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One of the most significant objectives of the learning and teaching processes is to achieve meaningful learning for the individual; in line with this objective, educators are searching for various methods to accomplish meaningful learning and make it enduring. Following the present age, the sought-after and essential qualified human profile should encompass many diverse skills. While the range of skills aimed to be imparted to individuals of school age has diversified and expanded, knowing history and engaging in historical thinking continues to maintain its relevance and significance. The teaching of historical subjects, as well as the planning, implementation, and evaluation of methods and techniques, presents challenges for the 8th-grade course of The Principles of Atatürk and History of Turkish Revolution due to its structural focus on theoretical knowledge intensity. The emerging generation requires novel techniques. One instructional technique where active learning occurs is through educational games. Educational games are a significant and effective instructional technique that contributes to making the teaching process more efficient and achieving the targeted learning outcomes set by the programs. In Turkey, the number of games designed for history curriculum objectives and the number of studies related to the subject are quite limited. In line with this, this research study aimed to investigate how university students experience the process of designing a history education-themed board game within the scope of the 8th-grade Principles of Ataturk and History of Turkish Revolution course, aiming to impart historical knowledge and historical thinking skills to students. The study focused on the design, development, and evaluation of the board game, exploring the experiences of students throughout this process. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 24-37.]

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

Spatial ability is frequently encountered in professional disciplines and daily life. In general, it includes abilities such as rotating objects, estimating the appearance of objects based on a person's position, and being able to think of open and closed forms of three-dimensional objects. It is essential in learning and teaching geometry. In this research, we tried to examine the spatial abilities of 6th grade students through Visualize-Predict-Check (VPC) heuristic in a computer-based environment (GeoGebra). In the research, we designed the teaching materials according to the topics such as reflection, translation, rotation, view from different directions, and expansion, which are included in the mathematics curriculum. The experimental method was used in the research, and the Spatial Reasoning Instrument (SRI) was used for pre-test and post-test. The research groups were 75 students selected from 223 6th grade students studying in four public secondary schools in a large province of the Black Sea Region during the 2022-2023 academic year. These students were selected according to their pre-test scores and were divided into three heterogeneous groups of 25 students each. The result of the research indicates that through the VPC heuristic, there was no statistically significant difference between the scores of the first group of students in the spatial reasoning instrument when teaching was carried out only according to the visualization component. However, there was a statistically significant difference between the scores of the second and third group students in the spatial reasoning instrument when teaching was carried out, respectively, according to the visualization prediction and visualization-prediction-control components. Based on the findings, suggestions were made for further research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 538-553.]

Rules are often created based on the needs and values of society. Social rules, on the other hand, are guidelines that state whether we should or should not do certain behaviors. In addition to educational activities, schools also include activities aimed at teaching social rules. The concept of rule, its formation, implementation, classification and diversity, its changing borders, its importance for human education, order, and life has a structure that is highly questioned among people. It is important to know the perspectives of primary school children regarding the rules, one of the ages where this questioning is made deeply, in order to plan educational activities. The aim of this research is to reveal the cognitive structures of primary school students regarding the rules through the Word Association Test (WAT). In this study, descriptive survey model, one of the quantitative research methods, was used. The study group of the research consists of 185 primary school second, third and fourth grade students studying in a Turkish province in the 2022-2023 academic year. The study group was selected according to easily accessible case sampling, one of the purposive sampling strategies. While primary school 2nd grade students associated the concept of rule with 52 different words, third grade students associated 56 different words and fourth grade students associated 75 different words. When the words with a cut-off point of 25 and above were examined, it was seen that school and traffic answers were given at every grade level. When the words at each grade level were examined, it was seen that the students generally did not write the concepts with close meaning and similar meanings related to the concept in which they explained the rules with examples. However, it has been determined that the written words are mostly associated with social and school rules. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 225-240.]

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

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

This study aims to explain the relation between school administrators' instructional leadership and teachers' instructional moods according to teacher opinions. The research is quantitative in nature and designed in a correlational survey pattern using quantitative research methods. A total of 160 participants took part in the study, selected through simple random sampling method. In data analysis, t-tests and ANOVA were used. Pearson product-moment correlational analysis was employed to determine the relation between school administrators' instructional leadership and teachers' instructional moods. The impact of school administrators' instructional leadership on teachers' instructional moods were analyzed using simple linear regression analysis. It was found that the level of school administrators' instructional leadership was high, and teachers' instructional moods were at a moderate level. Teachers were found to have a higher sense of enjoyment in their instructional moods, while their anxiety levels were relatively low. School administrators' instructional leadership behaviors were found to be consistent across gender, educational level, years of service in the school, and duration of working with the current school administrator. Similarly, no differences were found in teachers' instructional moods concerning gender, educational level, years of service in the school, and duration of working with the current school administrator. A low level of positive correlation was found between school administrators' instructional leadership and teachers' instructional moods. The study concluded that the instructional leadership of school administrators has a minimal impact on teachers' instructional mood states. [This paper was published in: "EJER Congress 2023 Conference Proceedings," Ani Publishing, 2023, pp. 1-23.]

This research aimed to develop a valid and reliable test to be used to detect sixth grade students' misconceptions and errors regarding the subject of fractions. A misconception diagnostic test has been developed that includes the concept of fractions, different representations of fractions, ordering and comparing fractions, equivalence of fractions, representation of fractions on the number line, and addition, subtraction, multiplication and division of fractions. Studies in the literature on misconceptions in fractions were examined and 22 misconceptions were listed. An open-ended test consisting of 23 questions was created in which students justified their answers to the questions. The developed test was applied to 215 sixth grade students studying in a public secondary school in Istanbul. The average item difficulty index of the test was calculated as 0.37. The test was found to be of average difficulty. The average discrimination index of the test was measured as 0.69. This value shows that the test items are quite successful in distinguishing between students who know and those who do not. In addition, when the discrimination values of the test items were taken into consideration separately, there was no need for item removal or item change since there were no items below 0.30. The KR-20 reliability coefficient was calculated for the first stage of the test and was calculated as 0.93. A graded classification system was used for the first part and second part of the test. To determine that the two stages work in harmony, the Cronbach Alpha reliability coefficient was calculated and found to be 0.95. These results prove that the developed test is highly valid and reliable. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 255-272.]

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

The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]

Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

Randomized controlled trials in education are necessary to keep pace with the evidence-based practices demanded by schools and the nation. In this study, kindergarten students in a school district in Indiana were randomized on the class level: The experimental condition consisted of students utilizing a computer-adaptive reading program for 15 minutes per day, 5 days per week over the course of the 2017-2018 school year; the control condition consisted of students receiving traditional, teacher-directed literacy instruction for the same amount of time. Thus, overall exposure to literacy instruction was the same for both groups. At the end of the school year, students randomized to the experimental condition outperformed their control counterparts on two different literacy assessments, indicating that early literacy instruction in the format of computer-adaptive reading programs may be beneficial to kindergarten students. Experimental students also outperformed their control counterparts across demographics, demonstrating a benefit from the computer-adaptive program for all students. [This paper was published in: "Smart Education and e-Learning 2019. Smart Innovation, Systems and Technologies," edited by V. L. Uskov et al., Springer Nature, 2019, pp. 243-252.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2021 received 478 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. The conference accepted for presentation 160 submissions (34% acceptance rate), from which, 151 submissions are published in full text in this book. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Conference on Education and New Developments (END 2021) (Virtual Conference). The proceedings were published by inScience Press. For the 2020 proceedings, see ED607570.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

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

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES)-www.iconses.net which took place on October 21-24, 2021 in Chicago, Illinois, USA. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This study investigated the impact of a computer-adaptive reading program, Waterford Early Learning (WEL), in an elementary school in Indiana. The study investigated how educational technology, specifically computer-assisted instruction (CAI), would impact the literacy scores of kindergarten students when paired with traditional instruction: Students with active special education status and no special education status used the program during an educational year when they acquired vital literacy skills. Experimental students across demographics, including lunch status and special education status, outperformed their control counterparts on all strands. From these findings, researchers can tentatively conclude that students with active special education status can potentially greatly benefit from CAI in the classroom, especially during a year when so many critical literacy skills are practiced and mastered. Furthermore, students who used WEL with fidelity significantly outperformed their control counterparts across all reading strands. Findings indicate that CAI technology can positively impact students' scores in a single school year.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2019), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2019 received 547 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 135 submissions (25% acceptance rate), from which, 114 submissions are published in full text in these volumes. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Denise Whitelock, Professor of Technology Enhanced Assessment and Learning, Institute of Educational Technology, The Open University, UK, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This is the Volume II of the book "Education and New Developments 2019" and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of TEACHING AND LEARNING and ORGANIZATIONAL ISSUES. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [For Volume I, see ED604965. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2019), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2019 received 547 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 135 submissions (25% acceptance rate), from which, 114 submissions are published in full text in these volumes. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Denise Whitelock, Professor of Technology Enhanced Assessment and Learning, Institute of Educational Technology, The Open University, UK, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This is the Volume I of the book "Education and New Developments 2019" and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of TEACHERS AND STUDENTS and PROJECTS AND TRENDS. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [For Volume II, see ED604966. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]

These proceedings contain the abstracts of papers of EDUSREF 2019, which was held in Ankara, Turkey on 28-29 June 2019. Establishing in 2018 as a scientific initiative; Education, Society & Reform Research (EDUSREF) is an International Conference that aims to bridge the knowledge gap, promote social research esteem, and produce democratic information for potential education reforms. The 2019 conference included five keynote presentations from (1) Mehmet Demirezen, Professor from Ufuk University, on "Pausing as Sustained Juncture in spoken English: Clues for Turkish English Teachers"; (2) Suleyman Sadi Seferoglu, Professor from Hacettepe University, on "Industry 4.0 and Digital Transformation: Education of the Future? or The Future of Education?"; (3) Fatma Mizikaci, Associate Professor from Ankara University, on "Education of the Generation Z: Dilemmas, Challenges, and Opportunities"; (4) Davud William Samuel Peachy, Assistant Professor from Duzce University, on "Learning Versus Teaching: A Real Student Seizes Opportunities and Overcomes Difficulties"; and (5) Saniye Vatansever, Assistant Professor from Bilkent University, on "Gender Equality and Inclusion". The papers presented at the conference include: (1) Visual Interactive Text Books for Millennial in University Education (Arshad Taseen); (2) Another Ethical Dilemma? To Teach or not to Teach Ethics at Tertiary Level (Pinar Ayyildiz and Hasan Serif Baltaci); (3) Opinions of the Students Who Prefer the Department of Arabic Translation and Interpreting Studies at the Faculty of Humanities and Social Sciences of Yildirim Beyazit University in Ankara (Haci Yilmaz); (4) Examining Teacher Candidates' Learning Strategies With Regard To Various Variables (Senol Orakci and Yalcin Dilekli); (5) Investigation of the Individual Innovativeness Levels of Teacher Candidates (Senol Orakci); (6) The Integrating of ICTs in the teaching of the Physical sciences in Morocco: Challenges and Obstacles (Zineb Azar, Oussama Dardary, Malika Tridane, Said Benmokhtar, and Said Belaaouad); (7) The feasibility of applying the Finnish approach in Morocco (Oussama Dardary, Zineb Azar, Malika Tridane, and Said Belaaouad); (8) Impact of New Technologies on the Academic Performance of Students: the Case of Smartphones (Imane Echchafi, M. Talbi, and A. Bahloul); (9) Biology Teacher Candidates' Awareness About Biomimicry (Alev Cakir); (10) Teaching Academic Writing through the Use of Reflections (Mira M Alameddine and Ghada Chihimi); (11) Teaching Academic Writing to English 100 Learners at a Local Lebanese University (Mira M. Alameddine and Ghada Chihimi); (12) Cultural Policy of ELT in Turkey (Omer Gokhan Ulum); (13) Graduate Orphans of ELT Departments: A Critical Inquiry (Omer Gokhan Ulum); (14) Spelling Pronunciation versus Relaxed Pronunciation in Teacher Education (Mehmet Demirezen); (15) Performance-based funding in higher education: A global trend, national forms, complex politics. A four-system analysis (Edmund Adam); (16) New Approaches for Teacher Training and Usage of Information Technology in This Context (Haydar Ates); (17) Questioning of Changes in Education: Looking for Priorities (Mustafa Ozmusul); (18) Animation Based Teaching for Gifted (Efe Biyikli, Ali Berkay Harmanci, Ilkiz Ipek Ayten, and Ahmet Berat Ozturk); Intervention for Intermediate Students to Increase Psychological Engagement (Fatima Z. Allahverdi); (20) The influence of guidance counselor practices on the orientation of high school student (Nawal Chiboub, Malika Tridane, and Said Belaaouad); (21) Towards Re-imagining Anganwadi with and for Adolescent Girls (Sam Jacob); (22) The Social Control in the Government-Run Dormitories in Ankara (Melahat Demirbilek); and (23) Comparing Instructional Differences and Teacher Preparedness and its Effect on Psychological Engagement (Fatima Z. Allahverdi). [Individual abstracts contain references.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2018 received 624 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 168 submissions (27% acceptance rate). The conference also includes two keynote presentations from internationally distinguished researchers, Prof. Dr. Zoltán Rónay (Ph.D, Associate Professor) Research Group for Higher Education and Innovation, Institute of Education, Faculty of Education and Psychology, Eötvös Loránd University, Hungary, and Prof. Dr. Gyöngyi Bujdosó (PhD, Senior lecturer) Faculty of Informatics, University of Debrecen, Hungary, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2018: International Conference on Education and New Developments (Budapest, Hungary, June 23-25, 2018).]

Technology is increasingly playing a role in the education of early learners. As such, it is vital that research demonstrates that the new suite of tools that are enabled by emerging technologies are both engaging and effective for all students. The Waterford Early Reading Program, a computer-assisted adaptive curriculum, was administered to kindergarten and first grade students enrolled in a South Carolina public school district during the 2016-2017 school year. Analysis of gains made in literacy skills from the middle of the school year to the end of the school year indicated a significant positive effect for students in kindergarten and first grade. Analysis of end of year scores while controlling for middle of year scores showed similar evidence of the efficacy of the curriculum for students in kindergarten and first grade. Examination of available demographics indicated that students of all genders and ethnicities benefitted from the curriculum.

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

The Waterford Early Reading Program is a computer-assisted instruction program that ensures individualized learning for kindergarten through second grade students. The Waterford curriculum was assigned to kindergarten, first grade, and second grade students in a school district in South Carolina for the 2015-2016 school year. The Developmental Reading Assessment was administered to students at the end of the fall, winter, and spring terms to assess reading skills. Analysis revealed statistically significant end of year scores made by kindergarten students and statistically significant gains made by first grade students with high usage of the Waterford Early Reading Program, indicating that Waterford curriculum improves early literacy skills. [This article was published in: "Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017), Volume 2," SCITEPRESS-- Science and Technology Publications, Lda., 2017, pp. 273-279.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

In order to prepare teachers to integrate technology into teaching and learning activities, teacher educators and administrators need current information about the types of technologies available in classrooms. The current survey research study of K-12 public school teachers in a rural North Midwestern state provides updated information on available technology tools and resources in large (non-rural) and small (rural) public school districts. Results reveal that access to technology tools and resources is increasing, and in some cases is more abundant in smaller school districts. Participants in this study also report using both student- and teacher-centered learning techniques to integrate technology.