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International large-scale assessments, such as Programme for International Student Assessment (PISA), are a crucial source of information for education researchers and policymakers. The assessment also includes a student questionnaire, however, the data can be biased by the differences in reporting behavior between students. In this paper, we analyse differences in response styles of students in the Czech Republic and New Zealand based on data gathered in PISA 2018. The results show that Czech students use, on average, the acquiescence response style (ARS) and extreme response style (ERS) less than their counterparts in New Zealand. Contrarily, Czech students use, on average, the disacquiescence response style (DARS) more than students from New Zealand. A closer analysis according to the school type in the Czech Republic, showed that students from 4-year secondary general schools score, on average, the highest on ARS and ERS, but the lowest on DARS among all school types. The analysis in New Zealand according to the Year of study showed that students in Years 12-13 score, on average, the highest on ARS and ERS among all Year-of-study groups, the DARS values being similar across the Year-of-study groups. The mean ARS and ERS of each of the Czech school types remains below that of any of the New Zealand Year-of-study groups. For DARS, the mean score of the highest-scoring Year-of-study group in New Zealand (Years 9-10) remains below that of the lowest-scoring Czech school type (4-year secondary general school). Analysis of response styles is a crucial tool for the identification of some of the potential biases in student-reported data. Future research should take the differences in student reporting behavior into account and perhaps also employ other methodological approaches for their identification, such as the overclaiming technique. [For the complete Volume 21 proceedings, see ED629259.]

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.

In this paper we report our development of instruments to measure Big Ideas in school mathematics. In tackling the issue of assessment fatigue among students, we present an aggregated approach to measure students' knowledge of Big Ideas.

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.]

Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to develop and examine a more comprehensive and practical framework that would assist estimating the learning loss, determine its position(s) in the education system and the root causes behind its occurrence. The proposed framework seems to be superior, compared to the existing ones, in estimating learning loss. That would provide sufficient information to help in introducing effective measures and interventions to deal with such loss. For example, the framework would assist in estimating the loss that occurs within the main components of the education system (i.e., Input, process, and outcome). Besides, it helps estimate the loss of different education levels. In addition, the information provided by the framework would help determine the root causes of the learning loss. Hence. provides a checklist of the policy actions, informs the cost-effectiveness of policy interventions, and captures education system efficiency, effectiveness, and quality. Future studies are needed to validate and examine the applicability and usefulness of the proposed framework. [For the full proceedings, see ED652228.]

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.)

"The Politics and Process of Evaluation and Decision Making in the Schools: The Shawnee Mission, Kansas, Experience" and "Use of National Assessment Model for Classroom Evaluation" were two papers presented at the Regional Conference of the National Council for the Social Studies. The first paper concerned the development of an evaluation plan for the alternative American Studies program in the eighth through twelfth grades of the Shawnee Mission, Kansas, school district, during the 1973-74 school year. This plan called for three output measures: (1) a factual achievement test, (2) a study of habits and attitudes, and (3) a student opinion grid. The SSHA Survey of Study Habits and Attitudes was chosen for use, along with a teacher-developed Student Opinion Grid. Later, National Assessment of Educational Progress (NAEP) items were designated for the core of neutral items in the factual survey; this American Studies Factual Knowledge Survey is appended. The second paper explained the use of the NAEP exercises, which are administered on a national basis to young people and adults, for classroom, teacher and individual student evaluation. (MV) Primary type of information provided by report: Procedures (Evaluation).

This is the third (1976) compilation of papers presented at the annual meeting of the National Association for Environmental Education. The 23 selected papers are organized into four categories: Keynote Speeches; Environmental Education: Programs, Methods, and Materials; General Topic: Environmental Education; and Energy Conservation. The reports provide current information on the status of environmental education, suggestions for the future, and suggestions for instructional activities. (RH)

Seven papers presented at a research conference on space and geometry are contained in this monograph. The first paper gives an historical sketch of the development of geometry and discusses several considerations for selecting geometric content for the elementary school. Two papers deal with Piaget's research into the child's development of space and geometry concepts, and another paper suggests directions for further research on space from the Piagetian perspective. A fifth paper reviews the van Hiele levels of development in geometry and discusses the new Soviet geometry curriculum, another paper reviews cross-cultural research on perception, and the final paper examines some research issues concerning children's concepts of transformation geometry. (DT)

This book consists of nine papers presented at the 1973 Central States Conference on the Teaching of Foreign Languages. The theme of the conference was "The Foreign Language Teacher: Present and Future Tense." Following an introduction by Lorraine Strasheim, these papers are presented: (1) "The Teacher as Catalyst: Motivation in the Classroom," by Edward D. Allen; (2) "The Teacher as Co-Learner: Interest-Centered Materials," by Frank M. Grittner; (3) "The Teacher as Quality Control: Program Options," by Helen P. Warriner; (4) "Making the Foreign Language Program Visible to the Public: The Language Festival," by Gertrud Meyer; (5) "Grammar and the American Foreign Language Teacher," by Albert Valdman; (6) "Culture: An Individualized Instruction Option," by Robert C. Lafayette; (7)"Gaining Better Student Support for the Foreign Language Program," by Constance K. Knop; (8) "The Language Teacher and the Amateur Language Student," by Carl Zuegler; and (9) "Exploratory Courses for the Middle and Junior High School," by Judith C. Morrow. (CFM)

This book consists of ten papers presented at the 1976 Central States Conference on the Teaching of Foreign Languages. Three major trends in foreign language instruction were identified as themes for the conference: (1) the growing emphasis on developing communication skills in the language learning experience; (2) the concern for the individual student's attitudes, values, and needs in developing interpersonal relationships and communication in the classroom; and (3) the interest in intercultural and ethnic communication. The following papers are included in this volume: (1) "Between People - A Mystery of Language," by Charles T. Brown; (2) "A Relevant Curriculum: Linguistic Competence + Communicative Competence = Proficiency," by Sidney N. J. Zelson; (3) "Communicative Competence: Even for the Non-Major," by Patricia B. Westphal; (4) "Integrating Culture and Communication in the College Foreign Language Class," by Constance Knop, Carol Herron, and Valorie Wyman; (5) "Testing Communicative Competence," by Walter H. Bartz; (6) "Strategies for Increasing Cross-Cultural Awareness," by Sidney L. Hahn; (7) "Clue Searching: An Aid to Comprehension," by Jay Paul Minn; (8) "A Practical Approach to the Teaching of Foreign Languages in the Adult Education Classroom," by Dana Carton; (9) "Languages for Travel: A Foreign Language Alternative," by Max M. Novitz; and (10) "Environmental Education and Foreign Languages," by David E. Cox. (CFM)

This book consists of eleven papers presented at the 1975 Central States Conference. The principal objective of the conference was to examine the trend for human relations, ethnic studies, and bilingual-bicultural education in American education and the new interest in languages not usually taught in the past. The papers include: (1) "We're All Ethnics: Hyphenated Americans, Professional Ethnics, and Ethnics by Attraction," by Lorraine A. Strasheim; (2) "The Analysis of Language and Familiar Cultures," by Nelson Brooks; (3) "Linguistic Diversity in the Classroom," by Geneva Smitherman; (4) "Analyzing French Culture and Interpreting Some of its Manifestations," by Jacqueline C. Elliot; (5) "Analyzing Hispanic Culture: Some Implications for Teaching," by Yvonne de Wright; (6) "A Look at Americans of German Descent," by La Vern J. Rippley; (7) "Newspapers and Magazines in the Second Language Classroom," by Helen L. Jorstad; (8) "Evaluating Cultural Learnings," by Robert C. Lafayette and Renate Schulz; (9) "Sexism in French Language Textbooks," by Betty Schmitz; (10) "Preparing Teachers for Cultural Pluralism," by Margaret Shryer; and (11) "Study-Travel Abroad," by Sue Reynolds. (CFM)

Given in this publication are 15 working papers which were prepared to assist conference participants in discussion of areas of educational neglect. These papers include reports of: (1) on-site studies conducted during the 2 months immediately preceding the conference and (2) national statistics and information regarding an area of neglect. The reports are not intended to be complete on the subject they cover, but to be representative of some of the problems. Varying in length, format, and style, the on-site reports reflect the variety of approaches which may be taken on a local or State level. Areas covered are: (1) violence in the public schools; (2) bilingual education; (3) education of women, American Indians, migrant children, children on military bases, handicapped children, and urban children; (4) juveniles in detention facilities; (5) early childhood education; (6) suburban education; (7) adult basic education; and (8) education in geographically isolated areas. (Author/NQ)

The purposes of this paper are to clarify the concept of international education, expand the understanding of the role of social studies in children's and young people's international education, and enhance awareness of desirable curriculum. Three questions are discussed: how should international education be defined, what contributions should and can social studies make to international education, and what types of curriculum are needed to enhance the contribution. According to Unesco's 1974 recommendation on International Education, international education should be viewed as education for responsible citizen involvement and effective participation in global society. It is believed that social studies should contribute to students' international education in developing students' capacities to perceive and understand their involvement in global society, make judgments and decisions about world affairs, and exert influence in world affairs. Some specific ways in which social studies can develop these three capacities are indicated. Approaches and instructional materials are noted for several areas of instruction: history, geography and environmental studies, the social and behavioral sciences, and civics. Examples of curriculum materials and programs that illustrate the desired approaches are provided for each area. (Author/ND)

The nature of the social studies and their international dimensions are examined. Discussion focuses on the definition of the social studies and the role of knowledge and ways of knowing in the social studies. In contrast to the social sciences, the social studies are designed primarily for instructional purposes. They include the substantive portions of human behavior and procedural modes that have been selected and adapted for use in schools and other instructional situations. Also, the process by which a social studies class deals with subject matter is part of the social studies. The internationalization of social studies is due to a common knowledge base accepted globally by all social scientists. Because the social studies are in the center of a constant quest for verifiable knowledge as their content, it is noted that verification requires meeting certain condition of evidence and truth. This process of verification has been brought into the classroom through the use of an inductive method of inquiry. These epistemological considerations are relevant beyond the classroom, though, because they illustrate the development of a common cultural element in the emerging global society. The paper concludes that students should become aware of the common intellectual and affective bonds that unite them to their academic and social brothers throughout the world. (Author/ND)

Nine papers presented at a research conference on strategies for teaching mathematics are presented in this volume. The first paper provides an overview of research on teaching strategies, defining a perspective on the subsequent papers. The second paper reviews the major strategies from a historical perspective. The third paper discusses the role of a theory in the development of teaching strategies. Four papers are concerned with research problems related to teaching strategies. The first of these deals with studies of efficacy of different strategies; the second concerns a comparison of teaching strategies which differed in the amount of information being taught and the amount of pupil-teacher interaction. More general research papers concern problems of designing studies of teaching strategies and a context for studying teaching strategies from a delivery-systems approach. The eighth paper discusses materials for teacher training. The final paper provides an integrative summary of research on teaching strategies. (SD)

Seven papers presented at a research conference on number and measurement are presented in this volume. The first paper provides an overview of research concerning number and measurement, and suggests directions for future research. The second paper discusses the relationships between measurement and number concepts, and psychological and instructional issues related to transfer. Two papers are devoted to synthesizing and analyzing research on measurement, and the delineation of questions about which research is needed. Two papers concern fractions; the first of these analyzes the foundations of the rational numbers from mathematical, cognitive, and instructional points of view, while the second reviews and synthesizes educational research related to fractions. The final paper concerns children's development of cardinal and ordinal number concepts. (SD)

This publication consists of the papers presented at the first national symposium of the Public Education Religion Studies Center (PERSC). The purpose of PERSC is to encourage and facilitate increased and improved nonsectarian teaching about religion within constitutional bounds at the elementary and secondary level. It emphasizes the natural inclusion of the study about religion within the regular curricular offerings such as history, art, English, music, and geography. PERSC also conducts workshops, maintains a resource center of available curriculum materials, publishes a quarterly newsletter, evaluates existing curriculum materials, and develops new materials when necessary. The papers presented at the symposium address themselves to the legal and educational dimensions of religious education in the past and near future. Titles include: (1) Religion Studies in the Curriculum, 1963-1983; (2) Personal Reflections on the Schempp Decision; (3) The Decisions of the Court; (4) The Definition of Religion; (5) Objectivity and Teaching the Bible; (6) Imagining Criteria of Curriculum Design for Learning about Religion in Public Education; (7) Religious Education versus Academic Religion Studies; and (8) Conclusion: Status and Prospects. Appendixes include criteria for evaluating curricular materials, guidelines for teacher education programs, and guidelines for teacher competency. (Author/DE)

The papers in this publication were developed from speeches and reactions presented at the first National Conference on Remedial Mathematics held at Kent State University in 1974. Papers focus on identifying and describing the remedial mathematics student, classroom diagnosis, clinical diagnosis, the diagnostic process, and promising procedures and directions in remediation. In addition to reactions to each paper, a conference summary is included. (MS)

This paper explores the future of school finance through an examination of the size and distribution of future populations, the future of the economy and its effect on money available for schools, and the political context within which decisions will be made. It projects this knowledge over the decade of the 1980s and makes future predictions about the financial outlook for education. Some of the specific topics explored include enrollment projections, the impact of demographic changes, the impending shortage of quality teachers, societal forces competing with education for funds, and political strategies to increase expenditures for education. (Author/LD)

Since 1975, Ontario teacher negotiators have focused attention on conditions-of-employment clauses. This paper focuses on those clauses that have direct or indirect cost implications for school boards as enrollments decline. These clauses concern such issues as pupil-teacher ratios, class size, and job protection. Information for the analysis was gathered through interviews with Toronto teachers, board members, and administrators as well as from statistical data from the Education Relations Commission. The paper examines changes in the incidence and content of conditions-of-employment clauses since 1975. The rising incidence of conditions-of-employment clauses suggests that teacher negotiators are making substantial gains, with secondary teachers making the most gains, elementary teachers second, and private school teachers third. However, the content of these clauses shows that boards have maintained a high degree of flexibility in determining staffing needs and that the cost increases for boards have been fairly small. In the future, it appears there will be continued pressure for clauses directly related to declining enrollments and staffing flexibility, but real gains will be modest in size and slow in coming. (Author/JM)

Responding to John Bormuth's econometric argument for a more balanced program of support for reading and writing instruction, this paper considers some of the reasons that literacy policy has not been formulated in the economically most rational manner. These reasons include the fact that reading instruction has become politicized, the availability of better measurement techniques for reading than for writing skills, and the friction between professional associations with overlapping interests. (AA)

This is the third in a series of publications utilizing papers presented at the annual conference of the National Association for Environmental Education. The 29 selected papers are divided into the following categories: Energy, International Environment, Population/Population Education, Natural Environment, Values, Learning, and Curriculum and Program. These papers provide information and available knowledge on a wide spectrum of topics in environmental education. A listing of references is included with each paper. (MA)

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)

Three papers from a symposium on "Reflections on Deviance in 1984" are presented with particular emphasis on educational programs for behavior disordered students. An initial paper by James A. and Robert H. Zabel entitled "Reflections on Deviance in Nineteen Eighty-Four: A Conversation with 'George Orwell'," presents a simulated conversation with George Orwell who discusses life experiences leading to his views on deviance, predictions in his novel, "Nineteen Eighty-Four," and differences between psychoanalytic and behavioral views of deviance. In the second paper, "Behavior Disorders and the Family in 1984," Roger Kroth discusses the changing structures of American families, reviews recent work on families of exceptional children, and urges professionals to rethink their positions on working with parents. A final paper, "Saving Children in the Age of Big Brother: Moral and Ethical Issues in the Identification of Deviance," by James M. Kauffman, raises concern over adhering to legal mandates as the highest ethical standards, illustrates moral and ethical issues in a hypothetical case study, and emphasizes the importance of viewing the total picture. (CL)

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)

This volume contains selected papers from the 1987 Annual Meeting of the American Association of Colleges for Teacher Education that was devoted to the essential theme "Educational Excellence for All." In various ways, each of these papers from that conference addresses this theme in a significant way. The following papers are included: (1) "Education in the Year 2000: 28th Charles W. Hunt Lecture" (Ernest W. Boyer); (2) "The Mission of Colleges of Education" (Bill Clinton); (3) "Teacher Induction: A Solvable Problem" (Kevin Ryan); (4) "Assessment for Teaching: An Initiative for the Profession" (Lee Shulman); (5) "The Role of Schools in Helping Children at Risk" (Marian Wright-Edelman); (6) "Educational Equity: What Does the Future Hold?" (Asa G. Hilliard, III); (7) "Education and the American Society: Can We Realize the Dream?" (Mary Hatwood Futrell); (8) "Building a Community of Common Interest" (William E. Gardner); and (9) "Future Imperatives: Education, Excellence, Equity" (Norene F. Daly). (JD)

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)

This paper considers the scholarly knowledge base that exists on classroom management in an effort to educate teachers about managing classrooms and students. The concepts of instruction, classroom management, student socialization, and disciplinary intervention as functions commonly performed by teachers are defined. It is argued that a sustained focus is needed on a single integrated approach, taught as an action system that includes attention not only to propositional knowledge (concerning principles of effective management) but also to procedural knowledge (of how to implement these principles) and conditional knowledge (of when and why to implement them). Other recommended elements include conceptual change teaching designed to confront and correct inappropriate attitudes or beliefs that students may bring with them; emphasizing the basics by concentrating on the most commonly occurring classroom teaching situations; and developing skills as much as possible through the apprenticeship approach (modeling, coaching, scaffolding/fading) but supplementing this as needed with didactic instruction in basic concepts and skills, structured classroom observation and student teaching experiences, and use of case materials and simulation exercises as substitutes for field experiences that cannot be included in the program. (CB)

This paper examines teacher assessment in light of contemporary cognitive science and anthropological research on teaching. Attention is given to why some teacher tests are inappropriate for assessing competence and the need for development of an effective, comprehensive assessment system that acknowledges the inadequacy of current test structures. The potential of using the case method for overcoming these difficulties is rooted in the premises drawn from cognitive science and anthropology. A case method assessment system is proposed, in which teachers respond to cases that reflect the complexity of teaching. The potential of three frameworks--intended instruction, problem situations, and dilemmas--are examined as possible vehicles for assessing the knowledge teachers employ to simplify their work and accomplish their intentions over time. Ways of judging teacher responses to these cases are also discussed. (CB)

The paper describes the use of expert systems technology in translating test and observational data into objectives for Individualized Education Programs (IEPs) with handicapped students. The Math Test Interpreter (MTI) is designed to combine student information, results from the Key Math Diagnostic Arithmetic Test and additional program generated criterion referenced test data to produce a prescription in mathematics. The Behavior Consultant (BC) program applies the expert system approach to classroom behavior problems and features two videodisc components. Examples of a typical consultation with each of the expert systems illustrate their factual and heuristic rules and their use of backchaining to work from hypothesized conclusions to known facts. Possible system outcomes are delineated, including situations of inadequate information and development of objectives for IEPs. The paper concludes with a note on the implications of appropriate, clearly stated objectives for the education of handicapped students. (CL)

Mathematics self-efficacy is considered an important variable in mathematics education because of its links to mathematics achievement. This paper reports on the development of the "Self-efficacy-effort in Mathematics Scale" (SEEMS), an instrument that has strong theoretical and psychometric properties. Based on a sample of n = 224 Australian primary students and n =133 secondary students, the instrument demonstrated positive correlations with related measures of mathematics achievement and mathematics self-concept. Girls had higher mathematics achievement within the primary and secondary school data. There were no significant gender difference in mathematic self-concept scores for the primary and the secondary school students. For mathematics self-efficacy, a gender difference was only identified in the high school data. The implications of this research to mathematics education practices are reviewed in the paper.

The theory and the practice of home-schooling has adherents and opponents, but the research data shows that this phenomenon has increased significantly over the past years in many countries and in different regions around the world. A growing interest from families willing to home-school their children is also observed in Bulgaria. This paper aims to explore the home-schooling landscape in Bulgaria, including the legal framework and most common practices, and to analyze some of the results of home-schooling for selected Bulgarian families, who have made this choice. There is little scholarly research and official data on elective home education in Bulgaria and this paper provides an overview of this alternative education practice through a study of the available literature, legislation texts and analysis of in-depth interviews conducted with home-schoolers aged over 16 years. Despite the fact that home education generally meets a certain level of reluctance, the legislation in Bulgaria has evolved in the past years and allows families to home-school their children through an independent form of education, under the oversight of the government. Home-schooling in Bulgaria is a quite recent phenomenon. A small number of individuals have now finished their home education and have either joined a higher education institution or the job market directly. Evidence from the conducted interviews shows that these Bulgarian home-schoolers thrive and perform well, not only in their respective studies and/or jobs, but also in the society in general. [For the complete Volume 20 proceedings, see ED622631.]

The theme of the 1999 conference of the American reading Forum was "Literacy Transitions into the Next Millennium. Where Have We Been? Where Are We Going?" The papers and sessions in this proceedings reflect members' interests ranging from affective issues to distance education, and from teaching college students to understanding beginning writing. The diversity of topics is perhaps indicative of the diversity of the field. Problems court sessions in the proceedings are: "Reader's Bill of Rights: Analyses, Issues, and Insights" (Laurie Elish-Piper and Others); "Distance Learning in Literacy Instruction: What's Happening Now? What Is Projected for the Next Millennium?" (Eunice N. Askov; Jane Hager; Regina Chatel); and "Reaction: Distance Learning in Literacy Instruction: What's Happening Now? What Is Projected for the Next Millennium?" (Susanne I. Lapp). Papers in the proceedings are: "Tuesdays with Morrie: A Primer for Literacy Educators" (Thomas Cloer, Jr.); "Comparison between the History of Writing and Children's Transition into Conventional Writing: Parallels and Divergences" (June E. Barnhart); "Linking Schools, Families, and Communities" (Sylvia Vardell; Nancy L. Hadaway; Jeanne M. Gerlach; John E. Jacobson); "Teaching Underprepared College Readers: Where Have We Been? Where Are We Going?" (Chester H. Laine; Michaeline Laine; Terry Bullock); and "What Are Children Learning about Police Officers from Children's Literature?" (Cindy Gillespie Hendricks; James E. Hendricks; Lauranne Beeler). Individual papers contain references. (NKA)

This book presents a selection of papers from the annual, international, interdisciplinary conference of the World Association for Case Method Research & Application. Papers are categorized into six areas: (1) "Case Studies and Research" (e.g., subjectivity as a source of insight in case study research, evolution of a teaching case, and preserving the individual case in behavioral research); (2) "Innovative Resources and Case Method Teaching" (e.g., mentoring in the academy, managing diversity in colleges of agriculture, and accountability cases); (3) "Web-based Projects and On-Line Learning" (e.g., teaching and learning online, online instruction via a dynamic roving community, and distance education in business schools); (4) "Case Writing and Use in Various Settings" (e.g., developing gender-based cases, cases from the theory of inverse problems in mathematics, and the power of questions in second language case discussions); (5) "Various Case Method Applications" (e.g., total quality management in education, options for describing individuals in cases, and making simple but effective presentations); and (6) "International Case Studies" (e.g., the event as a case study, better preparation for case discussion using Internet tools, and accounting for intangible assets in partnerships). (SM)

This book presents a selection of papers from the international, interdisciplinary conference of the World Association for Case Method Research & Application. Papers are categorized into seven areas: (1) "International Case Studies" (e.g., event-based entrepreneurship, case studies on consumer complaints, and strategic quality management in an internationalized university department); (2) "Teaching Change Across Disciplines" (e.g., student-designed board games, interdisciplinary collaboration to improve instruction, and case method for applying spreadsheets in computer engineering education); (3) "Internet Technology and Teaching and Learning" (e.g., Internet marketing, distance education, and the role of case studies in studying computer technology in education); (4) "Classroom Models and Innovative Approaches" (e.g., case methods in environmental impact, case study in business calculus classes, and audit evidence); (5) "Case Studies, Simulations, and the Learning Process" (e.g., the virtual case, the entrepreneurial creative case method, and case studies in agriculture teaching and learning); (6) "Assessing Benefits and Differences" (e.g., differences in assessment of case studies, assessment of faculty perceptions, and women in international business case studies); and (7) "Building Bridges" (e.g., conducting a case-based inter-university faculty exchange, research in developing countries, and teaching business ethics in international courses). (SM)

Data on 174 Colorado school districts were used to measure districts' responses (as indicated by per-pupil expenditures) to their own fiscal capacity and to state aid that changes over time. Colorado's modified guaranteed tax base (GTB) formula was analyzed and a model constructed that took into account the formula's limits on district spending and its year-to-year changes in a district's state aid based on the district's tax revenues in the preceding year. Such changes comprise an "intertemporal price variable." Data were collected on such variables as district wealth (total and residential assessed value), income, state and federal aid, enrollment size and growth, percentage of minority pupils, and agricultural land prices. Using linear and log-linear correlation equations, researchers analyzed the variables' effects on districts' total and locally-derived expenditures and on the elasticity of these expenditures in relation to changes in other variables' values. Results indicate that Colorado's GTB formula has had significant effects neither on differences across districts in expenditures per student nor on the strong correlation between assessed valuation and expenditures. The results also carry implications for the construction of models of districts' fiscal responses. (RW)

The authors' review of several studies on school district fiscal response to state aid formulas precedes a summary of their research results from case studies of Colorado and Minnesota. The studies reviewed examined factors influencing district fiscal capacity and expenditure changes made in response to aid formulas, especially to formulas'"fiscal price" aspects (where additional aid is made dependent on district tax rate increases). In the summary of research on Colorado and Minnesota, both of which have modified guaranteed tax base formulas, the authors examine numerous variables' effects on district fiscal response and note the elasticity of the responses. The variables covered include household income, residential property values, state and federal aid, the formulas' fiscal price effects, pupil density and growth rate, percentage of minority pupils, and number of districts per square mile in a district's surrounding region. In their conclusions the authors discuss modifications in state aid formulas, including weighting for income and other variables, and long term changes in such factors as property values and fiscal capacity. A lengthy appendix provides 10 tables showing the Colorado and Minnesota results and also lists the data sources. (RW)

The difference between weight and mass, the desirability of "metric only" instruction, and the importance of decimals are among the topics discussed in this paper presented at a metric education conference. Comments on the potential of SI metric as a universal language and on efficient methods of converting to the metric system also are included. (DT)

This publication provides abstracts of papers presented at the 50th annual meeting of the National Association for Research in Science Teaching held in Cincinnati, Ohio March 22-24, 1977. The entries represent a wide range of topics in the field of science education. Topics include instruction, teacher education, learning, enrollments, concept development, scientific literacy, teacher behavior, and curriculum. (RH)

Since the size of the small school presents difficulties in implementation of in-service programs, program development should be carefully considered. Initially, faculty support must be gained via: (1) careful needs assessment; (2) solicitation and utilization of outside consultants (from universities, the Department of Public Instruction, and/or the new Area Education Agencies); (3) public recognition of quality faculty performance; and (4) public recognition of the fact that time spent outside the classroom is not "free time" but rather "preparation time". A wide range of activities should be planned to accomodate individual and school interests and needs. Though not exhaustive, the following are indicative of possible activity directions and/or coordination: (1) well planned faculty meetings for which both administrators and teachers are prepared; (2) thoroughly planned workshops; (3) organized visitations to other schools; (4) both formal and informal professional study (course work, meetings, etc.); (5) consistent, on-going evaluation of teachers, administrators, and the school program; (6) membership and participation in professional organizations; (7) management by objectives (mutual predetermined goals); and (8) contributions to curriculum improvement (development of guides, courses, etc.). (JC)

The Educational Management Development Center (EMDC) seeks to build the organizational capability for problem-solving through a process offered in the context of a dynamic, operating system. The problem-oriented school manager is helped by support staff to take administrative theory, successful practices, personal experiences, and leadership qualities to transform his own development to yield relative insight. The support staff helps apply and analyze real problems over time. Also, designed to formulate, maintain and monitor the decision-making of school systems, EMDC is systematically testing which problem-solving capabilities can be improved in local schools, and subsequently contribute to the development and maintenance of behavior in schools via guided problem-solving and management development activities. (Author/DW)

Evidence suggests that educational organizations lack internal coordination. This is especially true of the content and methods of what is presumably their central activity--instruction. Instruction tends to be removed from the control of the organizational structure, both in its bureaucratic aspects and in its professional or collegial aspects. Such organizations are "loosely coupled," which means that structure is disconnected from activity, and activity is disconnected from its effects. For instance, there is no technology or program of instruction that is of established or consensual efficacity. Thus, it is difficult even to establish standards of content and procedure in instruction. Despite this lack of coordination, the educational system and its organizations appear to have considerable stability. That is the problem of this paper--to explain how organizations with few controls over their central activity persist so stably, and to explain how implicit coordination is achieved. The explanation takes two forms--a general explanation of how substantive educational activity is coordinated outside of organizational (or professional) forms, and a discussion of the implications of this explanation for the understanding of educational organizations, decision-making, change in educational organizations, and theory of organizations. Areas of needed research are pointed out. (Author/IRT)

The articles included in these proceedings are presented in order to give some insight into the meaning and scope of bilingualism and bilingual education. The volume is divided into sections respresenting the following five areas of concern in bilingual education: philosophy, legal aspects, language and linguistics, culture, and techniques and teaching strategies. The papers dealing with these areas are: (1) "A New Philosophy of Education," by A. Castaneda, P.L. Howard and M. Ramirez; (2) "Lau v Nichols: Implications for Bilingual-Bicultural Education," by E.H. Steinman; (3) "Language and Linguistics in Bilingual Education," by R. C. Troike; (4) "Spanish Usage in the United States," by L. B. Kiddle; (5) "Spanish Speakers' Linguistic Interference on Their English" by D. A. Thomas; (6) "Arguments in Support of Bilingual-Bicultural Education," by S. Betances; (7) "The Cultural, Social, and Educational Backgrounds of the Chaldean and Arabic Students in Michigan Schools," by G. H. Sesi; (8) "The Community: A Neglected Resource for Bilingual Program Effectiveness," by R. Martinez; (9) "Appropriate Models for Bilingual-Bicultural Instruction in Michigan," by W. Katra and W. Cline; (10) "The Implementation of the Bilingual Program for the Vietnamese Children at Palmer Elementary School, Grand Rapids, Michigan," by T. C. Xuan; and (11) "Strategies for the Implementation of Bilingual Programs," by J. Thomas. The appendices give the texts of the U. S. Supreme Court Decision, Lau v. Nichols, and the Michigan Bilingual Education Act. (AMH)

This paper discusses social studies practices, objectives, status, and concerns. It also provides recommendations for improving social studies teaching and research. Recommendations and ideas evolved from a two week conference of social studies educators held at Stanford University in summer, 1979. Conference objectives were to review social studies trends, evaluate innovative programs, exchange ideas among social studies educators, evolve guidelines for implementing new ideas, and develop proposals and recommendations for improving social studies. Activities involved participants in listening to formal presentations on social science disciplines and in discussing and presenting recommendations in small committees on critical social studies issues. Issues included social studies scope and sequence, basis for content, relationship between elementary and secondary school curricula, testing and measurement emphases, teacher training, status, innovative practices, and extending the impact of elementary social studies. Recommendations included that teacher training programs should include scope and sequence issues, social studies educators should work closely with textbook publishers, conceptual and skill development should be integrated into all social studies curricula, and social studies educators should become involved in the evaluation of achievement tests. (DB)

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two researchers selected for their expertise relative to the article being examined. Twelve papers appear in this section. The second section includes descriptive or journalistic papers and program reviews. Papers for this section are intended to be useful and of interest to environmental educators. In all, 16 papers appear in Section II. A section of guidelines for authors concludes the document. (Author/RE)

In this document, available literature is identified and reviewed in order to determine whether there are substantiated cognitive effects associated with the use of games in the mathematics classroom. Three criteria were used for selection of the literature: the treatment was identified as a game; cognitive measures were obtained; and the dependent variables included mathematical variables. The paper observes that the study of games as an instruction-learning process in mathematics has so far been neither thorough nor systematic and no definite conclusions can be made about the use of games in teaching mathematics. (MP)

A symposium, held at King's Gap Environmental Education Center, focused on art education and art history and provided an opportunity for scholars and leaders in art education to discuss and react to current problems and future directions. All 21 participants prepared and presented papers in the general area of art history. Danielle Rice, Director of the Philadelphia Museum of Art's Education Division, presented one of two keynote speeches. Entitled "The Uses and Abuses of Art History," the paper surveys the history of the field in order to suggest that the discipline of art history is an articifical construct that is constantly being revised. The second keynote speech, "The Other Side of History: An Examination of Art Education in Our Schools," given by Elaine Weinstone, a representative of Educational Testing Services, claimed that little is done to advance the arts as an essential component of a complete education and stressed that the first step toward the development of an art history program is to acknowledge that cultural history is the equal of political and economic history as an explanation of events. Other participants discussed topics in the areas of: (1) teaching and learning art in museums; (2) cultural influences on both artists and students; and (3) art history instruction in elementary and secondary schools. A list of participants and the symposium schedule is included. (JHP)

Skill requirements for the economy are changing. Whereas many jobs in industries such as insurance and banking once required high school graduates to do clerical work, computerization has changed the requirements. Job functions are combined, and many jobs now require college graduates to do analytical work. Although these skill changes require reforms in education such as those currently occurring, other more sweeping, as yet formless, reforms are needed in the educational system. The educational system defines skills and successes in terms of rather narrow academic criteria, whereas success in the real world can take a number of paths. Success in academic pursuits is not necessarily predictive of success in work, and failure in academic skill, beyond a certain basic universally needed level, does not necessarily presage work failure. Society needs and rewards many talents and attributes neither taught nor valued in academic institutions. Therefore, the next wave of educational reform needs to address the issue of how to help children make the best use of their individual talents. Children also should be taught real world-of-work values such as cooperation and team effort, as children in Japan are often taught. (KC)

Economic changes and demographic realities may require fundamental changes in what individuals need to learn, how and when they need to learn it, and who needs to learn it. Examination of three strands of research should clarify these issues. The first strand consists of research on changes in the nature and structure of work and in the capacities required for work: it bears on what schools should teach. This research shows that both the service and manufacturing industries are moving from a production-oriented to a product-oriented world, from mass production to flexible production. These changes require both basic skills and more higher order thinking, even for jobs that are usually thought of as lower skill. The second strand of research relates to how schools should teach. This strand is pioneering work in cognitive psychology on nonschool learning and its implications for how formal learning is restructured. This work implicitly challenges the traditional distinctions between head and hand, academic and vocational education, education and training, and school-based and work-based learning. The final research strand involves at-risk learners as rational decision makers. This research suggests that school-based learning is not particularly related to out-of-school activity for any individual; however, what is taught in traditional schools and remedial programs seems less relevant to those persons who lack the ability or desire to enter professional occupations. (KC)