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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

This paper discusses the responses of schools and teachers in England and some other developed countries to Trans children, that is, those who feel that their assigned sex at birth was not correct. These children may be defined as Trans, that is wanting to change their assigned sex, or in other ways, such as having gender distress or dysphoria, or not being cisnormative which is, accepting one's sex assigned at birth. Recent years have seen a steady increase in the numbers of school children concerned about their birth assigned sex, presenting numerous problems. These include areas such as toilet facilities, changing rooms, sports studied, clothing, names and the use of pronouns and how to allot sleeping accommodation on a school journey. Parents in many cases are very concerned over schools' reactions, which have included schools agreeing to allow social transitioning without informing parents, ignoring the safeguarding instructions to schools, that parents must be informed of physical or mental health issues a child discloses. In addition, parents and schools can be at odds, with how schools should respond. In England, teachers have been waiting for guidance from the DfE on this matter since 2018, but this was not produced for schools until the end of 2023 for consultation, leaving schools to make individual decisions on actions. Comparisons are made with how schools in other developed countries have responded to this challenge and a small group of teachers in England, were asked to express their personal views on this subject and how it had affected their role in school. [For the complete Volume 22 proceedings, see ED656158.]

This paper explores and reports on teacher attitudes toward online assessment in foreign language teaching and learning in Spain and Finland. During the pandemic, teachers have had to face serious challenges, such as the method to be adopted, task design or handling student feedback, in order to ensure effective student assessment. They have had to find completely new ways to assess their students. A qualitative approach was adopted and data were gathered from a questionnaire shared on Google form, which was completed by 23 teachers from Spain and 11 from Finland. The aim was to examine: (1) the advantages and disadvantages of using online assessment tools to measure students' progress; and (2) the participants' perceptions of their experience of assessing their students online. The findings show that while online assessment tools, especially quiz apps, provide instant feedback and correction for students and teachers, it is difficult to control what tools students might be using to support their learning and/or assessment assignments. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]

For the twenty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, CA. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in volume 2 which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED496303. For Volume 1 of the 2002 proceedings, see ED496300. For Volume 2 of the 2002 proceedings, see ED496301.]

Articles are divided into two sections. Section 1, "Research and Theory, includes: "The Influence of Pronunciation Instruction on the Pronunciation of English Word-Final Consonants by Brazilian Learners" (Roseanne Silveira); "Perceptions, Interactions and Immersion: A Cross-Comparative Case Study of African-American Students' Experiences in a French Immersion Class and a Regular French Class" (Michelle Haj-Broussard); "Teachers Studying Abroad: An Analysis of Changes in Linguistic and Cultural Knowledge and Attitudes toward Spanish Culture and the Effects of Ethnographic Interviews" (Greg Thompson); "Motivation in Foreign/Second Language Learning: Some Problems and Implications" and "Learning to Teach Spanish" (Gloria Velez-Rendon). Section 2, "Teaching Tips," includes: "Dialogic Construction and Reflective Practice: A Teacher Educator's Action Research Study of Teacher as Learner" (Marjorie Haley and Sabrina Wesley-Nero); "Creating an Innovative English as a Second Language in the Workplace Program" (David Schwarzer, Clarena Loretta, and Vyacheslav Zub); "Heretical Method for Teaching Foreign Languages" (Zev Bar-Lev); and "Professional Organizations: A Comprehensive Resource List" (Felicia Rader). (Papers contain references.) (SM)

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

With the constantly developing technology, the education given in the schools has become far beyond the classical understandings and equipments. Such a transformation has made it compulsory for teachers to have some competencies, to acquire some skills, and to use technology above a certain level. Turkey is aware of the importance of using technology in education and thus equips public schools with state-of-the-art technological tools via a reformist project called FATIH. Within the scope of this project, smart boards were installed in each classroom. Since this integration, teachers have been using these tools and researchers have been investigating their usage. In this study, a literature review was conducted to explore teachers' use of smarts boards in Turkey. The research reviewed this study is limited to graduate theses completed in universities in Turkey and published by YOK thesis center. The relevant studies were accessed by using the keywords such as "smart board", "smart board use and "teacher's use of smart board". The studies found as a result of this scanning were filtered and summarized through the use of 4N1K methodology. As a result, it was concluded that teachers' use of smart boards differed in terms of branches, demographic characteristics, computer usage, status of receiving in-service training, and technological predisposition. In addition, while there were studies on the use of smart boards in different branches, no study has been found on classroom/primary teachers in the literature. [For the full proceedings, see ED652228.]

This research aims to compare the responses of Turkish and Singaporean mathematics teachers to school emphasis on academic success questions. The research was conducted following the causal-comparative design. The research study group consists of Turkish and Singaporean eighth-grade mathematics teachers who participated in the 2019 TIMSS. The data collection tool used in this study consisted of survey items directed to teachers under the "School Emphasis on Academic Success" category in the 2019 TIMSS. The Cronbach's alpha coefficient was calculated as 0.89 for the Singaporean sample and 0.90 for the Turkish sample. Independent samples t-test was used to compare the averages of the scores obtained from the survey items of Turkish and Singaporean teachers. According to the results obtained, Singaporean teachers expressed more positive views about their schools regarding teachers' expectations for student achievement, parental involvement in school activities, parental support for the instructional process, students' desire for success, and students' ability to reach academic goals compared to Turkish teachers. On the other hand, Turkish teachers expressed more positive views about their schools regarding the ability of teachers to inspire students and the collaboration among teachers for planning instruction compared to Singaporean teachers. The results showed that Turkish and Singaporean education systems have different priorities and emphases. [For the full proceedings, see ED652228.]

This paper presents an overview of the findings and implications of an ongoing 5-year collaborative action research project conducted by university faculty and classroom teachers in a large urban school district in the southeastern United States. Based on the premise that participation in research empowers teachers to take action to improve schools, the project both supports and encourages the involvement of practicing classroom teachers in research projects. The document provides a framework for examining: (1) the development of a teacher-mentor model that offers a foundation for school improvement by enhancing teachers' research interests; and (2) the capability of teachers to conduct and do research (an analysis of requirements). A prototype model for developing the capability of teachers to do research is described. The model advocates some form of apprenticeship and focuses on the means through which a collegial relationship (teacher-researcher) can evolve into a type of apprenticeship relationship (apprentice-mentor) through which teachers can pursue the substantive knowledge and research tools they need to become colleagues as practicing researchers in the field of science education. (LL)

As we talked with school teachers about the use of physical computing systems in class, one major drawback of these systems became obvious: almost nobody--next to enthusiastic autodidacts--has been able to tell us on an abstract basis for which educational purposes a certain physical computing system can be used, i.e. in a goal-oriented way. This insight lead to the approach to structure the field of physical computing systems with the overall goal to make it easier for teachers to improve their lectures due integrating physical computing systems into computer science education. The aim of this paper is to structure the field, to find categories and to show how existing devices can be integrated into the founded structure.

These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey.

The purpose of this study is to investigate how a bilingual education program effects the minority groups' academic achievement. An explanatory sequential mixed method was used for this study. Triangulation was used in both the quantitative and qualitative parts of the study to minimize prejudice and enhance honesty regarding the social phenomenon studied. Both the quantitative and qualitative data were analyzed to examine the parameters to reveal academic achievements within a bilingual education context. For quantitative data collection, 280 participants responded the survey questions. For qualitative data collection, 12 participants were interviewed. Results reflected that bilingual education would help build stronger relationships between different ethnic groups and have a positive effect on all the academic achievement of minority students.

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.

Sex and relationships education has been a controversial area of the curriculum in England for many years. Despite changes to the content and the approach to this material, many teachers and parents remained unhappy about issues such as: the right of schools to teach material that some think should be done in a family situation only; the problem of training teachers how to approach subjects that can be controversial; the right of parents to refuse to allow their children to take part in such lessons. Added to these is the subject division between the biological aspects, which were compulsory and the relationships area, which is so much needed to help young people consider their behaviour and attitudes to sex, sexual orientation and relationships of all kinds. Compounding these difficulties, is the need to teach within the parameter of ensuring that students learn about British values of equality, respect and the acceptance of different family configurations. This paper discusses the changes put into law in 2020, which have produced several further areas of contention, such as the inclusion of teaching about different sexualities and family structures, for example LGBT and same sex marriage, resulting in further controversy over withdrawal. [For the complete Volume 19 proceedings, see ED613922.]

In times of crisis, people look up to their leaders and expect that they would minimise the impact of the crisis at hand. Leaders in such situations must grasp and address the crisis while maintaining a sense of normality. In this research, we drew on data from a literature search to answer the following question: What can be learnt from studies on teacher wellbeing during the COVID-19 crisis, that can help us to determine the leadership style needed to support teacher wellbeing? A literature search was conducted to create a database of articles that focused on teacher wellbeing during the COVID-19 crisis and school leadership. The following four keywords/phrases were used during the search: crisis management in schools; crisis management during COVID-19 in schools; leadership styles for crisis management; and leadership styles in support of teacher wellbeing during crisis situations. The review included both national and international studies. This paper highlights two leadership best practices for navigating teacher wellbeing challenges posed by the coronavirus pandemic, namely distributed leadership and compassionate leadership. [For the complete Volume 19 proceedings, see ED613922.]

This study aims to obtain a picture of the perception of mathematics teachers related to students' mathematical problem-solving abilities. This research method is qualitative research with a case study approach. The subject of this research is a mathematics teacher in Sumatra. A total of 32 mathematics teachers were involved in this study. The data collected in this study used a questionnaire. The questionnaire used was validated by one mathematics education lecturer and three mathematics teachers. Then, the results of the questionnaire data were analyzed using Miles and Huberman analysis which consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the teacher's perception of the ability to solve mathematical problems as measured by the Polya stages ranges from 63% to 77%. In addition, there are differences in students' mathematical problem-solving abilities during online and offline learning. The impact of this research can add to existing references and be considered to improve and evaluate math problem-solving abilities in both public and private schools in Sumatra. [For the complete proceedings, see ED631021.]

The purpose of this study was to characterize variations in how teachers enacted an approach to ambitious mathematics teaching: "rough draft math." We also examined teachers' motivations for their enactments. Thirty-two teachers from five states in the U.S.A. were recruited to participate in interviews based on recommendations from leaders of book studies focusing on this teaching practice. All participants enacted "rough draft math" by intentionally building their classroom culture to welcome students' draft thinking to achieve the goal of promoting students' productive dispositions. However, additional variations in enactments drew attention to potential tensions between multiple goals of ambitious mathematics teaching (empowering students and learning through revising). Findings suggest insights for supporting teachers' learning to teach ambitiously; findings also contribute to a knowledge base for teaching. [For the complete proceedings, see ED630210.]

Robots are useful tools for teaching mathematics and physics and engineering subjects in K-12 setting; they can be utilized in classrooms for explaining difficult and complex concepts because they capture the imagination of students. Rapid developments robotics technology in recent decade, institutions and researchers have employed robots to support K-12 education. Furthermore, Educators are increasingly interested in the potential of robots in education for learners. Due to its multidisciplinary nature, robots are considered a gateway to STEM education. Researchers in educational field are looking answers of Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? In the present study, IT and Technology & Design Teachers' views on utilizing robots in instruction was investigated. Furthermore, teachers' willingness to use robots in diverse learning settings. The findings of the research revealed that most of the teachers were not employed robots in their teaching. However, overwhelm majority participants expressed their willingness of using robots in their education specifically in STEM education. Teachers reported that robots can be utilized as an instructional support tool in the classroom. [For the complete proceedings, see ED631021.]

This manuscript reports the results of two pilot studies that investigated the views of international cohorts of teacher educators regarding the efficacy of the flipped classroom paradigm in K-12 schools. A void in the literature addressed by each pilot study was the relevance of flipped classrooms to student subgroups requiring specialized instruction (e.g., students with disabilities). In the first study 107 teacher educators (58% response rate) from 38 countries completed a 12-item survey designed to determine their views on the efficacy of flipped classrooms. Respondents reported flipped classrooms are efficacious for elementary and secondary students, as well as those who are culturally and linguistically diverse -- particularly with respect to teaching complex subjects (e.g., science). Conversely, respondents reported the paradigm is inappropriate for students with disabilities, and that noteworthy barriers (e.g., a digital divide) impede its use with students in impoverished rural communities. In the second study 104 teacher educators (61% response rate) from 33 countries completed a 10-item survey designed to determine their views about the appropriateness of the flipped classroom paradigm for students with learning and/or behavioral challenges. Both studies are a measure of the paradigm's face validity, particularly with respect to certain student subgroups. [For the full proceedings, see ED626668.]

After PISA 2009, Shanghai education has received unprecedented attention from home and aboard. The government in Shanghai summed up the successful experience and launched the New High-Quality Schools (NHQS) project as a response. Under the policy background of promoting high-quality and equitable compulsory education in China, the NHQS project undertook the unique task of creating high-quality educational resources. The project is not only an honorary certification for the project schools, but also an organized small-scale school improvement plan. Compared with the National Blue-Ribbon Schools (NBRS) program in the United States, both projects encourage schools to create high-quality education from a bottom-up approach and provide a platform for excellent schools to share experiences. The distinctive features in the NHQS project are that it emphasizes the indispensable importance of quality with equity, and is more guided by the government. The "Green Indicators" used in the NHQS project go beyond a single criterion of student achievement in the past. However, as the overall assessment system in China has not changed, such small-scale attempts are still facing many difficulties. [For the complete Volume 20 proceedings, see ED622631.]

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)

As part of the usual end of year meeting that has been a feature of the National Center for Engineering and Technology Education (NCETE) project, a conference intending to provide a forum for young voices in an outside of the Center was organized. The basic model for the gathering was borrowed from track and field. This was to be an intellectual conference meet, to which teams of scholars and their coaches/mentors would come, drawn from university programs where scholars worked at the intersection of engineering education and technology education, to share ideas and to engage each other. The conference theme was to be Research in Engineering and Technology Education (RETE). These proceedings summarize ideas from the presentations made during the day. One group of papers focused upon exploring "teachers' knowledge and dispositions to" science, technology, engineering, and mathematics (STEM) curriculum and instruction. A second set of papers focused upon "dealing with ill-defined problems and complex systems." A third set of papers "examine problem solving predisposition in children and adolescents." Three of the papers explore student interest in STEM careers. Beyond papers that cluster thematically are a few that pursue interesting lines that were influenced by cognitive and creativity considerations. This publication presents the following papers: (1) Engineering byDesign[TM] Professional Development Evaluation Summary Report (Jenny Daugherty); (2) Knowing What Engineering and Technology Teachers Need to Know: A Content Analysis of Pre-service Teachers' Engineering Design Problems (Todd D. Fantz); (3) Strategies for Integrating STEM Content: A Pilot Case Study (Fred Figliano); (4) High School STEM Educators' Self-Efficacy Beliefs at Various Career Stages (Brent Holt); (5) Investigating Middle School Teachers' Engineering Subject Matter and Pedagogical Content Knowledge (Morgan Hynes); (6) Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education (Todd R. Kelley); (7) Comparing Question Posing Capability Across High School Curricula: A Research Proposal (Benjamin Franske); (8) The Efficacy of Cross-discipline Representations for Ill-defined IAS Concepts (Steven Rigby); (9) Complex Systems in Engineering and Technology Education: A Mixed Methods Study Investigating the Role Software Simulations Serve in Student Learning (Douglas J. Walrath); (10) Effects of Metacognitive Journaling on Academic Achievement of High School Students (Katrina M. Cox); (11) Aspects of Problem Solving in Children Prekindergarten to Ninth Grade: Focus on Functional Fixedness (Michael Nehring); (12) Divergent Thinking Skills in Science and Engineering: Influence of Gender and Grade Level (Leah C. Roue); (13) Design Twice, Build Once: Teaching Engineering Design in the Middle and High School Classroom (Shawn Jordan and Nielsen Pereira); (14) Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education (Nathan Mentzer); (15) A Study of Factors Affecting Career Decision-Making Self-Efficacy and Engineering Related Goal Intentions Among African American High School Students (Chandra Austin); (16) Impact of Mentorship Programs on African-American High School Students' Perceptions of Engineering (Cameron D. Denson); (17) Student Interest in STEM Careers: Development of Instrument for High School STEM-Based Programs (Mark Patrick Mahoney); (18) Children's Multiple Representations of Ideas in Science (Brian Gravel); (19) The Cognitive Processes and Strategies of an Expert and Novice in the Design of a Wireless Radio Frequency Network (Matthew D. Lammi); and (20) Perceptions of Creativity in Art, Music and Technology Education (David Stricker). Individual papers contain tables, figures, footnotes and references.

The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers' Practices (Vivienne Collinson); and (8) Fostering a Culture of Peace through Education (Panna Akhani). Part IV, Exploring Reasons for Conflict, includes: (9) The Voices of Victims of Torture, the International Community, and Educating for Peace (Matin Royeen); (10) Teacher Education Students' Perceptions and Views about Equity and Discrimination in Universities in Ankara, Turkey (Hasan Huseyin Aksoy); (11) Formation of Pre-Peace Values through Social Cognition (Martina Navarro); (12) Towards the Culture of Peace and Non-Violence (Lydia Fernandes.); (13) Peace and Human Rights: A Case Study of Undergraduate Students in India (Ragini Didolkar and Panna Akhani); and (14) The Relationship between Conflict Management Styles Used by School Principals and Job Satisfaction Levels of Teachers (Ali Ilker Gumuseli). Part V, Curriculum Practice to Create Peaceful Classrooms and Schools, includes: (15) The Renaissance Group: One Institution's Response to the Principles that Support Diversity and Peace in Teacher Preparation Curricula (Shirley Stennis-Williams); (16) Cross-cultural Counseling: Problems and Prospects (Elvira Repetto); (17) Curriculum on Peace (Jean Benton); (18) The International Educational Initiatives K-12 Curriculum: A Road to Peace and Moral Leadership (Judith Johnson and Michael Higgins); (19) Research and Development of a Cooperative Learning Model of Whole School Learning Reform in Chieng Mai, Thailand (Ranumas Ma-oon); (20) The Socio-Cultural Animator and Interpersonal Mediation (Maria Angeles Hernando Sanz); (21) Enhancing the Appreciation of Pre-Service Teachers for Religious Diversity (Kathleen Conway); and (22) Managing Violent Behavior in the Secondary Schools: A European Perspective (Leslie Caul and Sandra McWilliams). Part VI, Developing Social Awareness and Conscience in Children, includes: (23) The Way of the Hero: Children's Understandings of Social Responsibility (Roxana Della Vecchia); and (24) Using Children's Literature to Promote Equity, Peace, and Universal Realization of Human Rights (Judy Leavell and Nancy Ramos-Machail). Part VII, Contributing to the Development of Peaceful Communities, includes: (25) A Story of the Peace Boat: A Strategy for Creating A Culture of Peace (Ayako Ogawa); (26) An Interprofessional Collaboration Model: Cultivating Healthy Communities (Berta Gonzalez); and (27) Teaching Strategies to Promote Collaboration with the Local Community in the Development of a Curriculum which Cultivate the Ideal of Harmonious Coexistence (Quintina Martin-Moreno Cerrillo). Part VIII, Creating Curriculum to Preserve the Balance of Nature on the Planet, includes: (28) Waste Management and Environmental Education: Some Imperatives Towards a Culture of Peace (Basilisa Camacho); (29) A Study of Environmental-relevant Components of University Science Teacher Education in Nigeria and Zimbabwe for the 21st Century (Busari Olanitemi O. Elizabeth); (30) Misconceptions Held by Elementary Education Majors Regarding Three Environmental Issues (Tahsin Khalid); and (31) Effects of Learning by Using Storyline Methods on Environmental Science Learning Achievement and Satisfaction Towards Instruction of Upper Secondary School Students (Pimpan Dachakupt and Payao Yindeesuk). Part IX, Creating New Forms of Solidarity and Communication through Technology, includes: (32) The Educational Use of International Mass Media for Teaching Peace Studies and Conflict Resolution Strategies (Wilesse Freeman Comissiong); (33) Report on Global Strategies: Bridging Education, Technology and Human Performance Divides through Digital Equity (Joyce Pittman); and (34) Learning Across the Continents: Using Internet Technology to Promote Multicultural Understandings and Communication (Jeffry Gordon and Johanna Looye). (Individual papers contain references.)

This PME-NA proceedings volume contains the full text of 41 research papers. In addition, brief usually one-page reports, are provided for 11 oral presentations and 13 poster sessions. The full research reports are as follows: "Cognitive Analysis of Chinese Students' Mathematical Problem Solving" (J. Cai and E. A. Silver); (2) "Mathematical and Verbal Abilities in Mathematical Problem Solving by Talented Students" (S. D. Moore); (3) "One Student's Effort in Resolving His Self-Generated Measurement Problem: 'See If It Would Work With a Triangle.'" (A. Reynolds and G. H. Wheatley); (4) "Problem Solving Using Arithmetic and Algebraic Thinking" (A. R. Teppo and W. W. Esty); (5) "The Development of Children's Concept of Unit--Grades 4-8" (S. J. Lamon); (6) "Interaction and Fraction Knowledge: Children's Construction of the Iterative Partitioning Scheme" (R. Tzur); (7) "Using Case Studies to Promote Instructional Change" (B. Armstrong, And Others); (8) "The Validity of Concept Maps as a Research Tool in Remedial College Mathematics" (J. Laturno); (9) "Collaborative Action Research in Mathematics Education" (A. M. Raymond); (10) "Middle School Students' Perceptions of Their Everyday Mathematics Usage" (J. O. Masingila); (11) "A Basis for Equity in Mathematics Education: An Experiment In Cultural Course Development" (N. C. Presmeg); (12) "A Case of Equity Reform In Mathematics" (B. F. Risacher); (13) "The Negotiation of Social Norms in a Mathematics Class" (S. D. Trowell and G. H. Wheatley); (14) "Exploring the Social in Social Construction" (S. R. Williams and K. M. C. Ivey); (15) "Empowering Students to Talk About Mathematics In a Seventh-Grade Classroom" (V. M. Adams); (16) "Confidence in Answer Keys Among College Calculus Students" (H. T. Barton); (17) "Enhancing Student Interest in Mathematics Using Integrative Curricula" (M. Mitchell); (18) "The Effects of Psychosocial Variables on Middle School Student Problem-Solving Achievement in Mathematics" (J. L. Nath, And Others); (19) "Justifying the Reasonableness of Answers: Processes of Middle School Mathematics Students" (S. E. Williams and J. V. Copley); (20) "A Teacher's Perception of Time in a Mathematics Classroom" (K. M. C. Ivey); (21) "Preservice Secondary Teachers' Beliefs About Mathematics and Their Expectations About Student Performance on Open-Ended Assessment Tasks" (B. W. Grover and P. A. Kenney); (22) "Changing the Mathematics Learning Environment in Relation to Beliefs, Knowledge, and Practices" (P. A. Jaberg and C. A. Lubinski); (23) "Connecting Orientation Towards Authority to First-Year Teachers' Thinking About Teaching" (B. E. Shealy); (24) "Transforming Mathematics Teaching in Grades K-8: The Role of Material Resources in Supporting Teacher Change" (L. R. Davenport); (25) "Affective Issues in Developing Mathematics Teaching Practice" (L. T. Goldsmith and L. R. Davenport); (26) "Case Studies on Empowering Secondary Mathematics Teachers in Computer-Intensive Environments" (M. K. Heid, And Others); (27) "Perceived Deficits in Middle Grades Mathematics Teaching" (M. K. Heid, and S. J. Feeley); (28) "How Middle School Teachers Adjust to Change: Classroom Testing Of Materials From An Innovative Curriculum Project" (D. V. Lambdin and R. V. Preston); (29) "The Needs of Second Career, Secondary Mathematics Teachers: How Well Are They Met by Academic Programs and Inductive Processes?" (S. A. Maxwell); (30) "Development of Classroom Social Norms and Mathematical Practices with Preservice Teachers" (B. McNeal and M. A. Simon); (31) "Teaching in an Era of Reform: Mathematics in Elementary Classrooms" (P. Sztajn and F. K. Lester, Jr.); (32) "Changing Practice: Describing Mathematics Teachers' Development Through A Modification of Perry's Scheme" (M. R. Wilson and M. P. Goldenberg); (33) "Teacher's Graphical Representations of Rate of Change" (S. B. Berenson and G. S. Carter); (34) "Distributive Flaws: Latent Conceptual Gaps in Preservice Teachers' Understanding of the Property Relating Multiplication to Addition" (S. Campbell and R. Zazkis); (35) "Elementary Teachers' Understanding and Implementation of Unitizing Operations" (T. L. Golding and M. J. Behr); (36) "Elementary School Teachers' Perceptions of Algebra: The Role of Modelling and Technology" (B. J. Pence); (37) "Learning Mathematics While Teaching" (S. J. Russell, And Others); (38) "Teacher's Changing Conceptions of the Nature Of Mathematics" (D. Schifter); (39) "The Fundamental Theorem of Arithmetic: Used and Confused" (R. Zazkis and S. Campbell); (40) "Delineating the Transformation of Subject-Matter Knowledge in Pedagogical Content Knowledge" (C. L. Ebert); and (41) "Pedagogical Content Knowledge, Curricular Knowledge and Teacher Change" (B. S. Rich, And Others). (WTB)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2010 proceedings, see ED509647.]

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).

In the course of carrying out the technical tasks of the school, teachers encounter common problems that do not impose on those in managerial roles. School organizations are typically structured in such a way as to prevent the information sharing and processing necessary to confront these problems. A collective decision-making structure for teachers is needed to supplement the traditional institutional decision-making structure of the school system. This paper describes and evaluates a survey-feedback-based, problem-solving structural intervention originally conceptualized and tested in an earlier experiment. A three-year project using a refined version of an earlier design and a quasi-experimental research design is reported on in this document. Results of the project were generally favorable, with teachers taking a greater role in decision-making, but a need was seen for further work to make the system compatible with the existing wide range of school patterns and needs. (Author/PGD)

This document consists of seven papers about educational improvement resulting from partnerships between public schools and universities. David Williams' paper discusses the Brigham Young University (Utah) Public School Project to answer the question: "Can a Comprehensive Public School-University Partnership Meaningfully Contribute to the Solution of Educational Problems?" Del Wasden describes the work of a task force in a partnership in "The Partnership: Department Chairmen View." Bonnie Dahl writes from a personal viewpoint in "A Principal's Perspective: Lessons Learned from a Partnership Experience.""A University Faculty Member's Perspective: Lesson Learned from a Partnership Experience" is presented by Lillian Heil. "The Partnership Concept from the Perspective of an Educator in the Public Schools" is presented by Joyce Nelson. "Lessons Learned from the Partnership Experience--A Superintendent's Perspective" is presented by Clark Cox. Lastly, Ralph Smith makes a case for long-term commitment to partnership in "Public School--University Partnership: Observations of a Dean." (CB)

The purpose of the symposium is to investigate those factors that obstruct and those factors that facilitate the knowledge utilization process for school reform in general and Mastery In Learning Project schools in particular. The Mastery in Learning Project (MILP) is the National Education Association's site-based, faculty-led school reform network of 26 schools. Four papers are included: (1) "The Literature on Teacher Utilization of Research: Implications for the School Reform Movement," by Douglas Fleming, provides a review of literature, indicates areas for researchers to consider in light of school reform, and links research to the design and implementation of MILP; (2) "Empowering Teachers through Knowledge," by Sharon Castle, describes MILP, discusses the role of knowledge utilization in site-based, faculty-led school reform, and presents the methodology used to investigate knowledge utilization in MILP schools; (3) "Obstacles to Teacher Use of the Knowledge Base for School Reform," by Gary Rackcliffe, presents results of the study and conclusions concerning the obstacles experienced in MILP schools; (4) "Facilitating Application of the Knowledge base to School Reform Priorities," by Nel Ward, presents results of the study and conclusions concerning factors facilitating knowledge utilization and potential solutions to the obstacles. (Author)

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

The seminar on assessment and accountability in education was believed to be the first national conference concerned with these coordinate issues. The participants generally concurred that accountability is a many faceted phenomenon with varying interpretations. It was further agreed that the major obstacle to setting up measures of accountability has been a lack of knowledge: school personnel have not known what to do or what to identify in demonstrating and describing the effectiveness of the educational enterprise. Before school personnel can be held completely accountable, there must be a sharper focus on the goals and objectives of teaching and learning. (Author/WM)

Twelve author-contributed papers representing a cross-section of resarch, practice, and professional opinion are presented from a conference on severe behavior disorders of children and youth. The keynote paper, "In Search of Excellence in Special Education" by T. Lovitt is followed by these papers: "Autism: Some Commonly Accepted Presumptions" (A. Bauer and T. Shea); "Using Multiple Peer Exemplars to Develop Generalized Social Responding of an Autistic Girl" (J. Fox et al.); "Assessment and Treatment of Self-Stimulation in Severely Behaviorally Disordered Children" (J. Maag et al.); "Physical Intervention with Emotionally Handicapped Students: Issues and Best Practices" (K. Ruhl et al.); "Education for Self-Control: Classroom Applications of Group Process Procedures" (A. Reitz et al.); "Sequential and Simultaneous Processing in Children with Behavioral or Psychiatric Disorders: Validity of the K-ABC" (S. Forness and M. Herman); "Main and Interaction Effects of Metal Pollutants in Emotionally Disturbed Children" (M. Marlowe et al.); "Reconciling Educational Rights of Handicapped Pupils with the School Disciplinary Code" (P. Leone); "Teachers' Perception of Stress and Coping Skills" (L. Wheeler et al.); "Teacher-Owned Versus Student-Owned Problems: Does It Make a Difference?" (J. Hutton and T. Turnage); and "Competency Statements and Certification Standards for Teachers of the Behaviorally Disordered: How Do We Decide What Is Important?" (C. Young and R. Gable). (CL)

In recent years, game-based programming tools (GBPTs) such as Code.org, Lightbot, and Cargo-Bot have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers' perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers' behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers' attitude. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. [For the full proceedings, see ED621557.]

This paper reports how twenty six New South Wales public school teachers creatively integrate interactive whiteboards into their mathematics instruction to support students' learning through adopting a variety of digital resources in conjunction with the interactive whiteboard including online applications, educational software and presentation software. The use of online video clips on the interactive whiteboard was perceived to be very beneficial in engaging students in mathematics lessons. Lack of access and time were considered to be the main barriers to maximising the potential of the interactive whiteboard in mathematics education.

The Center for the Study of Evaluation, of the Graduate School of Education at the University of California at Los Angeles (CSE) hosted a two day conference on "Paths to Excellence: Testing and Technology" on July 14-15, 1983. Attended by over 100 educational researchers, practitioners, and policymakers, the first day of the conference focused on issues in educational testing; day two explored the status and future of technology in schools. This document presents the collected papers from the first day of the conference. Presentations focused on CSE's study of teachers' and principals' use of achievement testing in the nation's schools. The study provided basic data about the nature and frequency of classroom testing, the purposes for which test results are used, principals' and teachers' attitudes toward testing, and local contexts supporting the use of tests (e.g., amount of staff development, testing resources, leadership support). The findings were presented at the conference, and presenters were asked to provide their interpretations of the data and their perspectives on their implications for national, state, and/or local testing policies. One speaker, William Coffman, was asked to provide context for the conference by considering the study in the light of the history of research on educational testing. (PN)

Papers in this volume include the following: "The Theoretical Framework of Jim Cummins: A Review and Critique"; "The Development of Bilingual Behavior"; "Effective Schools Research and Language Instruction Programs"; "Reading and Writing Instruction in Three Bilingual Education Programs in Connecticut"; "Instructional Discourse in an Effective Kindergarten Classroom: A Case Study"; "Ecobehavioral Variables within a Classroom with Limited-English Proficient Students"; "Creative Reading: A Relevant Methodology for Language Minority Children"; "Teachers' Perceptions of Errors in Second Language Learning and Acquisition"; "Testing the Transfer Paradigm in Second Language Learning: The Case of Spelling Skills"; "Conducting and Evaluating Oral Tests in the Second Language Classroom";"The Competency Testing Mine Field: Validation, Legal and Ethical Issues with Implications for Minorities"; "How Can We Meet All Their Needs? Incorporating Education for the Gifted and Talented in the Multicultural Classroom"; "Comparisons of Acculturation and Education Characteristics of Referred and Non-Referred Culturally and Linguistically Different Children"; "'It's Only Half of Me.' The Interracial Child: The Need for Balance"; "School Holding Power in the U.S."; "Retention of the Latino University Student: Affirmative Action at CSULB"; "Some Research-Based Issues and Recommendations Expressed at the Seminario Internacional Sobre la Educacion Bilingue"; "Culture and the French Canadian: A Question of Survival"; "Cultural Differences or Disability: Redefining the Experience of Four Hmong Students"; and "Hmong Refugees and Educational Policy." (MSE)

The Proceedings of PME-XVII has been published in three volumes because of the large number of papers presented at the conference. Volume I contains a brief Plenary Panel report, 4 full-scale Plenary Addresses, the brief reports of 10 Working Groups and 4 Discussion Groups, and a total of 23 Research Reports grouped under 4 themes. Volume II contains 37 Research Reports grouped under 7 themes. Volume III contains 28 Research Reports grouped under 5 themes, 25 Oral Communications, and 19 Poster Presentations. In summary, the 3 volumes contain 88 full-scale Research Reports, 4 full-scale Plenary Addresses, and 59 briefer reports. Conference subject matter can be conveyed through a listing of the 15 themes under which Research Reports were grouped: Advanced Mathematical Thinking; Algebraic Thinking; Assessment and Evaluation; Pupil's Beliefs and Teacher's Beliefs; Computers and Calculators; Early Number Learning; Functions and Graphs; Geometrical and Spatial Thinking; Imagery and Visualization; Language and Mathematics; Epistemology, Metacognition, and Social Construction; Probability, Statistics, and Combinatorics; Problem Solving; Methods of Proof; Rational Numbers and Proportions; Social Factors and Cultural Factors. Each volume contains an author index covering all three volumes. (MKR)

This paper, based on the findings of the EU funded CAMELOT project (2013-2015), explores the added value of Machinima (videos produced in 3D virtual environments) in language learning. The project research evaluated all stages, from developing to field testing Machinima. To achieve the best outcome, mixed methods were used for the research, including quantitative and qualitative techniques of data collection, such as questionnaires, interviews and focus group discussions. The data were provided by teachers and learners using Machinima in their classroom, as well as by learners participating in web based language courses of which all results were well documented in the form of case studies. [For the complete volume of short papers, see ED572005.]

This paper aims to clarify certain causes of the apparent reluctance of some classroom teachers to assist students to learn through the use computers. The main emphasis will be on primary school teaching, but it will be argued that the same, or similar, issues affect teachers at secondary and tertiary levels. It should be noted that the focus is on planned learning with the assistance of computers rather than on whether teachers and students do or do not use computers in the classrooms. Teacher communications, both formal and informal, together with classroom research reports indicate the existence of underlying concerns about promoting student learning with ICT. This paper proposes that the reluctance of some teachers to make ICT an integral part of their classroom teaching practices is related to factors over which they have limited control. This reluctance occurs even though teachers tend to use various forms of social networking as part of their non-classroom lifestyle in a technologically ubiquitous environment. Over the past decade the author has participated in several small-scale research projects conducted in Australian schools. Each project has been a mini-case study and data has been collected through video-recording lessons and interviewing teachers.

These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

This Working Group builds on the accomplishments of the Working Groups in 2015, 2016, and 2018. We will continue considering multiple aspects of research and practice related to mathematics learning and teaching with English Learners. Our goals for the 2019 Working Group include: (1) sharing an opportunity to publish empirical research related to mathematics and English learners; (2) identifying additional venues for dissemination of mathematics education research on English learners, including novel outlets that connect research to practice; and (3) developing and refining the work that will be shared. In Session 1, the organizers will engage participants in a structured sharing and offer feedback using a protocol. During Session 2, we will engage in a second round of co-working to improve our developing empirical studies. In our final day of the Working Group, we will discuss alternative outlets for sharing our work. We will close with time to review group progress and discuss next steps for our collective and individual work. [For the complete proceedings, see ED606556.]

Researchers and policy makers agree that all children can learn mathematics and that teachers play an important role in student learning. This phenomenological study interviewed 12 primary school teachers, providing insights into their experience and perspectives of mathematics education, highlighting the challenges and successes experienced by teachers. These insights provide a deeper understanding of the dynamics of the relationships and tensions between teachers, students and context, and promote conversations about what success in mathematics looks like and how it can be best supported. It is hoped that this could ultimately be of benefit for student outcomes.

In this study, we would like to show the analysis of latent factor structure of school digitalization from the teachers' perspective based on pilot SELFIE (Self-reflection tool for digitally capable schools) data. The survey of 685 teachers who took part in the pilot SELFIE study in Russia were subjected to an exploratory factor analysis. Five factors of technology-enhanced teaching emerged. Taking into consideration the lack of recent studies in internal drivers of digital transformation in Russia, this study contributes to the understanding of changes happening within a complex system such as the school system is. Further perspectives for digital transformation's aspects analysis based on SELFIE data are also proposed. [For the complete proceedings, see ED600498.]

During the COVID-19 pandemic, K-12 face-to-face teaching shifted to online teaching. Many teachers faced challenges in preparing and delivering their content online due to a lack of training and experience. This study examined the relationship between K-12 teachers' teaching self-efficacy and their perceptions toward using Learning Management Systems to teach online during the pandemic. One hundred and forty-one usable responses were analyzed using Structural Equation Model. Results indicated that the levels of support teachers received and their beliefs about the Learning Management System had a direct impact on their self-efficacy in online teaching. Future research can focus on identifying the pedagogies used to ensure the quality of online teaching and how professional development can improve teachers' online teaching self-efficacy.