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

This publication follows the tradition of publishing selected papers from the Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 24th annual conference was held in Koror, Republic of Palau, November 10-15, 2014. This volume includes a listing of the PIALA 2014 Organizing Committee and PIALA Officers and Executive Board, Acknowledgements and Conference schedule. Presentations include: (1) Customer Service Training by William O. Wally; (2) Palauan Language Materials in Bernice P. Bishop Museum Library by Ruth Horie; (3) Lyon Declaration by Atarino A. Helieisar; (4) The Ridge to Reef Program by Yalap P. Yalap; (5) Saltwater Intrusion in Taro Patches & Identification of Salt Tolerant Taro Varieties in Palau; Impacts of Climate Change on Taro Production by Thomas Taro; (6) Mesei: Restoration, Development and Management of Ngarchelong Taro Fields Landscapes by Faustina K. Rehuher-Marugg and Julita Tellei; (7) Library Science Students Poster Exhibitions; (8) Grant Opportunities for the Pacific Region from the Institute of Museum and Library Services by James Lonergan; (9) The Journey Towards Wellness: The Story of the 680 Kitchen by Pearl L. Marumoto; (10) Ho'oulu i ka Papa: To Grow the Class…..by D. Keali'i MacKenzie; (11) Collaborative Summer Literacy Program "Fizz Boom Read," AV2 (Added Value, Audio Visual) demonstration, JKPL Digital Literacy Bookmobile Library Outreach by Erlinda C. Naputi; (12) The Future of Libraries: Management, Information Literacy, Resources and Spaces by Daniel McKay; (13) Regional Publishing from a Publisher's Perspective by Benjamin "Buddy" Bess; (14) Setting Up A School Archives: The Father Duenas Memorial School Experience by Dante O. Perez; (15) What the FSM Supreme Court Website Has For You by Atarino A. Helieisar; (16) Making KOHA Work For You by Jennifer H. Helieisar; (17) Identifying Culturally Relevant Books by Paul B. Drake; and (18) Hawai'i Pacific Law Libraries Initiative Report To PIALA 2014 Palau by Ruth Horie. Presentations include individual references. The agenda for the Association's Annual Business Meeting is included along with the entity report from the Republic of Palau, U.S. Territory of Guam, Commonwealth of the Northern Mariana Islands, and Yap State and Pohnpei State in the Federated States of Micronesia. Appended are (1) Brief: Highlights from the 24th Annual PIALA Conference In Koror, by Atarino A. Helieisar; (2) Report of 2013 Hawai`i Library Association Conference by the receipt of 2013 Karen Peacock Scholarship Award by Jennifer Hainrich Helieisar; (3) Report to Hawai'i Library Association on PIALA 2014 Palau by Ruth Horie; (4) Call for Papers; (5) Conference Registration forms; (6) List of Koror Hotels and Motels within Close Proximity to Palau Community College and Car Rentals; and (7) United Airlines Discount Program. [Individual papers contain references.]

This conference paper presents the results of a critical public higher education policy analysis of book banning, censorship, and silencing of specific voices--usually those of marginalized voices and those who fight for the oppressed. United States public higher education seeks to provide an environment for intellectual freedom that allows college students to be exposed to new ideas and divergent perspectives that foster an intellectual life. Ideally, college students should encounter academic opportunities in higher education that enrich students' growth and worldviews. Yet, current trends in some U.S. states call for eliminating diversity, equity, and inclusion initiatives. This includes attempts to stop "Woke" and critical race theory efforts across several U.S. states. This paper examines these conservative ideological criticisms in the context of intellectual suppression, voice dispossession, and silencing, thereby promoting socially reproduced intellectual suppression in American higher education through book repression, limitations of book selections, and outright bans. U.S. higher education policy solutions are considered within a social justice framework to maintain academic integrity, First Amendment rights, and the intellectual freedom tenets expected as part of higher learning.

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

This paper presents the best practices used by institutional review boards (IRBs) and human research protections programs (HRPPs) to prepare online graduate student investigators for human research protections specific to research within online graduate degree programs or where research supervisors are not proximal to graduate student investigators and their research protocols. In recent years, advances in artificial intelligence (AI), machine learning (ML), and other data mining/scraping forms have adversely impacted individual privacy and the unintended sharing of personally identifiable information (PII). With this growth of ubiquitous digital technologies, such as AI, ML, and data mining/scraping, used across online graduate degree programs, specialized training and preparation are needed to best prepare graduate student researchers for human research protections involving data with PII. Implications for IRBs and HRPPs are also addressed in this rapidly evolving climate, with recommendations for the design of online graduate degree programs that include graduate research and the best strategies to prepare online graduate student investigators for human research protections. [This paper was published in: "1st Annual Virtual Fall National Conference on Creativity, Innovation, and Technology (NCCiT) Proceedings," November 15-16, 2023, pp. 84-108.]

Peer review is generally regarded as a useful learning tool for students, providing them with opportunities to interact with their peers when engaging in the process of critical reading and critical thinking, thus possibly raising students' motivation to learn. For peer review to be a manageable task for students, appropriate scaffolding is believed to be pivotal. The present study mainly aims to investigate: 1) how students at two levels of English proficiency will perceive the usefulness of the peer review exercise completed; and 2) whether the scaffolding provided to them is viewed as useful and the reasons behind. The participants involved 76 university students taking two academic writing courses at a university in Hong Kong. Quantitative and qualitative data were analyzed collectively for the responses to an online anonymous questionnaire. Both groups showed favourable responses to the peer review exercise, including the preference for the retention of the peer review exercise. Several findings, however, differentiated the two groups, e.g., significantly a greater number of higher-ability participants than did the lower-ability students agreed to the benefit of peer review with respect to: a) writing a thesis statement; b) using hedges; c) using in-text citation; and d) building friendship. [This paper was published in "English Language Teaching and Linguistics Studies" v5 n4 p180-205 2023. The paper was presented at The 11th European Conference on Arts & Humanities (ECAH2023), Iafor (17 July 2023), University of London, London. Hybrid mode.]

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

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

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 20th annual conference was held in Weno, Chuuk State, Federated States of Micronesia, November 15-19, 2010. The volume begins with a listing of the members of the PIALA 2010 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Joakim Peter, Director of the College of Micronesia-FSM Chuuk State campus, provided the keynote address "Building on Culture, Knowledge, and Information through Collaboration and Resource Sharing." Presentations include: (1) LEAP! Library Education in the U.S.-Affiliated Pacific (Yvonne Chandler and Jane Barnwell); (2) Palau Community College Library & Information Services Pilot Program (Megan Beard, Journey Teruzi, Ilong Roduk, Joycelene Moses, Getta Setts, Halora Paulus, and Jeremiah Hagelilipiy); (3) "Chronicling America" Covering the Pacific: The National Digital Newspaper Program in Hawai'i (Dore Minatodani); (4) Blue Trunk Library: An information Resource for District Health Personnel (Julio Dizon); (5) Developing an Effective Student and Volunteer Program (Paul B. Drake); (6) Copy Cataloging (Ruth Horie); (7) Hawaii Library Association Report (Ruth Horie); (8) Hawaii-Pacific Law Libraries Initiative (Keiko Okuhara); and (9) Relationship Building and Leadership (Lance Linke). Includes a copy of PIALA's By-laws as revised at the Membership Meeting. The volume ends with an appended chronology of PIALA conferences (with links to fulltext availability) and selected photographs from the Conference.

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

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. The volume begins with a listing of the members of the PIALA 2007 Planning Committee, the Officers and Executive Board, and Acknowledgements, followed by the Pre-Conference Workshop outline, the agenda of the PIALA Executive Board Meeting, and the Conference Program schedule. The presentations include: In the Spirit of Friendship: PIALA and HLA, by Keiko Okuhara; Web-accessible Resources: Expanding Library Collection Horizons, by Suzanne T. Bell and Maria B. Ovalles; An Introduction to Cataloging, by Pam Bidwell; Internet Resources for Cataloging, by Ruth Horie; Introduction to Map Cataloging, by Ruth Horie; Using Ulukau, the Hawaiian Electronic Library, by Robert H. "Bob" Stauffer; Tribute to Arlene Cohen, Distinguished Librarian, by Lynn Sipenuk; Message from Arlene Cohen. The volume ends with a list of conference participants.

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

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

This research article examines self-challenge, self-flexibility, and self-recognition as the first set of variables, and its relationship with entrepreneurial self-efficacy and entrepreneurial intention as the second set of variables. This research was conducted on business-management students at the Faculty of Economics and Business, State University of Malang. The subjects in the study had taken entrepreneurship courses and entrepreneurship programs held on campus. There were 113 students who participated voluntarily as research respondents. Data were collected using the Google form and analyzed with canonical correlation to examine the relationship between the two sets of variables. The research results reveal that there is a relationship between the two sets of variables, and there is a congruence in direction between the two sets of variables. [This paper was published in: "Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference (BISTIC 2023)," edited by I. Zutiasari and D. T. Kurniawan, 2023, pp. 123-31.]

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

Among the many options for a learning management system (LMS), Office 365 is one of the most popular among colleges and universities in the Philippines and abroad. While there are substantial studies conducted on the use of LMS for online communication in general, action research conducted to a specific higher education institution is still needed to produce immediate evidence that are readily applicable to a particular academic milieu. This study aims to generate a substantive grounded theory that can be immediately applied to the research writing courses in St. Jude College of Dasmariñas, Cavite (SJCDC). Twenty-two private conversations in Microsoft Teams were selected and analyzed using a grounded theory approach. The results revealed that "routes of online communication," "functions of online communication," "the role of the research instructor," and "student feedback" constitute the dynamics of students-instructor online communication in Microsoft Teams. Therefore, consideration of the multiple aspects presented in the R2F2 model for online communication is necessary to achieve greater understanding of the dynamics of students-to-instructor online communication in research. As such, continuous use of Microsoft Teams, faculty training emphasis on effective online communication using Office 365, and verificatory studies for other courses beside research are recommended for SJCDC.

Twenty scholarly papers and fifteen abstracts comprise the content of the sixteenth annual Brick and Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2016 paper and abstract titles include: (1) Making Effective, Usable Research Guides (Joshua S. Welker); (2) The Beulah Williams Library Creation Lab: Creating a Technology Sandbox in an Academic Library (Lynn Klundt); (3) Establishing an Electronic Theses Repository using Digital Commons (Yumi Ohira and Deborah L. White); (4) Becoming the Center: Creating and Implementing a Unified Service Point (Michael Berry); (5) Developing a Research Proposal: Serendipity and Planning (Susan Sykes Berry, Marilyn Degeus, and Sarah Kartsonis); (6) Mentoring on Mars: Peering at the Landscape through a Variety of Lenses (Susan M. Frey and Valentine Muyumba); (7) Taking the ILS for a Walk on the Quad: Cross-Campus Collaborations for Tech Services (Kirsten Davis and Mary Ann Mercante); (8) How to Maintain Reserves through Departmental Cooperation (Hong Li and Kayla Reed); (9) Becoming the DH Team…Digital Humanities, Public History, and the Library (Amanda Langendoerfer and Janet Romine); (10) Celebrating International Students in the Library (Ayyoub Ajmi and Fu Zhuo); (11) Keeping in Step with the College"s Mission (Joyce Meldrem); (12) Catch Online Students by Design (Elise A. Blas, Gwen Wilson, and Jean V. Marshall); (13) 2015 Summer of Changes: Reducing Print Collection, Migrating to New ILS and Redesigning Space at Dibner Library of Science and Technology (Ana Torres and Gavin Paul); (14) Using Data to Drive Public Services Decisions (Cindy Thompson and Jen Salvo-Eaton); (15) A Practical Solution for Managing and Assessing Library Electronic Collections (Xiaocan (Lucy) Wang and Robert Black); (16) Library Space and Usage Studies Can Inform, Influence & Impact Our Buildings and Services (Dr. Susan Breakenridge Fink); (17) Pop-up Usability Testing--More Data, Less Time (and Money) (Kelley Martin); (18) Renovating Foundations: ArchivesSpace and Collections Management (Mary Ellen Ducey, Peterson Brink, and Stacy Rickel); (19) The Big Reveal: LibGuides Analytics and Why They Matter (Sarah E. Fancher and Jamie L. Emery); (20) Snap, Click, Chat: Investigating the International Student Experience (Melissa Burel and Sarah Park); (21) "But We"ve Always Done it This Way!": Managing Expectations of Blended Workforces (Nicholas Wyant and Melissa Mallon); (22) "I Got My Customer Service Badge!" Using Online Modules for Library Student Worker Training (Ashley Creek); (23) Singing a Different Tune: Moving the Traditional Cataloging Skill Set into non-MARC (Amanda Harlan); (24) Employing Students in Digitization: Leveraging Digital Projects as Valuable Learning Experiences (Christopher Jones); (25) Extreme Makeover: Information Literacy Edition (Abigail Broadbent and Rebecca Hamlett); (26) Make it Beautiful, Make it Usable: DIY Design for Librarians (Dani Wellemeyer and Jess Williams); (27) Winning the Steelcase Education Active Learning Center Grant: Strategies for Successful Grant Writing (Danielle Dion and Ashley Creek); (28) Confident Shifting for Complex Moves (Joshua Lambert); (29) Lost in the Stacks: Helping Undergraduate Students Navigate the Library Labyrinth (Andi Back); (30) Picking Favorites: Setting Up a Study Room Reservation System (Alissa V. Fial); (31) Building Instructional Labs for Tomorrow: Do Trees and Tablets Work (Stephen Ambra); (32) Implementing a Smartphone Scavenger Hunt at Mizzou Libraries (Goodie Bhullar, Rachel Brekhus, Rebecca Graves, Navadeep Khanal, Noël Kopriva, Kimberly Moeller, and Paula Roper); (33) Keeping the Baby AND the Bathwater: Supplementing Traditional ILL with an On-Demand Document Delivery Service (Rob Withers, Jennifer Bazeley, Susan Hurst, and Kevin Messner); (34) Innovating and Building New Things with Our Student Workers (Ayyoub Ajmi); and (35) Creating Without Crunching: Library Interactive Map (Adedoyin Adenuga). An author/title index is also included. (Individual papers contain references.) [For the 2015 proceedings, see ED561244.]

Eight scholarly papers and seven abstracts comprise the content of the twenty-third annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The 2023 paper and abstract titles include: (1) The Reliability and Usability of ChatGPT for Library Metadata (Jenny Bodenhamer); (2) A Balancing Act in the Archives: Increasing Access to the Great Plains Black History Museum Collections (Wendy Guerra and Lori Schwartz); (3) Developing Info Students Where They Are: Personalizing Instruction to Increase Literacy Skills to Meet Engagement (Jorge A. León); (4) Empowering Undergraduates: Building Confidence in Primary Source Literacy (Jaycie Vos and Jess Cruz); (5) Quest for the Best: An Info Lit Strategy for First Year Seminars (Stephanie Hallam, Mary Bangert, and Michael Bezushko); (6) Are We Putting Our Values into Practice? Chat Reference Assessment (Mardi Mahaffy); (7) A Pilot Workshop on AI Art and Libraries at the University of Mississippi (Alex Watson); (8) New Expansions of Open Access to Benefit Research and Researchers (Barbara Pope); (9) Zettelkasten Note-Taking in Zotero for Grounded Writing (Rachel Brekhus); (10) Building Community: Library Leadership of a Common Book Program (Jill Becker); (11) Digital Media and Innovation Lab: A Must Have for Academic Libraries (Navadeep Khanal and Joseph Sabo); (12) Digital Libraries as Digital Third Place: Virtual Programming in the Age of Loneliness (Craig Finlay and Jenny Haddon); (13) Community Engagement: Academic and School Library Partnerships (Melissa Dennis); (14) Launching a Ticketing System With Asana (Hong Li); and (15) Meeting the Needs of Student Parents (Sarah Hebert). [For the 2022 proceedings, see ED623765.]

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

Quality Assurance (QA) aims to ensure and enhance educational quality, promote accountability, and foster sustainable improvement and is considered a crucial element for higher education systems in a world of constant change, increased competitiveness, technological innovation, and rising costs. In the last several years, quality assurance in Turkish higher education has experienced substantial improvements. The current developments reflect ongoing efforts in Turkish higher education to improve quality assurance processes, comply with international standards, and guarantee the consistency of academic offerings and institutional standards. The development and training of human resources are of paramount importance in creating sustainable QA efforts. Thus, the Quality Coordinatorship of Anadolu University developed a unique online training entitled "Institutional Self-Evaluation Training Programme" to equip the University staff with the required knowledge and skills to conduct internal evaluation in academic programs. Following a cross-sectional research design, and making use of learning analytics and satisfaction survey, this research investigated the learning patterns and satisfaction of the participants involved in this course. The high learning resources access and activity completion rates in this course suggest that there was a significant interest in the course considering it was only a recommended course. In addition, high levels of satisfaction, which was supported by the qualitative findings, show that the online training was endorsed by the participants as a viable training activity. [This paper was published in the INTE-ISTEC-ITEC-ITICAM-IQC proceedings, 2023, pp. 760-772).]

Several factors, such as declining birth rates, and the COVID-19 pandemic, have contributed to the current downward trend in college enrollments in the United States (Marcus, 2021, May 22). Declining enrollments create a greater focus on retention of students. Retention, however, is complicated by factors such as rising tuition costs, an uncertain job market, and questions about the value of education. Educators can impact campus culture to create a sense of belonging and commitment to student success. Some factors that contribute to student success are grit (Duckworth, 2016), and growth mindset (Dweck, 2006), both of which can be developed. When faculty operate with a fixed mindset about students' ability to learn, this may be perceived as a stereotype threat which impedes learning (Muenks et al., 2020). Universities are creating resources to assist faculty in developing a culture of inclusivity and belonging on campus (Gamrat et al., 2021; Gamrat et al., 2023). [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 127-130.]

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]

STEM (Science, Technology, Engineering, and Mathematics) education is an interdisciplinary approach aimed at enhancing students' understanding of these disciplines and fostering critical thinking and problem-solving skills. This study investigates the experiences and perceptions of 20 third-year pre-service science teachers (PSSTs) participating in STEM practices at a Turkish public university. The research addresses three key questions: (1) What are the opinions of STEM teacher candidates? (2) What benefits and challenges did they encounter during STEM practices? (3) How do they perceive STEM education and its implications for students and teachers? A qualitative case study methodology was employed to gather in-depth insights from PSSTs. The sample was selected using criterion sampling to ensure relevance to the study's focus. Over a four-week period, PSSTs engaged in STEM activities designed to align with the science education curriculum. Data collection involved a "Views on STEM Education Questionnaire" developed by the researcher and reviewed by two experts in STEM education. Content analysis was used to analyze the collected data, ensuring reliability through inter-coder agreement assessment. The results indicated that STEM education encompasses not only the four core disciplines but also interdisciplinary interactions. Participants recognized its positive impact on cognitive and psychomotor skills, creative thinking, problem-solving abilities, and its real-world relevance. However, limitations in time, resources, and pedagogical technological content knowledge were noted as potential challenges. Effective STEM instructors were described as possessing strong communication skills, creativity, innovation, and a passion for research. The findings of this study contribute to a deeper understanding of STEM teacher candidates' perspectives, shedding light on the importance of interdisciplinary approaches and the qualities required for successful STEM educators. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 554-569.]

Regarding children's books' influences on a variety of social and individual components, this study aims to analyze educational components and philosophies in Pippi Longstocking. While there are a few studies which examined Pippi's feelings, thinking, reasoning, and developmental characteristics, there is a lack of research describing why and/or how those characteristics might emerge so. In this sense, this interpretative analysis aims to detect dominant educational philosophies in Pippi Longstocking; thereby, an understanding of the overarching phenomenon of education could be developed. Data, collected via document analysis methodology, included three classic books of Pippi Longstocking written by Astrid Lindgren, and those books were analyzed via interpretive content analysis method where the context and language investigated to make sense of participants' world via their experiences. While main educational philosophies set the themes, categories developed deductively regarding the components of education. Findings revealed that of 55 educational instances, ways of learning, functions of school, and decision making were the dominant categories. Also, there was a clash between the main character and the other social agents regarding their educational philosophies. While Pippi represented contemporary (Pragmatism, Reconstructionism, and Existentialism) educational philosophies via her reactions, behaviors, and responses, other agents including Tommy, Annika, the teacher, the policeman, and Rosenblom represented an Essentialist understanding of education. This piece of the world's literature may hold potential for teacher education. Instead of their studying educational philosophies as abstract concepts, Pippi Longstocking may provide pre-service teachers with an opportunity to practice (e.g., analyze, role play, counteract, create new characters, or change scenarios) educational philosophies, experientially. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 366-382.]

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

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

Some studies state that teachers do not have sufficient knowledge for the implementation of the program, do not find the teaching and evaluation activities applicable, and have difficulty in implementing the program due to the lack of materials-tools and equipment. In this context, this research aims to determine the opinions of pre-service teachers about the Physical Education and Sports Education Program (5-8). In line with this purpose, we tried to find answers to the following questions: What are the teacher candidates' opinions in relation to their teaching programs gains, its content, learning-teaching processes, and measurement and evaluation practices. This research was carried out by utilizing the scanning model. In the study, quantitative research methods were used, and a questionnaire prepared by the researchers was used in order to determine the views of teacher candidates on the Physical Education and Sports Education Program. The universe of the research consists of 100 students studying at the Faculty of Sports Sciences of Bayburt University. When the research findings were examined, it was seen that the evaluations of the novice teachers toward the objectives of the education program were generally positive. On the other hand, it is seen that the novice teachers concentrate on the expression "I am undecided" about whether there are scientific errors in the outcome statements. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 634-644.]

21st-century skills are among the qualifications that teacher candidates should have in order to provide quality education, as in every business field. To achieve this, the renovation of educational programs and integration of those skills into the course process is recommended. Exploring the experiences of physical education teacher education students (PETE) in the learning ecosystem, which is created with peer mentoring in the movement education course, was the purpose of this research. In this case study, a movement education course was designed with three peer mentors and 25 peer learners. Data were collected through Instagram page posts, field notes, researcher meetings, and student reflections and then analysed with inductively constant comparison. It was found that peer mentors and peer learners showed flexibility and adaptability in working in their teams if teammates were making an effort and otherwise ignored each other. Because all peer groups prepared content and taught others, they used their productivity, and accountability was shown through reflections among peer mentors, peer groups and course leaders. So, PETE took responsibility for the learning process. Story-creating provided permanent learning, connected knowledge to daily life and raised awareness of PETEs. So, when the 21st-century skills are embedded in the nature of courses, quality education can be achieved. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 179-193.]

Doctoral students and researchers commonly practice reflexivity in the research processes. Covert autoethnography was autoethnography which was denied by claims of reflexivity and statements of being unbiased, neutral, and objective. In the research, 15 educational leadership dissertations using qualitative research from 15 universities in the United States of America were examined using thematic analysis. There were three key findings: theory of purification, act of symbolic verification, and theory legitimation. A discussion ensues, with the recommendation researchers need to develop biases within all facets of research. [This paper was published in: "2023 International Symposium on Autoethnography and Narrative," edited by T. E. Adams, 2023.]

This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included.

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

This collection of papers introduces the proceedings of the Fourth Annual Conference-Eurasian Higher Education Leaders' Forum held on the 11-12 June, 2015 at Nazarbayev University in Astana, Kazakhstan. Our presenters come from different professional backgrounds including higher education institutions, national business companies as well as international businesses that work closely with education stakeholders across Kazakhstan, the Central Asia region and beyond. The compendium offers papers grounded in theoretical argument and empirical research and written to provide debate and discussion among policy makers, university leaders, faculty and students. The themes of the proceedings reflect the structure of the Forum that has been divided into five panel sessions: (1) The Role of Global Skills in the Graduate Employability; (2) Perceptions of Employability, Skills and Individual Aspiration in a Diversifying Economy; (3) University-employer-community Relationships; (4) The Role of Vocational Education and Training (VET) in Career Development; and (5) Student Transitions and Careers Guidance. The Forum aimed at developing an international dialogue between higher education leaders, policy makers, researchers and practitioners from different parts of the world. The quality of debate and argument has benefited from the participation of local and international delegates that have shared their expertise, insights and visions on the current situation of graduate employability from local and global perspectives. More than 500 participants from twelve countries took part in the Forum's sessions and Q&A discussions. Keynote speeches in the proceedings include: (1) The Future of Graduates in the Global Labour Market (Hugh Lauder); (2) The Role of Tertiary Education in Addressing the Global Skills Challenge (Jamil Salmi); (3) A Perspective on Future Employability (Alper Akdeniz); (4) Transforming Tertiary Education for Innovation and Competitiveness: University of Central Asia (Shamsh Kassim-Lakha); and (5) TVET and Career Development (Geoff Hayward). Articles in the proceedings include: (1) Graduate Employability in the 21st Century (Aslan Sarinzhipov); (2) From a Competitive Education to the Prosperity of the Nation (Yerezhep Mambetkaziyev); (3) Career Planning for Future Opportunities (Tim Miller); (4) The Paradox of Emerging Universities (Simon Jones); (5) Nurturing Net Generation Graduates with Global Skills (Seeram Ramakrishna); (6) Practice--Oriented Learning--a Platform for the Formation of Global Skills (Jamilya Nurmanbetova); (7) Perceptions of Employability, Skills and Individual Aspiration in a Diversifying Economy (Alan Ruby); (8) Development of National Qualification System Based on Education Sphere and Labour Market Interface (Arstan Gazaliyev and Yuri Pak); (9) Understanding the Role of Fundamental Values in Serving a Larger Purpose (Aida Sagintayeva); (10) Creating Employability (Loretta O'Donnell); (11) Main Directions in Developing Corporate Partnerships: The Case of Rudny Industrial Institute, Kazakhstan (Abdakhman Naizabekov); (12) University/Industry Partnerships: Promising Practices from the Field (Matthew Hartley); (13) Technical Skills: Through Learning and Practice? (Sabyrzhan Madeyev); (14) Skills, Employability and University Graduates? (Rainer Goertz); (15) Transition from School to University: Some Issues for Kazakhstan and the Wider Region (David Bridges); (16) Soviet Legacy in Higher Education: Some Observations from Russia (Isak Froumin); and (17) Principal Learning Points (Sue Bennett). Individual papers contain figures and references. [This publication was produced by Nazarbayev University Graduate School of Education.]

The NEAIR 2015 Conference Proceedings is a compilation of papers presented at the Burlington, VT, conference. Papers in this document include:(1) Strategies to Analyze Course and Teaching Evaluation Data (Kati Li); (2) Using a Mixed Methods Approach to Assess a Leadership Mentoring Program (Betty Harper); (3) Flagship Institutions and the Struggle to Complete (Brian Lashley); (4) Using Data Mining to Predict Freshman Outcomes (Nora Galambos); (5) Institutional Ethnography: A Methodology for the Study of Inequality (Elizabeth Seton Mignacca); (6) Understanding the Impacts of the Test Optional Admission Policy (Yuko Mulugetta); (7) Zoltar Speaks: Will You Complete Your Online Course? (Joseph King, Katherine Ostroot, and Joanna Ostroot); (8) Leading Institutional Change from Below: A Case Study (Carol Van Zile-Tamsen); (9) Increasing Connections to Increase Online Student Retention (Heidi M. Baez, Evgeniya Reshetnyak and Jennifer Sparrow); (10) Using Subsequent Course Performance to Evaluate the Effect of Differentiated Instruction in Math One College's Formative Experience (Jerome J. Dean); (11) Does Size Matter? Test Box Size in Online Surveys (Jennifer May and Lauren Conoscenti); (12) Using Rasch Analysis to Review the Quality of Rating Scales (Carol Van Zile-Tamsen); (13) Predicting Graduation Outcomes: Identifying Students at Risk of Not Graduating (Meg Munley); and (14) IR Practice: Using Analysis to Drive Decisions in Improving Retention (Shuang Liu). [Individual papers contain references.]

The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]

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

The colleges and universities in Taiwan are confronted with the following two problems: (1) The average youth (aged 15-29) unemployment rate is more than double the overall unemployment rate; and (2) Mainly affected by the low birth rate, the admission and vacancy rates of colleges and universities have increased, and fierce competition exists among colleges and universities. This paper aims to answer the following two questions raised in Taiwan: (1) Does students' participation in the study opportunities created by university-industry cooperation really help the success rate of future employment? (2) In addition to cultivating cross-discipline talents, how can universities maintain their sustainable competitiveness? Based on a literature review and working experience, the author positively states that internship experience can improve students' employment rates, earnings, and job satisfaction after graduation. After that, several successful internship experiences and governmental promoting measures in Taiwan are mentioned. Four key success factors of internship are also described as follows: a clear structure, meaningful roles, paid internship, and a supportive environment. In terms of the second question, the author argues that the following measures should be taken: (1) Frequent inventory and analysis of the sources and quality distribution of students recruited by every academic unit; (2) Timely analysis of the resource allocation, financial revenue, and expenditure of academic units; (3) Appoint teachers based on expertise, and promote 360-degree feedback in the evaluation of teaching; (4) Strengthen the cultivation of STEM professionals; (5) Develop students' core foundations and transformative competencies; and (6) Appropriately manage world university rankings as needed.

This study aims to investigate the satisfaction level of students regarding the education of Turkish as a foreign language (TFL) during the pandemic caused by COVID-19. This study, which was carried out to shed light on the effect of distance education practices on teaching Turkish as a foreign language, is essential in providing students with the opportunity to evaluate the process and raising awareness in the organization of education programs. The participants were 50 international university students who enrolled in the Turkish preparatory classes of Bursa Uludag University in the Turkish Teaching Application and Research Center (ULUTÖMER) during the academic years 2019-2020 and 2020-2021. The study applied quantitative research descriptive, relational, and causal comparison methods. The data within the research scope were obtained using an attitude scale developed by the researcher through a questionnaire applied to 50 volunteer students online via Google Docs Form. The survey data was analyzed using SPSS 26.0.0.0, and statistical methods such as Mann-Whitney 2, Independent Sample Test, Kruskal Wallis K, Independent Sample Test, and Spearman Correlation Analysis were used to calculate the statistical findings. The statistical analysis of the questionnaire data showed that most participants who filled in the questionnaire stated that they were satisfied with the quality of online learning. In addition, students also indicated that they were more confident with online teaching than face-to-face teaching. On the other hand, the statistical analysis further revealed no significant relationship between students' satisfaction levels learning Turkish and socio-demographic variables such as age and gender. Finally, no meaningful relationship was found between the comparative satisfaction levels of Turkish students and socio-demographic variables.

Twenty-six scholarly papers and ten abstracts comprise the content of the thirteenth annual Brick and Click Libraries Symposium, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2013 paper and abstract titles include: (1) Worth 1,000 Words: Using Instagram to Engage Library Users (Nicole Tekulve and Katy Kelly); (2) Life on the Bleeding Edge: Migrating to OCLC's WorldShare Management Services Next Generation Integrated Library System (Sabrina Riley, Margaret Emons, Julie Pinnell, and Philip Hendrickson); (3) Planning at the Speed of a NASCAR Race: the Reinert-Alumni Library Reconfiguration (Sally Gibson and Debra Sturges);(4) Research Rescue: Beyond the One-Shot Instruction Session (Gloria Tibbs, Fu Zhuo, Susan Sanders, and Jen Salvo-Eaton); (5) Our Student Library Workers Rock! Investing in the Student Staff Development Process (Jeremy McGinniss and Joshua B. Michael); (6) Students in the Director's Chair: Leveraging Student Talent to Create Library Videos (Veronica Arellano Douglas); (7) Children's Collections in Academic Libraries: Views on Relevancy and Collaboration (Charissa Loftis and Valerie Knight); (8) Librarians' Preference of Virtual Meeting Platforms (Katie Anderson and Anne Larrivee); (9) Changemaking in Access & Outreach @ USD (Li Fu); (10) More Than a Poster: How Marketing Can Revitalize Your Library's Communty Engagement (Jennifer Raian and Jennifer Self); (11) Responsive Web Design: How Mobile Devices are Changing the Way We Build the Web (John Wynstra); (12) Library Programs to Aid in Student Retention (Cynthia Lenox); (13) Breaking Free in the Special Collections and Archives: Shattering Conventions and Display Cases with Augmented Reality (Ashley Todd-Diaz and Earl Givens Jr.); (14) The Library Extravaganza! Implementing a Welcome Event at Your Library (Karen Evans and Cheryl Blevens); (15) Lib Guides as a Marketing Tool (Scott Norwood); (16) Portable Display Kiosk and Signage Using the Raspberry Pi (Raleigh Muns); (17) Playing Cards for Information Literacy: An Active Learning Experiment (Melissa Clark); (18) Libraries Without Walls: Extending Service Beyond the Physical Building (Rochelle Krueger); (19) Using Event Tracking to Enhance Library Web Interfaces (Scott Hanrath); (20) It's All Up in the Clouds (Sally Bryant and Gan Ye); (21) Libraries and Licenses: Best Practices, Pitfalls and Trends (Corey Halaychik); (22) Discovery Tools: Where Do We Go From Here? (Lisa Lapointe and Melissa Mallon); (23) Motivating Student Employees: What Circulation Workers Want From Their Supervisors (Peter Johnson); (24) Implementing an Open Source Room Reservation System (Rob Withers); (25) Google Chrome: Using Apps to Streamline Workflow (Ellie Kohler); (26) Kansas City Local Library Exchange: How We Developed a Low-Cost, High Payback Professional development Program (Mark Swails); (27) Flipping Your Library Instruction (Rebecca Hamlett); (28) Marketing Students + Library= Student Centered Promotion for the Library (Nora Hillyer and Danielle Shultz); (29) Overwhelmed by Large-scale Library Digitization Projects? (Xiaocan (Lucy) Wang and Eric Holt); (30) Disruptive Thinking about Disruptive Innovation (Dr. Susan Breakenridge Fink and Marc Davis); (31) Tips + Taps: Integrating Apps into the research Process (Mary Oberlies and April Kelley); (32) The Choice Is Yours: Collections in a Patron-Driven Climate (Elizabeth Sullivan); (33) What Few Can Do: A Small Library Using Technology to Make the Impossible Possible (Eric A. Deatherage and Jennifer K. Johnson); (34) Reaching Out to International Students (Leila June Rod-Welch); (35) Why Undergraduate Students Choose to Use E-books (Edward Walton); (36) Don't Make the Kid Who is Blind Play Dodge Ball: Making Interactive Library instruction Accessible to Students with Disabilities (Angie Brunk and Dale Monobe). An author/title index is also included. (Individual papers contain references.) [For the 2012 proceedings, see ED537605.]

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers. [This paper was published in: "Proceedings of IRC 2021 Dortmund International Research Conference, June 24-26, 2021," Fachhochschule Dortmund, 2021.]

This document presents the proceedings of the 27th Annual Research Forum held June 29, 2023, at Wake Forest University in Winston-Salem, North Carolina. Included are the following fifteen action research papers: (1) The Effects of Real-World Mathematics Activities on High School Students' Attitudes (Alexa Altizer); (2) An Investigation of the Effect of Explicit Spatial Reasoning Instruction on Student Self-Efficacy in High School Chemistry (Emma Armstrong); (3) The Influence of Goal Setting on Student Motivation for English Learners (Anna Bush); (4) Having Fun & Learning Deeply: Constructivist Assessments in a Social Studies Classroom (Molly Dwyer); (5) "Why Is There a Cage in Central Park?": The Impact of Political Art on Engagement and Understanding in Civics (Elena Ecelbarger); (6) The Privilege of Wonder (Courtney C. Fadley); (7) Have You Heard?: The Impact of Auditory Sources on Student Engagement and Achievement in Secondary Social Studies (Connor Flaherty); (8) Influence of Creative Portfolios on Students' Engagement with Grammar (Bailey Inama); (9) Arts Integration in the Elementary Math Classroom (Ashlyn John); (10) The Influence of the CRAAP Test and the SIFT Method on University Students' Understanding of Credibility of Information Online (Amanda Kaufman); (11) The Effect of Music Integration on Student Engagement with Novels (Caroline Pope); (12) Dedicated Social Studies Instruction in Elementary Schools: A Case Study (Kathleen Rainey); (13) The Impact of Reflection Activities on High School Student's Math Identity (Allie Rice); (14) The Influence of Humor on Student Engagement with Nonfiction Texts (Lily Richards); and (15) The Influence of Authentic Letter Writing on Students' Attitudes toward Writing in the Secondary English Classroom (Luke Tatum). Individual papers contain references, tables, and figures. [For the 2022 Research Digest, see ED621431.]

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

Higher institutions face increasing pressures to transform existing strategic enrolment strategies to offset mounting internal and external influences within the educational marketplace. With organizations dramatically reconceptualizing the classroom and instructor-student mandated interaction, internal resistance has significantly impacted enrollment initiatives' success and compounded institutional struggles. This paper discusses how institution-wide strategic enrolment planning can only achieve desired goals when organizational change management has been established and entrenched in the institution's identity. With a focus on educational service quality and decreasing financial solvency, this paper recommends prioritizing a ground-up strategy promoting a culture of change. Change management instills readiness in all levels, creating organizational nimbleness. With nimbleness, each level can adapt to the enrolment management system's frequently evolving policies and ensure long-term institutional success in an increasingly competitive education market and intensifying student recruitment challenges.

The NEAIR 2008 Conference Proceedings is a compilation of papers presented at the Providence, Rhode Island, conference. Papers in this document include: (1) Assessing Institutional Effectiveness: The Mission Engagement Index as a Measure of Progress on Mission Goals (Ellen M. Boylan); (2) Building, Sustaining, and Developing Research University Faculty (Michael J. Dooris, David H. Monk, and Rodney A. Erikson); (3) Coffee & Conversation: Gathering Information from our Graduates (Peter Feigenbaum); (4) Does Financial Aid Status Affect Student Performance, Retention, Persistence, and Academic Success? (Corby A. Coperthwaite); (5) Enhancing Parents' Role in Higher Education Assessment (Anne Marie Delaney); (6) Improving Response Rates through Better Design: Rethinking a Web-Based Survey Instrument (Marin Clarkberg and Marne Einarson); (7) Moving Data into Action: The Application of Institutional Research to Enhance Student Success (Kimberly Puhala and Kevin B. Murphy); and (8) Utilizing Student Class Schedules to Predict Persistence During the First Semester of College (Paul Prewitt-Freilino, Greg Rogers, and Lynn Fawthrop). Individual papers contain references, tables, and figures.

Statement of the Problem and Purpose: Romantic relationships may be a source of behavioral and psychological strain, while the use of Instagram may also have positive and negative influences on university students' relationships. However, whether there is a relationship between university students' romantic relationship statuses and behaviors on Instagram remains an unanswered question. The current study explores whether there is a relationship between romantic relationship status and behaviors on Instagram among university students. Method: A descriptive and correlational research design was used in the study. The sample group consisted of 603 students enrolling in the BA programs of a state university in Turkey. A questionnaire was used to gather data on the numbers of posts, followers, followings, time spent on Instagram, and the active and passive behaviors exhibited. Kruskal-Wallis Test was preferred to see the possible relationship between the variables. Findings: The study concludes that romantic relationship status and Instagram usage are statistically significantly related. Within this scope, university students who do not have romantic relationships prefer showing less active behaviors. Implications for Research and Practice: It was recommended that university students should raise their awareness of the relationship between romantic relationship status and Instagram use and behaviors exhibited. Qualitative and experimental studies should be carried out to better understand the relationship between romantic relationships and behaviors exhibited on Instagram by university students. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 289-303.]

Higher education equips people to inculcate the knowledge and skills they need to succeed in today's world. In India, National Education Policy (NEP) 2020 focuses on key reforms in higher education that make ready the next generation to flourish and succeed in the new digital age. So the higher education system should ensure the quality meets the same. In this regard, the system needs to instill in students the hope for their success. Despite this, some students are lacking it because of the prevailing educational practices. The pass percentage of undergraduate students is not so high. This means that higher education is lacking something. The present paper reports on a qualitative exploration study using sequential semi-structured interviews on the perceptions and attributions of academically failed undergraduate students from the Malappuram District of Kerala (N=10). Reasons for their academic failure attributed to the Teacher, Curricular, Transactional, Learner and Institutional related practices in their undergraduate programme were identified and suggestions there for improvement of higher education practices were derived. The recommendations by the young learners can be implemented to make the higher education system more learner-friendly and the findings here will help to enhance the curricular reforms and improve the excellence of higher education.

Emotions are of vital importance in the foreign language learning process. However, while anxiety is one of the most commonly studied affective variables in the foreign language research context, positive emotions have recently become a trendy research topic among English as a foreign language (EFL) researchers. In addition, foreign language anxiety (FLA) and foreign language enjoyment (FLE) are related emotions that might coexist in individuals, while the number of studies in the Turkish EFL context is too limited to draw a conclusion. This study aims to investigate whether there is a relationship between enjoyment and anxiety in the Turkish EFL learning context. In this correlational study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Enjoyment Scale (FLES) were administered to 242 English as a foreign language (EFL) learners. The correlational data were obtained to see the relationship between FLA and FLE. The results showed that there is a significant negative correlation between FLE and FLA. [This paper was published in: International LET-IN Conference Proceedings, 2022, pp. 306-314.]

This research attempts to add to the existing literature of language learning strategy uses by advancing our understanding of what language learning strategies (LLS) are preferred by learners who were given a one-year English education at two state universities and to find out whether strategy uses were directly related to being successful in language learning. A total of 286 students filled out a questionnaire called Strategy Inventory for Language Learning (SILL), participated in the study. For deeper information 6 students from each university were asked to answer interview questions. It also aimed at discovering what strategies the students mostly preferred and whether there were any changes in strategy choices at the end of the learning program. The results of the study showed that there is a significant relationship between students' language learning strategy use and language learning levels. In addition, in the pre-test post-test comparison applied to see the possible effect of the preparatory education, it was observed that there was a positive increase in the use of language learning strategies by the students at the end of the preparatory education. Based on the results, the study is expected to contribute to the theory behind language teaching and learning in Turkey. Keywords: Language proficiency, Learning strategies, Preparatory education, University students, Turkish learners. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 89-102.]

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