. 541-48.]

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, 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 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), 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; 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. 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 paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers. [This paper was published in: "Proceedings of IRC 2021 Dortmund International Research Conference, June 24-26, 2021," Fachhochschule Dortmund, 2021.]

This document presents the proceedings of 16th Annual Research Forum held June 15, 2011, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) The Effects of Prompted Math Journaling on Algebra 1 Students' Achievement and Attitudes (Heidi I. Arnold); (2) Group Work and Attitude (Greg Bartley); (3) Assessing How Current Events Contribute to Student Learning Outcomes in a Civics and Economics Course (LaShunda Faison); (4) What is the Impact of Inquiry-Based Instruction in a Group Setting? (Jennifer Foreman); (5) Developing Oral Language Ability in the High School Spanish Classroom (Eleanor Fuller); (6) "There's an App for That:" A Study Using Apple iPads in a United States History Classroom (Emily R. Garcia); (7) Increasing Parent Involvement: Using Newsletters to Expand School-Home Communication (Meredith Horton); (8) Guided Discovery Learning with Collaborative Discourse (Chloe Johnson); (9) Multiple Types of Assessment and Learning Styles (Jill Klinepeter); (10) Recognizing and Understanding Irony (Cederick Moore); (11) The Use of Contextualized Listening Activities to Develop Listening Comprehension in the High School Spanish Classroom (John A. Mundell); (12) The Effects of Photograph Analysis on Students' Historical Thinking Skills (Anna Newman); (13) Effective Approaches for Teaching Irony in the High School English Classroom(Carmen Peek); (14) Inspiring Instrumental Genesis through Guided Reflection (Jacob Steven Perry); (15) Global Citizenship Education in Secondary Social Studies: Utilizing Global Newspapers to Help Students Identify Global Perspectives and Bias (Andrew R. Petrilli); (16) The Use of Authentic Materials in Developing Oral and Written Language Ability in the Secondary Spanish Classroom (Amy Plyler); (17) Teaching "Habits of Mind": Impact on Students' Mathematical Thinking and Problem Solving Self-Efficacy (Cayce Poindexter); (18) The Impact of Feedback on Student Confidence, Self-Efficacy, and Attitudes Toward Mathematics (Lauren Redman); (19) Understanding Students' Ability to Recognize Irony (Grace Rishel ); (20) Improving Student Achievement through Error Analysis (Lauren Schnepper); (21) Using Homework to Improve Students' Abilities to Self-Regulate (Brian A. Smith); (22) The Use of Food as a Context to Develop Cultural Awareness in the High School Spanish Classroom (Silvia Timmerding); (23) Teaching High School Students to Identify Irony and its Effects (Sarah Vroom); (24) Recasts, Elicitation, and Praise: Tools for Oral Language Production in the High School Spanish Class (Kenneth L. Wallace, Jr.); and (25) Music and Culture in the High School Spanish Classroom (Rachel Will). (Individual papers contain references.) [Abstract revised to meet ERIC guidelines.]

Language teachers' Classroom Interactional Competence (CIC) has been a popular research area in that language teachers use interaction as a tool to mediate teaching and learning at the same time. Among many moves that language teachers make during the interaction, this study focuses on teacher echoing, which briefly refers to a language teacher's exact verbatim of the self or student utterance. Though language teachers' echoing has sparked interest in studies conducted in face-to-face EFL settings, how it is influenced by online platforms is an under-researched area. With an attempt to fill in this gap, in this study, teacher echoing was observed in an EFL classroom taught at tertiary level via a videoconferencing application. The analysis showed that along with commonly mentioned functions of teacher echoing in the existing literature, which was confirming a correct answer or correcting error, the teacher echo served also several other functions. Among them, the only one that was observed as directly resulting from online teaching environment was teacher repetition that was made to compensate for unintelligible utterances arising from poor internet connection. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 357-371.]