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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.

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]

A novel course concept to enable master's degree students to acquire research skills is described as an experience report. A hybrid, inquiry-based format was developed to simulate each phase of writing and presenting a research paper at a scientific conference. Students self-organized into groups to conduct each phase of the research process to conduct a research project for a scientific topic, bionic computation. Weekly group meetings with the instructor were conducted via video conference. Students learned to formulate research questions, write abstracts, acquire experimental data and evaluate open-source libraries and tools to build their own experimental models. An in-house, mini-conference was held in person, in which each group held a presentation of their work. At the end of the semester, a retrospective was held to reflect on students' experiences and summarize the lessons they have learned. After the course, slight majority of the students stated that they could imagine writing a paper about their master's theses and taking part in a real conference. [For the full proceedings, see ED636095.]

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

The 2018 Central States Conference on the Teaching of Foreign Languages (CSCTFL), meeting with the Wisconsin Association for Language Teachers, was held in downtown Milwaukee at the Hilton City Center, March 8-10, 2018. Fifty years of annual conferences were celebrated, each one designed "to support language teachers and to advance the study of foreign languages" in accordance with the aim of the founders of CSCTFL. The conference theme focused on two ideas: (1) the power that knowing another language gives the learner, not only to communicate effectively, but also as an entry point into a different culture, alternate perspectives and a more expansive global outlook; and (2) the power that teachers have to engage their students in the language experience, to advocate for their discipline and to promote high-quality instruction as they learn with and from each other. Conference attendees were able to choose from among 21 workshops and more than 200 sessions ranging from elementary to university levels and representing a number of world languages including Latin and ESL. Session and workshop topics throughout the conference included ideas for using the power of art, film, literature, music, and technology to enhance instruction at all levels as well as a myriad of activities and strategies for growing student proficiency, assessing, curating authentic resources, and more. This report contains articles that discuss student empowerment through a wide variety of methods and tactics. All of them provide practical and proven activities with ideas and suggestions to motivate students to discover and strengthen their second-language voice.

Senior Economist Jonathan Rothwell of Gallup, presents data on employment outcomes for college graduates from different types of colleges. He also provides findings from the Gallup-USA Funds Associate Degree Graduates Survey which shows there are a number of student experiences that are highly predictive of overall life-evaluation. He cites the factors that contribute to a positive high life evaluation, noting that approximately 46 percent of Associate degree earners reported their college education was worth the cost. He concludes that with rising college costs students need to be better informed about the potential outcomes of their investment.

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

The rational for this research paper is to examine the challenges faced by international students with focus on Nigerian students embracing the British education system and impact on their motivation and academic performance. The paper presents a critical overview in relation to the barriers faced by Nigerian students in terms of obtaining and maintaining their visas, seeking employment, cultural integration, and access to education and how these challenges impact on their motivation and academic performance. The study utilizes both quantitative and qualitative research methods to provide a comprehensive analysis of the challenges faced by Nigerian students in regard to studying in the UK and keeping up to visa requirements with limited working hours given to study. To ascertain the degree of impact, a primary data was carried out to hear from few of the students. Findings of research shows that majority of the Nigerian students that came to study in the UK had high expectations with the hope that coming to study and work in the UK was the best option to escape from the problem of high unemployment and hardship faced back in their home countries. Some expressed the disappointments on how they struggled to find accommodation with family and not sure if coming to the UK was worth the money, they paid to facilitate their study visa. The most disappointed expectations were the cost of living and not being able to get the twenty hours jobs allowed to work while studying to help them with excessive cost of living. Some felt that more support is needed to help international students in their studies in the UK considering the high fees paid to gain British education. [For the complete Volume 22 proceedings, see ED656158.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.]

The 2015 Central States Conference on the Teaching of Foreign Languages (CSCTFL) was held in Minneapolis, Minnesota together with the Minnesota Council on the Teaching of Languages and Cultures, who served as local host. This year's theme underscores the transformative nature of learning a foreign language. As language teachers we have a great responsibility to provide our students with opportunities to learn and explore languages and cultures in ways that foster intercultural communicative competence. The 2015 conference highlighted strategies, practices, and approaches that world language educators can use to help students develop the attitudes, skills, and knowledge necessary to interact with others in our global community. The CSCTFL 2015 conference featured 35 workshops and more than 200 sessions. Nine of the 16 Central States were represented by "Best of" sessions. 21 sessions from the 2014 conference were presented again at the 2015 conference as "All-Stars." The session and workshop topics represented at the 2015 conference included technology in the classroom, intercultural competence, assessment, advocacy, best practices, and the use of literature, art, and music in language classes. The authors whose articles are included in the 2015 CSCTFL "Report" addressed the 2015 conference theme, "Learn Languages Explore Cultures Transform Lives" by focusing on those elements that transform foreign language teaching and learning. The articles provide the reader with innovative ideas and approaches for world language instruction that will assist teachers in transforming their classrooms to meet the needs of the 21st century learners.

"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. [Individual papers are indexed in ERIC.]

"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.

The 2014 Central States Conference on the Teaching of Foreign Languages took place in St. Louis, Missouri with the cooperation of the Foreign Language Association of Missouri. The 2014 conference focused on ways in which foreign language teachers, "unlock" or help to open up lines of communication between their students and people who speak a language other than the native language of their students. Foreign language teachers do so not only by helping students to learn how to express themselves through oral and written communication, but also through cultural knowledge of the target culture. For students to become globally competent citizens, they need to know not only how to communicate through oral and written communication; they must also understand the nuances of a culture. An understanding of the products, practices, and perspectives of a culture are equally important to function in a given culture. The CSCTFL 2014 conference featured 28 workshops and more than 170 sessions. Nine of the 17 central states were represented by "Best of…" sessions. Several presenters from the 2013 conference returned to re-present their session as an "All-Star." The sessions and workshop topics represented at the 2014 conference included the connection to Common Core in the foreign language classroom, the use of technology, teaching for communicative competency, lesson planning, assessment, the integration of culture in the curriculum, and the use of literature, art, music, and film in language classes. The articles in this report pertain to developing communicative competency and cultural competency. By focusing on developing communicative competency and cultural competency, foreign language teachers are able to shape their students into citizens who will be globally competent and be able to communicate and interact effectively in a global society. The authors explain how to achieve these goals through the use of technology in teaching, studying abroad, the use of target language in the classroom, and the role of a textbook in the classroom while promoting communication.

In an attempt to make grading a less arduous, and more accurate, objective task, a checklist of criteria was utilized to grade psychology term papers at Kutztown University of Pennsylvania. The method appeared to generate more feedback and lead to greater consistency, as well as a better understanding among students of the grade received. In order to determine students' attitudes toward the checklist method, 43 students who were enrolled in a statistics course were asked to respond to a hypothetical grading situation. Study participants read a synopsis of a term paper assigned by an instructor, and then were given a description of two different grading methods: one was the traditional method, in which the instructor writes positive and negative comments on each paper; and the other was a checklist method of grading. Both methods resulted in the instructor assigning a numerical grade to the papers. Participants were then asked their opinions of the two methods. Analyses of responses, based on chi-square tests of goodness of fit, included the following: (1) 55.81% felt that grading with a checksheet provided more feedback; (2) 65.12% believed that grading with comments provided less variety of feedback; (3) 76.74% felt that grading with a checksheet resulted in a fairer evaluation; (4) 95.35% felt that grading with a checksheet lead to greater instructor consistency; (5) 69.77% felt that grading with comments lead to less understanding of the grade received; and (6) 62.79% preferred that teachers use the checksheet when grading papers. A list of references, and three different criteria checksheets are included. (MAB)

Colleges are still designed for 18 to 22 year old students, even though that category includes only about 20% of the total population seeking degrees. Because of this fact, the term "andragogy," or how to teach adults, should become a more recognizable concept in education. A study was conducted in which 25 first-year adult women at Saint Mary-of-the-Woods College in Terre Haute, Indiana, were asked to write down their thoughts and concerns as they worked on research papers, after they completed the paper, and after they had heard from the instructor about the papers. The same information was requested from 25 upper-level students. Comments were classified into either affective or cognitive. Several conclusions can be drawn from the data. First, the affective aspect of learning needs to be attended to with adult women students. Second, there was an apparent falling off of interest in the content of the paper after the students heard from instructors, who tended to comment heavily on composition techniques rather than on content. Numerous examples of student comments demonstrate the wide range of needs of adult learners, in both the affective and the cognitive modes. In comparing the first-year students' comments with the upper-level students' comments, a substantial rise in complexity of thought and ability to analyze was evident. Adult students, generally, are hard-working, motivated, appreciative, and usually quite good, so that teachers find working with them a gratifying experience. (Three tables of data are included.) (HB)

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.]

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

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

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. The papers contained in this volume deal primarily with research and development topics, and represent some of the most current thinking in educational communications and technology. Papers dealing with the practice of instructional technology, including instruction and training issues, are contained in the companion volume (Volume 2). (Individual papers contain references, figures, and tables.) [For Volume 2, see ED514647.]

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.]

The theme of the College Reading Association 2004 annual conference in Delray Beach, Florida, was "Building Bridges: Reaching beyond Our Borders." The articles in this yearbook show how reflection and thinking outside the box will make a difference in preservice teacher education. This Yearbook begins with Wayne Linek's presidential address. In his address, Linek showed how mentoring can be two-way leading to growth and learning for both the mentee and the mentor. The papers comprising this Yearbook that follow Linek's presidential address are: (1) Writing from the Heart (Joyce Sweeney); (2) Learning about Learners: Struggling Readers in a Fourth Grade Literature Discussion Group (Susan B. Porter); (3) The Role of the Literacy Professional in the Middle and High School: Historical Perspectives and Current Policy Issues (Elizabeth G. Sturtevant); (4) Making a Difference in the Public and Policy-Making Arena (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Judy Embry, Jill Lewis, D. Ray Reutzel, Wayne M. Linek, and Jack Cassidy); (5) Using the Reflections of Preservice Teachers to Help Teacher Educators Improve Their Own Practice (Susan K. L'Allier); (6) Supporting Pre-Service Teachers' Professional Perceptions of Assessment and Diagnosis of Reading Difficulties in a Museum Professional Development School (Claudia J. McVicker); (7) A Preliminary Look at the Effect of a Change in a Pre-Service Literacy Curricula on the Pedagogical Content Knowledge of Literacy and Theoretical Orientation to Reading of Teacher Candidates (Lois K. Haid); (8) The Guided Literature Learning Strategy: The Process and an Analysis of Pre-Service Teachers' Reflections (Mary DeKonty Applegate and Anthony J. Applegate); (9) Book Microscopes: The Effects of Student Completion of Guided Tasks to Promote L2 Writing Expertise as an Outgrowth of L2 Reading (Mayra C. Daniel); (10) Nonlinear Nonfiction Writing and the I-Chart: Scaffolding for Success (Sylvia Read); (11) Reading for Character: Principles of Bibliotherapy Applied to Children's Literature (Karen L. Parker); (12) Alternatives to Sounding Out: The Influence of Explicit Cueing Strategies Instruction on Word Identification in Second Grade Students (Callie L. Fortenberry and Barbara J. Walker); (13) International Literature for U.S. Children and Young Adults: In Search of Difference (Patricia Bloem); (14) Study Skills in the Electronic Age (Joan A. Rhodes, Valerie J. Robnolt, and Judy S. Richardson); (15) "Grappling" with Culturally Relevant Instruction of Content Literacy: A Collaborative Model (Ruth Oswald, Lynn Smolen, Karen Herrington, Denise Stuart, and Susan Turner); and (16) Literacy Practicum Experiences in an Urban Setting: Building Bridges with the School, Home and Community (Joyce V. W. Warner, Nancy B. Masztal, and Ann C. Murphy). (Individual papers contain tables, figures, references, and appendices.) [For "Celebrating the Power of Literacy. The Twenty-Sixth Yearbook," see ED507687.]

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains several dozen research and development papers dealing with instructional technology and instructional design. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499896.]

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

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

The 2008 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Michigan World Language Association, focused on learning about the diverse backgrounds and needs of today's students and discovering new ways to help them succeed in reaching the goal of language proficiency. A wide variety of workshops and sessions offered practical advice on how to deal with reluctant learners on a variety of levels. Immersion-type workshops and sessions were offered to help participants brush up on their language skills, and participants were brought up-to-date on topics such as foreign language advocacy, advanced placement, technology, assessment, culture, brain-based learning, and much more. In addition to "Best of" presentations from 15 states, the program included several encore presentations from last year's "All-Star" presenters. This volume offers the reader a wealth of research based approaches and strategies to language teaching and learning designed to assist the language educator in creating a learning environment that will motivate and engage all students in the language classroom. These articles focus on best practices representing theory-based instruction designed to optimize language communication skills and cultural knowledge for all learners.

"A ubiquitous English vocabulary learning system: evidence of active/passive attitudes vs. usefulness/ease-of-use" introduces and develops "Ubiquitous English Vocabulary Learning" (UEFL) system. It introduces to the memorization using the video clips. According to their paper the video clip gives a better chance for students to memorize vocabulary. There are few positive aspects on the paper. Firstly, how they brought entertainment with the learning was interesting. Secondly, the use of "Near-Synonyms and Similar-Looking (NSSL)" technology to help students memorizing was thoughtful and refreshing. However, the UEFL system could have been developed more efficiently and effectively, if it was approached differently. The developer/authors could have used the image instead of the video clip, and adding drawing pad for students to draw the image. Drawing the image is the blend of the visual memorization and the Bloom's taxonomy. Evaluation and creating are at the top of the learning process according to Bloom's taxonomy. By drawing the image, the evaluation and creating occurs which helps student to memorize vocabulary not only in the short-term memory system but also in the long-term memory system. The biggest potential that can be found in this program is how students can learn without realizing. Students can start the program because of the entertainment but the education occurs without students realizing their education. Therefore, the passive students can be also attracted to the education and turn into a active learner without knowing. [For the full proceedings, see ED562107.]

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

The 2006 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Illinois Council on the Teaching of Foreign Languages, celebrated languages of the world in the classroom and in the community. This volume of the CSC "Report" is the companion volume for the 2005 CSC "Report," "The Year of Languages: Its Challenges, Changes, Choices, and Celebrations" (see ED598294). This 2006 volume focuses on pre-service teacher preparation and its connected issues, and in-service teacher development and its related topics. Integrating the perspectives of language and communities for both present and future teachers is evident in the conference program and in the articles selected for this volume. The articles integrate the perspectives of a new vision for teacher development whether it is meeting the needs of a changing population, developing mentoring programs, studying abroad, or preparing for new requirements. The participants of the conference integrated the perspectives of language and communities. Both the CSC "Report" and conference integrated perspectives of foreign language education fundamental to meeting the future needs of students and teachers.

Papers presented at this conference were grouped under the following seven broad themes: "Thinking Skills: The Bridge Between Data and Knowledge"; "From Today to Tomorrow: Bridging the Future"; "Cultural Understanding: Bridging Diverse Culture"; "Cultural Expression: Creating Bridges of Meaning"; "Access to Information: Narrowing the Gap"; "Mass Media: Spanning the Globe"; and "Summation." Titles and authors of the thirty papers presented are as follows: (1) "Attitudes of Youth toward Reading before and after a Motivational Project" (Shirley A. Fitzgibbons); (2) "Critical Thinking: Tools for Internet Information Evaluation" (Mary Ann Fitzgerald); (3) "High School to University: What Skills Do Students Need?" (Eileen Daniel); (4) "Information Skills: The Reflections and Perceptions of Student Teachers and Related Professionals" (Kay Wilson); (5) "Integrating Information Technology into and across the Curriculum: A Short Course for Secondary Students" (Eleanor B. Howe); (6) "An Interdisciplinary Model for Assessing Learning" (Robert Grover, Jacqueline McMahon Lakin, and Jane Dickerson); (7) "Meeting Drug Information Needs of Adolescents" (Ross Todd); (8) "Living and Learning in the Global Village" (Gene Burdenuk); (9) "Evolution and Revolution in School Library Practice" (Suzette Boyd); (10) "Information Literacy: Teacher's Perspectives of the Information Process" (Judy O'Connell and James Henri); (11) "The Impact of a Technology-Rich Environment" (Dania B. Meghabghab and Catherine Price); (12) "It's the Same the Whole World Over: Bridging the Gap in New Zealand" (Elizabeth Probert and John Fowler); (13) "Library Power as a Vehicle for the Evolution of Change" (Shirley A. Tastad and Julie Talman); (14) "Not Extinct! School Libraries for Learning and Leadership" (Kay Ellen Hones); (15) "Our Patch vs. Their Patch: Information Technology and Literacy in Schools" (Barbara Yates); (16) "A Reality Check: The Challenges of Implementing Information Power in School Library Media Programs" (Cheryl Ann McCarthy); (17) "Teacher-Librarians in Learning Organizations" (Jean Brown and Bruce Sheppard); (18) "We've Done Research, Now What? Multimedia Authoring as a Report Tool" (Michelle Larose-Kuzenko); (19) "Accepting Tolerance and Diversity" (Madeleine Hoss and Roslyn Wylie); (20) "Best Children's Picture Books from Abroad: Valuing Other Cultures" (Maureen White); (21) "Information for All: Resource Generation and Information Repackaging in Nigerian Schools" (Virginia W. Dike and Nancy Amucheazi); (22) "The Impact of the Prince Edward Island School Library Policy on the Development of School Library Programs Across Prince Edward Island" (Ray Doiron and Judy Davies); (23) "Libraries and Reading Habits Among Elementary School Children: The Concept of the Classroom Collection" (Snunith Shoham); (24) "Providing Potential for Progress: Learning Support for Students with Special Educational Needs" (Margaret Kinnell Evans and Peggy Heeks); (25) "The Relationship of School Materials and Resources to Reading Literacy: An International Perspective" (Victor Froese); (26) "The School Librarian as Internet Mediator: A Case Study and Evaluation" (James Herring); (27) "Planning for Action: Turning Meaningful Data into Programs and Promotion" (Eleanor Howe, Jack Stack, and Marcia Rettig-Seitam) (28) "Teacher-Librarian? What's in a Name? Making Meaning from Metaphor" (James Henri); (29) "Delphi Studies: The Value of Expert Opinion Bridging the Gap--Data to Knowledge" (Arthur Wizenried); (30) "The Information Literacy Movement of the School Library Media Field: A Preliminary Summary of the Research" (David V. Loertscher and Blanche Woolls). (SWC)

This paper examines the role of research methods courses. The paper offers several "facts" concerning such courses and considers four myths and their role in the teaching of research courses in communication. Among the suspect "facts" cited in the paper are that today's students are both products and producers of an "information society"; information must be obtained, processed, and evaluated to be any good; and to understand research the student must first understand theory. The myths the paper discusses are: (1) research is math; (2) research is memorization and computation; (3) there is no career connection to learning about research; and (4) communication students cannot compete with business students. The paper concludes that, in reality, a grasp of the principles of human communication provides students with an ability to see the larger picture, to view individuals as people rather than units, and use their understanding of persuasion and information flow to produce the best outcome. (Author/SG)

This paper discusses the use of a semantic differential research tool to investigate the image of Tufts University in Massachusetts. Specifically explored are the following questions: (1) What are the differences between the institution's desired image and current image? (2) Do various constituencies view the institution differently, and if so, how do alumni perceptions differ from those of current students? and (3) Does the institution's internal image differ from its external image? The paper describes the various surveys used to collect study data, including obtaining opinions from alumni, faculty and administration, college seniors, college applicants, and the current student population. Study results include the following items: elements of the desired image tended toward the extremes; perceptions differed among the various constituencies although the image held by alumni and currently enrolled students was quite similar; and most of the differences that did exist, existed between the incoming freshmen (rosier image and more positive view) and one or more of the other groups surveyed. It is noted that because incoming freshmen hold a rather different image of the school than the other groups, student retention problems may develop as these students matriculate and discover that the university is not what they expected. (GLR)

This paper describes how undergraduate student interns were utilized in a one-person institutional research office on a small college campus to improve productivity and provide real-life experiences for upper-class students. The pitfalls and benefits of such use of students are discussed from both the students' and institutional researcher's perspective. Responses to a student intern survey are provided in which students were asked what skills they learned while they were interns; whether they were able to apply these skills elsewhere; in what ways the intern experience helped them in their major and planned career; suggestions they had for improving the internship experience; the most interesting aspects of the internship; and how they would rate their overall experience. Suggestions are made for incorporating such students into the institutional research function. The paper concludes with the observation that internship experiences such as the one described are not only useful in providing hands-on experiences for undergraduates while they are still in college, but also having such persons assisting on various in-house projects enables the office to be more productive. (GLR)

This paper discusses the results of a randomly selected standing poll panel implemented at Saint Mary's College at Notre Dame, Indiana, called PRISM (Prompt Response to Improve Saint Mary's). PRISM is designed to quickly ascertain the attitudes and opinions of a panel of 120 college students. Sample topics of PRISM surveys have included campus communication, residence life, and safety and security issues. Student replies to PRISM questionnaires are considered confidential and are reported only in the aggregate. The paper discusses the development of the program and analyzes the results after three semesters of operation. Procedures for quickly constructing a survey, obtaining responses, and processing results are described. Results are provided to the senior officer group and to the appropriate administrative entity usually within 2 weeks of the survey's administration. Program evaluation results are presented, indicating that both college administrators and students appreciated the opportunity to utilize the panel as one of several methods of student-college communication. Recommendations for program improvement are offered. (GLR)

This paper examines the design and findings of a survey of 31 faculty and 550 students participating in 7 Annenberg/CPE New Pathways to a Degree electronic learning projects. Each project was selected because it proposed innovative ways to use technology to create new educational opportunities for "new majority learners" (students unable to attend college in conventional ways). All New Pathways courses used technologies in combinations, and communication between students and instructors and among students was supported via several technologies. Survey results indicated that off-campus students found delivery of lectures via video technology (two-way video, one-way video with two-way audio, broadcast video, and videotape) to be acceptable. Students felt that the quality of their mediated interaction with their instructor was as good as or better than experiences in face-to-face classes, and half the students felt that the frequency of their interactions were the same or more frequent. To promote interaction between faculty and students or among students, technologies such as audio-conferencing, electronic mail, or voice mail were more effective than video technologies. Faculty felt that the technologies that let them act the same way they do in face-to-face classes provided the best tools for interaction. The technologies are pushing changes in the relationship among course content, mentor, and student. (Contains 18 references.) (JDD)

This study, built upon prior work by E. Pascarella, C. Ethington, and J. Smart (1988), examined the influence of college upon the civic values held by students. Data were obtained from the Cooperative Institutional Research Program, a national longitudinal study of college students. Four sets of variables were used: civic values of students in 1985 and 1989; student individual characteristics; measures of college experience; and organizational characteristics of the institution. The within-school model used in the study showed that students who were more involved in college activities had better civic values than those with less involvement. Another finding was that church-affiliated, or more politically oriented, colleges were more effective in developing student civic values than other types of institutions. Six tables and two appendixes describe the variables and the statistics; summarize data and results for civic value factors, a random coefficient model, an intercept-and slopes-as-outcome model, and a one-way ANOVA model; and show proportion of variance in the final model. (Contains 19 references.) (CH)

This study explored the usability of learning stage data using the M. B. Baxter Magolda (1992) model for identifying and understanding differences among students and their perceptions of their academic experience at a midsize public community college. The study sought to: identify a dominant learning stage (either absolute, transitional, or independent) for each student; investigate relationships between this stage and demographic variables including, gender, age, placement in English as a Second Language (ESL) courses and curriculum; evaluate students' satisfaction levels; and demonstrate application to specific counseling situations. Students were surveyed with a questionnaire; responses (N=721) were subjected to factor analysis. Findings indicated: (1) older students were characterized by more schooling and experiential learning; (2) students for whom English was a second language were most likely to be in the absolute, or first, learning stage; (3) no significant differences in dominant learning stage were attributable to curriculum; and (4) students expressed an overall satisfaction with the college. Results suggest that knowledge of students' dominant learning stage might be useful in the process of curriculum planning or support services. (Contains 8 tables of survey results and 12 references.) (CK)

This study investigated the efficacy of noncognitive variables and academic background as a function of student ethnic group for the prediction of college grade performance and persistence. New freshmen during four consecutive fall semesters were administered the Cooperative Institutional Research Program Freshmen Survey. The sample included 251 Hispanic, 378 Asian-American, 644 African-American, 15 Native American, and 8,301 White students. Data concerning student attitudes, family characteristics, and high school background were evaluated. From these items, seven noncognitive and other variables were constructed: achievement expectancies, academic self-concept, financial goals, social goals, desire for recognition, parental education, and high school curriculum. All variables were analyzed for their efficacy as predictors of college attrition. American College Testing Program Composite scores, high school class percentile rank, academic self-concept and expectations, high school curriculum, and parental education significantly correlated with grade point average and enrollment status after 2 and 4 years. Financial and social goals were negatively correlated with achievement outcomes. Some differences between student ethnic groups on effective predictors of subsequent achievement were found. Ten tables give data on the correlations found. (Contains 35 references.) (CK)

This study investigated the correlation between noncognitive variables and academic success in a freshman composition course. A sample of 257 freshmen taking an introductory English course completed a survey assessing their attitudes and achievement expectancies. The questionnaire measured self-ratings of overall academic ability, drive to achieve, writing ability, creativity, and self-confidence in intellectual ability. Correlations were computed for the entire sample and separately for male and female students. American College Testing Program Composite scores and self-ratings on academic ability, achievement drive, and academic expectations showed a significant positive correlation with English course grades. Results suggest that noncognitive variables should be considered when providing academic counseling during the freshman year. Four tables provide correlation data and results of multiple regression analyses. (Contains 29 references.) (CK)

This study examined the academic and social integration of black students, all of whom were recipients of scholarships in a science and math scholarship program for black students at the University of Maryland (Baltimore County). The Meyerhoff program provides a range of support in addition to the scholarship support including study groups and personal and academic advising. This study compared 15 Meyerhoff scholars and 15 non-Meyerhoff white students with similar academic credentials. Qualitative data were collected from interviews (sophomore and senior years) with the Meyerhoff students and were organized around the six principles in Tinto's theory of student persistence. Results pointed to a theme of black achiever isolation. Academically talented black students entered college with few, if any, academic relationships with other achieving black students. Meeting and studying with other talented black students was highly valued by the Meyerhoff participants. The study's conclusions also underscored the importance of strong relationships between faculty and students even when those faculty are predominantly white. The study's overall conclusion is that being in a "race-specific" program at a predominantly white institution contributed to the success of the students. The senior year interview form is appended. (Contains 47 references.) (DB)