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

This paper examines the problem of modernization of the national education model, based on the program documents "Mangilik El" and "Rukhani Zhangyru," the project "New humanitarian knowledge: 100 new textbooks in the Kazakh language," "Daryn" programs, etc., aimed at the spiritual development of the nation. One of the ways to internationalize education in Kazakhstan is the participation in "QS World University Rankings," which highlights the top five universities: Asfandiyarov Kazakh National Medical University, Satbayev University, Al-Farabi Kazakh National University, Gumilev Eurasian National University, and Nazarbayev University. In addition to the five universities described, nine more, highlighted in the QS subject rankings, deserve attention. Among these universities is Abai Kazakh National Pedagogical University, which implements educational programs in teaching professions developed jointly with foreign partners. The review also covers the following path of modernization of education in Kazakhstan, which takes place in preschool and school education. Since 2009, Kazakhstan has been actively participating in international PISA studies, the results of which have contributed to the implementation of important educational initiatives implemented in the country. The study of such experience contributed to the design of a scientific study on the topic "Theory and technology of a comprehensive psychological and pedagogical assessment of the developing potential of the school s educational environment using the international SAKERS (modified version)." The quality of school life and educational outcomes of students directly depend on the comfort of the school educational environment, in addition, the problem is aggravated by the risks and threats of globalization and changes in the modern world. The international SACERS (School-Age Care Environment Rating Scale) tool allows for the assessment and measurement of the educational environment according to 7 criteria: the internal space and furniture of the school; health and safety; active activity and pastime; interaction; educational process; staff development; special needs for students with disabilities. At this stage, according to the project on measuring the educational environment using international scales, SAKERS (this term is used in Kazakhstan for SACERS) is conducted in 7 Kazakhstani schools, different in structure and location. The paper ends with strategies for solving problems regarding the orientation of the educational system of Kazakhstan to international cooperation. [For the complete Volume 22 proceedings, see ED656158.]

This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]

This conceptual paper proposes a model to describe the quality of student dialogue during participative collaborative problem solving. Drawing on the participation metaphor of learning, we argue that the construct of mathematical sophistication is useful to describe the quality. We then present two frameworks, mathematical competencies and mathematical practices, as ways to operationalise the construct in the collaborative problem-solving setting. We argue that by using a networking theories approach, the two frameworks will provide nuances of levels of mathematical sophistication that can be observed in student interaction. In addition, they could provide an analysis of both individual and group contributions to mathematical sophistication in a collaborative task setting. Implications of using two approaches for conceptualizing mathematical sophistication for future mathematics education research and teaching practices are provided.

Students in secondary school often find mathematics abstract and irrelevant, frequently questioning its usefulness and purpose. The discourse around STEM education has encouraged secondary teachers to attempt connecting mathematics with other STEM disciplines, most commonly with science. By making connections between content and skills through applications, it is anticipated that secondary school students will engage more in class that may result in improved mathematics achievement. This paper explores the rationale for making connections with science, examines the impact on student achievement in mathematics from previous research and discusses challenges for schools and teachers.

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 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. [For Volume 1, see ED609416.]

This paper presents an ongoing comparative study of secondary teachers' education programs in France, Greece, and England, with a primary focus on strategies aimed at cultivating a positive learning environment in schools. Recent studies have underlined the significance of teachers' pedagogical competence formation as a determinant element which will form their future in the teaching profession. Globalization and technological development being major characteristics of our century have had an undeniable impact on educational thought and practice which imposes the need to acquire new types of knowledge and skills to ensure teachers' capacity to deal with the needs of the new generation. Secondary teachers must implement targeted handlings towards a special age group--adolescence--in combination with the principles of the curriculum. Through interviews and focus groups with secondary teachers of various specialization and teaching experience the aim is to understand their needs and level of preparation for the purpose of entering the classroom equipped to conduct their demanding role and to explore the ways the undergraduate studies of secondary teachers can be enriched both theoretically--and especially--at a practical level. [For the complete Volume 22 proceedings, see ED656158.]

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.]

This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the feedback provided to the students. The findings indicate that traditional ways of assessment such as multiple-choice and gap filling are the most preferred assessment items. The results also indicate that listening and speaking appear to be the ignored skills on the examinations.

"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 place of practical cookery within school subjects in England has, in recent years, been debated as part of concerns about the nation's health and obesity. Cookery has been a school subject for over a century, but has only ever held a minority place in the curriculum. In 2017 we surveyed teachers of practical cookery in schools, in a repeat of a survey first carried out in 2007. We asked them about the ingredients used and the skills taught in practical cookery lessons at school and also about the issues they faced delivering practical cookery teaching and assessment through the school food curriculum. We have found that the nature of the products being taught in schools has changed, with less emphasis on sugary baked items than previously, which is consistent with the development of healthy eating initiatives and awareness. However, many of the issues surrounding the teaching of cookery skills in schools identified in 2007, such as insufficient equipment, lesson time and parental support, remain unchanged. In this paper we will present the results of our study in full and discuss the implications of this research and the role of practical cookery teaching and assessment in schools in the future.

In this paper we report on an aspect of the findings of a larger three-phase study exploring the factors that influence teachers implementing pedagogies that cultivate students' STEM capabilities and 21st century skills. Data were collected through an online questionnaire, semi-structured interviews, focus groups and case studies. This paper will focus on the findings from the first phase of this study and initial analysis of focus groups and semi-structured interviews data. Preliminary findings show that participants hold mixed beliefs concerning student proficiency in mathematics and there are common factors that influence decisions concerning the use of pedagogical practices that support students' mathematical proficiency and the development of students' 21st century skills. These factors include teachers' personal beliefs and attitudes, perceived time and curriculum constraints, student behaviour and students' academic ability.

This paper illustrates the integration of the hybrid Problem-Based Learning (PBL) approach in the development of the prototype C[superscript 2]HADAM, a multimedia courseware that is intended for the teaching and learning of the Science subject for form two students in Malaysian secondary schools. The discussion begins with the Constructivist theory and conceptual frameworks underlying C[superscript 2]HADAM. The learning concepts of inquiry learning, contextual education, simulation, exploratory learning, self-directed learning, and student-centered learning are also incorporated into C[superscript 2]HADAM. Next, this paper details the development of the project using a popular development life cycle namely ADDIE. ADDIE life cycle consists of the analysis, design, development, implementation, and evaluation phases. This paper also highlights some of the screen snapshots taken from C[superscript 2]HADAM prototype. The final part of this paper presents some of the findings from the Effectiveness construct. The results show positive feedback on the use of the courseware, and the courseware proves to enhance learners' performance. The integration of the PBL principles in the development of the courseware, thus, promises more of its application in the teaching and learning of other scientific disciplines. [For the complete proceedings, see ED655360.]

This paper reports on a study of choices about the use of a computer algebra system (CAS) or pen-and-paper (p&p) by a class of seven Year 11 Mathematical Methods (CAS) students as they completed a calculus worksheet. Factors that influenced students' choices are highlighted by comparing and contrasting the use of CAS and p&p between students. Teacher expectation of students' use of CAS and p&p reveals that, even in a small class, the students' use of CAS and p&p sometimes differed from what was expected. The analysis here indicates that there are a variety of factors that influence students' decisions, including speed of calculation and accuracy of p&p work.

What do citizens of the United States and Germany think about their schools and school policies? This paper offers the first broad comparison of public thinking on education in the two countries. We carried out opinion surveys of representative samples of the German and American adult populations in 2014 that included experiments in which we provided additional information to randomly selected subgroups. The paper first describes key characteristics of the U.S. and German education systems and then analyzes how information and institutional context affect public beliefs in the two countries. Results indicate both similarities and differences in the structure of American and German public opinion on schools and school policies. Contains a Methodological Appendix. [Paper prepared for the conference on Public Opinion and the Political Economy of Education, Munich, May 9, 2015. Financial support was provided by the Leibniz Association.]

The 22nd Annual Graduate Student Conference of the College of Languages, Linguistics & Literature (LLL) at the University of Hawai'i at Manoa was held on Saturday, April 7th, 2018. As in past years, this conference offered the students in the six departments across the college, East Asian Languages and Literatures, English, Indo-Pacific Languages and Literatures, Languages and Literatures of Europe and the Americas, Linguistics, and Second Language Studies, the opportunity to come together and build a stronger community across the college by sharing their work with one another. This annual conference provides an opportunity for students to become socialized into academic practices, such as presenting at a conference and producing a paper for publication in these proceedings. It also allows students to take on various roles in the academic community, as all conference chairs, proceedings editors, coordinators, and volunteers for the conference are themselves graduate students. As the twenty-second iteration of this conference, it was the perfect opportunity to celebrate all the outstanding achievements of LLL graduate students. This year's conference theme, "L[superscript 4] : Languages, Linguistics & Literature for Life," well attests to the importance of all the creative and intellectual work done at the University of Hawai'i that contributes toward lifelong learning and enrichment. Following a preface (Mitsuko Suzuki) and plenary highlights (Gary Holton), papers in these proceedings include: (1) Taking a Knee: Colin Kaepernick's Pursuit of Stasis (Justin Clapp); (2) The Significance of Queer Specificity in Kim Sa-Ryang's "Into the Light" (1939) (Yijun Ding); (3) Learner Self-Evaluation for Developing English Communicative Competence: A Pilot Study (Hoa T. V. Le); (4) Yamben: A Previously Undocumented Language of Papua New Guinea (Andrew Pick); and (5) Examining the Validity of Conversation Tasks in the AP Japanese Exam: A Discourse Analytic Perspective (Nana Suzumura). [Cover title varies: "L[superscript 4]: Languages, Linguistics & Literature for Life. 22nd Annual Graduate Student Conference College of Languages, Linguistics & Literature. 2018 Proceedings."]

German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]

For more than three decades, Morocco has been engaged in a major reform program in favour of gender equality. Several legal and institutional reforms have been adopted, and numerous policies to protect and promote women's rights in the socio-economic, political and educational spheres have been implemented. However, it turns out that unequal practices and differentialist representations that hierarchise men's and women's bodies have maintained the status quo. Men's and women's sexual experiences are still asymmetrical, and the female body is still under guardianship. This paper aims to analyze the educational discourse about sexuality in order to understand to what extent the school contributes to the (in)egalitarian building of bodies. This analyze concern textbooks, teacher's practices and reprenstations of adolescents/students. As a result, it seems that the Moroccan school still remains one of the spaces of resistance against gender equality and thus contributes to the (re)production of gender inequalities. [For the full proceedings, see ED652261.]

The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]

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

In the context of Programme for International Student Assessment (PISA), paradoxical findings concerning the relationship between questionnaire scales and student achievement are often documented. These questionnaire scales are found to correlate positively with student achievement within countries at the individual level, but negatively at the between-country level (i.e., when correlating questionnaire scale and achievement values aggregated at the level of countries, the countries being the unit of analysis). These anomalous findings can be caused by the differences in reporting behavior of students in different countries and might lead educators and educational policy-makers to erroneous conclusions. In this paper, we examine the relationship between the teacher support scale and student achievement across three PISA cycles -- 2012, 2015, and 2018. Our results show that there is a consistent negative between-country correlation between teacher support and student achievement in all three examined PISA cycles, which is in line with the previously documented paradoxes. We have also found that some countries, which participated in all three PISA cycles under study, consistently contribute to this paradox by having quite high levels of student-reported teacher support but rather low achievement scores. Future research should take into account the differences in reporting behavior between students when making cross-country analyses and consider the application of methodological approaches to identify and adjust for these differences such as the anchoring vignette method and the overclaiming technique. [This conference contribution was made possible with the support from the Czech Science Foundation. For the complete Volume 21 proceedings, see ED629259.]

Demographic features are commonly used in Educational Data Mining (EDM) research to predict at-risk students. Yet, the practice of using demographic features has to be considered extremely problematic due to the data's sensitive nature, but also because (historic and representation) biases likely exist in the training data, which leads to strong fairness concerns. At the same time and despite the frequent use, the value of demographic features for prediction accuracy remains unclear. In this paper, we systematically investigate the importance of demographic features for at-risk prediction using several publicly available datasets from different countries. We find strong evidence that including demographic features does not lead to better-performing models as long as some study-related features exist, such as performance or activity data. Additionally, we show that models, nonetheless, place importance on these features when they are included in the data--although this is not necessary for accuracy. These findings, together with our discussion, strongly suggest that at-risk prediction should not include demographic features. Our code is available at: https://anonymous.4open.science/r/edm-F7D1. [For the complete proceedings, see ED630829.]

In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.

There has been a lot of media attention about 'out-of-field' teaching, but much of it does not capture the complexities of the term or account for the range of knowledge, experience, and attitudes relevant for teaching mathematics in the middle years. In this paper we report on a survey conducted to better understand the diversity of the profession teaching middle school mathematics (Years 7-10) in South Australia. A preliminary analysis indicates that self-identification as a teacher of mathematics is a key contributing factor to confidence in teaching mathematics. We suggest that looking through an identity lens will better inform planning and support for out-of-field teaching in mathematics.

The phenomenon of teachers designing their own instructional materials is gaining more attention in research. Different aspects of this enterprise have been examined--its potential to reveal the complexity of teachers' instructional planning considerations, the design principles employed by teachers to realise instructional goals, among others. In the study reported in this paper, the focus was on its utility as a form of teacher professional development. In particular, evidence was sought for this claim: not only is teacher-designed instructional materials a useful tool for professional development, it can capture usable knowledge teachers appropriate from professional development.

It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school teachers seeking to be more intentional in embedding numeracy across the curriculum. The findings indicate that dialogue and support to see, and make, numeracy connections result in greater cohesion in terms of understanding numeracy and making numeracy more visible for students.

South Australia's PISA performance has been in constant decline since 2003 with the proportion of PISA participants meeting the Australian national proficient standard dropping from 73% (in 2003) to 50% (in 2018). In contrast, Singapore is a consistently strong performer. To better understand student readiness in answering PISA questions, this paper reports a curriculum comparison between Australia and Singapore for Years 9 and 10 in Measurement and Geometry. The findings highlight the similarities and differences in the topics covered in both countries' curricula and raise questions about potential implications for student outcomes in PISA.

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 examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]

Privatization of education has expanded dramatically worldwide in the last two decades, and Turkey is no exception. It is seen that the developments affecting the transformation of public services began with the implementation of neoliberal education policies, especially after the 1980s. These policies have led to a significant transformation in the field of education. After this period, the field of education, which was offered as a public service, began to be increasingly privatized. This process, which causes significant effects in all areas of education, shows that the privatization of education also has a significant impact on school choice processes. The main problem of this research is to try to understand the appearance of the segregations in education that arise due to school choice processes and the possible effects of educational segregations. Therefore, this research aims to focus on school choices, educational segregation, and the possible effects of this process during the privatization of education in Turkey. As a result of the research, it was revealed that exam scores and the distance from the school to home were the most determining factors in school choice for students studying in public high schools. Therefore, it can be said that there is a compulsory school choice process for students studying in public high schools. It is seen that students and parents studying in private high schools choose qualified private schools with high academic success due to the aim of accessing a qualified education. Parents' view of education as an investment and deficiencies in public education are other important factors in choosing a private school. Among the important results revealed by this research study is that school choice leads to students accessing schools of different qualities, deepening educational disparities depending on class position and educational inequalities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 337-350.]

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

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

Artificial intelligence (AI) technology is already challenging a variety of societal areas, including education. It is transforming education to data driven. AI-enhanced technologies in education (abbreviated AIinED) will have a significant role in changing the teaching and learning methods, as well as impacting the behavior and organization of the educational system. It is considered that the AIinED will change the paradigm of education in the future. And yet, AIinED is still more in the lab than being practically implemented in education and training. We consider three major players in the implementation of AIinED -- students, teachers, and society. All three can benefit from AIinED and at the same time be a potential target of the risks that AIinED brings along with its promises -- may be one of the reasons why main stakeholders (UNESCO, EC etc.) have been developing guidelines and recommendations for ethical use of AIinED. The literature shows that the center of AIinED system will be the student, but we consider the student not only as a target but also as a source of ideas for AIinED development with the potential to accelerate the process of adoption of AIinED. Hence, one of the big questions should be how the students foresee the role of artificial intelligence in education. To initiate such a question, though, it is important to know the level of understanding among the students about what and where artificial intelligence is. There are three major aspects that AIinED must be considered accordingly -- technological, lawful, and ethical. This paper presents the results of a study on high school students' understanding of AI technologies and their attitudes to their application in education. A survey was used as a tool to elaborate. The conceptual model of the research was developed on the basis of established theories linking attitudes to behavior and the acceptance of artificial intelligence technologies in education. Each element of this concept is explored with a different part of the questionnaire, which contains a total of 12 questions (some of which with sub-questions). The survey was elaborated online within October-November 2021. A link to the questionnaire in Bulgarian was provided to 178 high and vocational high schools educating students aged 14-19 (grades 8-12) across the country (Bulgaria). 766 students submitted their replies through the online survey form. Descriptive statistics and analysis of the frequencies of the respondents' opinions were made based on the data. The results show that the students participating in the survey:(a) understand the essence of AI technologies; (b) they are convinced of the usefulness of the application of artificial intelligence technologies in their daily activities and strongly believe that it improves it; (c) are not entirely clear about the benefits of artificial intelligence enhanced technologies in learning and teaching; (d) do not demonstrate sufficient knowledge and understanding of the necessity of ethical use of AI technologies in education; The latter reduces the positive influence of the perceived usefulness of artificial intelligence technologies in the learning process on students' attitudes. [For the full proceedings, see ED639391.]

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.]

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

Applying computing technology during problem solving and the reflection of the appropriateness of this application are crucial skills for modern life. This is especially true while working on interdisciplinary STEM problems. However, up to now, few ready-to-use materials are available to foster such competencies. This paper starts bridging this gap by presenting a workbook for students in higher secondary education (around age 15). The workbook focuses on a complex STEM problem, primarily rooted in mathematics, computing, and technology education: Estimating the time it takes to evacuate a building. In the workbook, students work through five exercises focused on the problem of trying to make a sports hall safer. For three potential changes to the building, they should evaluate whether it increases the safety of the sports hall and whether the measure can reasonably be evaluated with a given simulation. During their work, students become aware of arguments useful for such an critical evaluation. For example, a change can only be evaluated if its magnitude is greater than variation in the (randomized) fleeing algorithm of the software. After development of the workbook, we used a design-based research approach to improve its quality. To do so, we asked eight educators for feedback and piloted it with 20 students from two mathematics classes of different capabilities. The results show that students had fun while working on the exercises and both the students and their tutors evaluated the workbook to be educationally relevant. Several issues, most importantly regarding the wording of several exercises, were identified and improved. Multiple exercises were further sub-divided to better suit learners of the age targeted. [For the full proceedings, see ED636095.]

Anchored in the researchers' investigation and experience during the internship at a middle school in Nanjing, Jiangsu Province, this dissertation, carried out under the guidance of the theory of chunk teaching method, sorts out the current research results and findings on chunk teaching method, and then analyzes the differences between the chunk teaching method and other traditional writing teaching methods from the perspectives of contents and functions, which draws a conclusion that the utilization of chunk teaching method in China is of great significance to the improvement of middle school students' abilities in English writing. Before writing this paper, researchers conducted a series of preliminary preparations such as questionnaires, interviews and the same-topic writing tests. With that in mind, this dissertation reveals the chunk teaching method's capability of more or strengthening middle students' English writing ability, and thus demonstrates the effectiveness of chunk recitation in English writing teaching in China's middle schools, which provides reference and critical materials for scholars in this field. [For the full proceedings, see ED654100.]

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

Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately challenging exercises. But how can sufficiently varied, systematically parametrized exercises be provided to enable a system to match them to individual learner needs? We present an approach for high-variability exercise generation that transforms a single specification into a multitude of exercises varying in complexity. The approach is currently being evaluated in a randomized controlled study in regular German seventh grade English classes, facilitating a systematic empirical exploration of adaptive exercise complexity in relation to learning outcomes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners' proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

We propose to use reading time as a metric to report progress in language learning applications. As a case study we use a web-based application that enables learners of a foreign language to read texts from the web and practice vocabulary with interactive exercises generated based on their past readings. The application captures generic interactions with the web page (e.g. switching to a different tab) but also interactions directly related to language learning (e.g. clicking on a word to get a translation). We propose two metrics for approximating reading times based on user interactions with the web application. We analyze the correlation between these metrics and other interaction metrics and show that active time is the best metric for estimating the user's actual involvement with the texts and that it can be approximated from interaction metrics. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The aim of the research reported here was to get some idea of the accuracy of grade boundaries (cut-scores) obtained by applying the 'similar items method' described in Bramley & Wilson (2016). In this method experts identify items on the current version of a test that are sufficiently similar to items on previous versions for them to be treated as pseudo-anchor items. It could be useful in any international testing context using similar item types and under similar test development constraints (no pre-testing and no item re-use) to GCSEs and A levels in England. Study 1 aimed to discover: i) the extent to which the equated grade boundary depends on "which" items are identified as similar; and ii) the extent to which it depends on "how many" items are identified as similar. Study 2 attempted a direct comparison with established methods for equating tests taken by non-equivalent groups. This was achieved by constructing a scenario in which "all" the similar items came from the "same" previous version (which is not the case in the intended application of the method). In this scenario the method can be directly compared with methods where common items form an internal anchor test. Study 1 found that in the ideal case where the 'similar' items were in fact identical, roughly 20% of items or marks were enough to give a cut-score that was within 1 score point of the average (across different combinations of a fixed number of similar items). As expected, the fewer similar items, the greater the variability. There was a small amount of bias in the method -- some inherently arising from using integer cut-scores on different versions of the test, some arising out of the equating method used to define equivalent cut-scores. Study 2 found that the when the similar items method was applied to the scenario where all items came from the same previous test (a standard common-item equating scenario), it gave very similar outcomes to IRT true-score equating. However, when applied in the 'one item at a time' way intended for real scenarios where similar items might come from different tests it was vulnerable to distortions created by outlying items. This problem can be diagnosed by inspecting empirical item characteristic curves and equating functions implied by individual items. Increasing the smoothing of the empirical item characteristic curves improved the accuracy of the equating from the similar items method.

The performance of any economy is based on scientific knowledge and technological innovation. Consequently, a highly motivated workforce with skills in science and engineering is key to any prosperous economy. Science education has a critical role in providing scientific literacy to students, as well as in training young people to choose careers linked to STEM education. Understanding the science concepts and their application is nowadays challenging for students, due to lack of interest and motivation. "Science is not for me" is, unfortunately, a frequent phrase heard when discussing with young people. It is clear that the way science is taught must be adapted to the student's profile and needs. In this respect, in Romania, the CONNECT project comes to meet this gap by designing and implementing four structured scenarios, embracing the format of Science actions. In order to evaluate the impact of each Science action in terms of students' perceptions and attitudes concerning science, an instrument based on a 5-point Likert scale was developed in the frame of the project partnership. The feedback of 83 students who participated in the Rewilding Science action was collected, being emphasized that students are feeling more confident to solve problems in science and consider that learning science is enjoyable, even learning science is not easy. Although the majority of the respondents would like to do projects with others using science to improve the world, they -- in the same ratio -- would not like to be seen as experts in science. [For the full proceedings, see ED629086.]

Science actions represent specific initiatives and demarches that involve investigation, experimentation, and even research, for raising the interest of the young generation in science, through particular approaches of STEM education. Important topics are promoted to students in various approaches, addressing nowadays problems, answering scientific questions, or trying to make them aware of sensible issues. In this respect, the topic of plastics biodegradability embraced the clothes of a Science action, a format based on the Care-Know-Do model, proposed in the frame of the CONNECT project. Having the view to evaluating the students' interest in science after the implementation of the project-designed science actions, the partnership proposed a 5-point Likert scale instrument. In Romania, 373 students who participated in the Biodegradable Plastics action expressed their feedback, underlining--in an important proportion--their strong confidence in science, being ready to participate in collaborative science projects or benefit from their family support who consider that understanding and knowing science is useful for the entire life. Moreover, the students offered positive feedback related to teachers' ability to emphasize the importance of science for their life and future, but also in society, in general. [For the full proceedings, see ED629086.]

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them. [For the full proceedings, see ED629086.]

A word association test was used to determine knowledge structures on biochemistry concepts of secondary school chemistry students, aged between 18-19 years. The basic biochemistry concepts related to the topic of Carbohydrates that take place in the International Baccalaureate Diploma Programme curriculum were determined as stimulus words: "Monosaccharides", "Glucose", "Cellular respiration", "Fructose", "Disaccharides", "Glycosidic bonds", "Polysaccharides", "Starch". Students were required to provide response words for each of the eight stimulus words within the pre-determined period of time. Analysis of data was done in order to find the stimulus words with the highest number of associations in students' knowledge structures and to calculate the relatedness coefficient between the stimulus words, in order to construct the relatedness networks that should model the students' knowledge structures. The results showed that students managed to relate most of the stimulus words with strong or medium strength links, however, "Cellular respiration" remained unconnected to other stimulus words in the students' knowledge structures. [For the full proceedings, see ED629086.]

In Australia, all teachers are expected to explicitly attend to numeracy in the subjects they teach. Pre-service teachers, therefore, need to begin to develop effective numeracy teaching strategies but there is a limited research base to inform the design of courses that address this need. This paper reports on findings from a study investigating the impact of one such course. The paper draws on data from two pre-service teachers: two course tasks completed at the beginning of the course and interviews conducted at the end of the course. Data were analysed using the 21st Century Numeracy Model. Findings suggest there were changes to the pre-service teachers' understanding of numeracy and their capacity to embed numeracy in the subjects they will teach.