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During the last 3 decades secondary education has become universal in most industrialized countries. Sub-Saharan African countries face special challenges to benefit from this international trend. The gap between these countries and the rest of the world in coverage, quality, and relevance of secondary education is widening. To address these issues, the Africa region of the World Bank, in cooperation with African educators and institutions, launched the "Study on Secondary Education in Africa" (SEIA). The SEIA study is executed in two phases from 2002 to 2004. During the first phase data and reports are produced; the second phase disseminates results and conducts regional workshops to discuss ways to improve secondary education in Africa. This publication contains presentations made by World Bank staff and consultants during the December 2001 UNESCO/BREDA (United Nations Educational, Scientific, and Cultural Organization/Regional Bureau for Education in Africa)--World Bank Regional Workshop in Mauritius (Africa) on the "Renewal of African Secondary Education." Following a Foreword and Introduction, papers in the publication are: "Secondary Education in Africa (SEIA)" (J. Bregman; S. Stallmeister); "Education Policies and Reform in South Korea" (Gwang-Jo Kim); "Renewal of Secondary Education Curricula and Assessment in South Africa" (S. J. Howie); "Recent Reforms of Science, Mathematics and ICT Education in the Netherlands in Basic and Secondary Education" (M. Pieters); and "Effective Monitoring of the Quality of Education" (F. J. M. A. Rameckers). (BT)

Studies have shown that on-demand assistance, additional instruction given on a problem per student request, improves student learning in online learning environments. Students may have opinions on whether an assistance was effective at improving student learning. As students are the driving force behind the effectiveness of assistance, there could exist a correlation between students' perceptions of effectiveness and the computed effectiveness of the assistance. This work conducts a survey asking secondary education students on whether a given assistance is effective in solving a problem in an online learning platform. It then provides a cursory glance at the data to view whether a correlation exists between student perception and the measured effectiveness of an assistance. Over a three year period, approximately twenty-two thousand responses were collected across nearly four thousand, four hundred students. Initial analyses of the survey suggest no significance in the relationship between student perception and computed effectiveness of an assistance, regardless of if the student participated in the survey. All data and analysis conducted can be found on the Open Science Foundation website. [This paper was published in: "Proceedings of the 15th International Conference on Educational Data Mining," edited by A. Mitrovic and N. Bosch, International Educational Data Mining Society, 2022, pp. 734-37.]

This book contains 31 papers from a conference on future training issues in Australia's industries. The following papers are included: "Training Development in Australia" (Chris Ellison); "Meeting National and Employer Training Requirements" (Mark Paterson); "Meeting Employee Training Requirements" (Bill Mansfield); "Training Challenges in Australia's Manufacturing Industries" (Richard Jenkins); "New Paradigms for Training and Learning Work Skills" (Sandra Yates); "Research and Development: Beyond the Bottom Line" (Ken Boston); "Where the Jobs Are: The Outlook for Jobs" (Chris Murphy); "Industry Training in Australia Today" (Peter Kirby); "Current and Future Issues in the Forest Products Industry and the Implications for VET (Vocational Education and Training)" (Nick Murray);"Rural Training" (Glennyss Leyne); "Training Is More Than Catching: Meeting Future Skill Requirements of the Australian Seafood Industry" (Ross Ord); "The Perfect Partnership: Innovation in Driller Training" (Rod McCallum); "Process Manufacturing Industries Today" (Jeremy Gilling); "Manufacturing Training Perspectives" (Bob Paton); "International Fibre Centre: A Study of Training Innovation" (Lynn Glover); "The NUEITAB (National Utilities and Electrotechnology Industry Training Advisory Board)" (Paul O'Brien); "Gas Industry Skills Centre" (Joseph Calabrese); "Overview of the Building and Construction Industry" (Raymond Hutt); "Flexible Training Delivery in the Hospitality Training Industry" (Gavin Dadswell); "Needs versus Training in the Communications Industry" (Rob Gage); "Skills Formation for the Financial Services Industry: Agent of Change or Zookeeper to the Dinosaurs" (Loretta Winstanley); "NIBA (National Insurance Brokers Association): A Case Study in the Finance and Insurance Industry" (Linda Evans); "Vocational Education and Training in Australian Local Government" (Annabelle Langdale); "Trends and Training Issues in Government" (Meg Barnett); "Database Training for SAAP (Supported Accommodation Assistance Program) Management and Reporting Tool" (Janice Anderson); "A Union Perspective" (Sharan Burrow); "Current and Future Issues and Worker Education and Training" (Terri Seddon); "Factors Shaping the Training Agenda in the Health and Community Services Industries" (Lorraine Wheeler); "Flexible Training Strategies for Social and Community Services: A Case Study" (Berwyn Clayton, Lola Krogh); "The YMCA (Young Men's Christian Association) as Training Providers" (Rhys Williams); and "Training and the Sport and Recreational Industries" (Tony Guihot). (MN)

One of the main tenets of the audio-lingual theory which has dominated most of our thinking in foreign language teaching methodology for the last fifteen years is that students should never be put in the situation of having to say something for which they have not already learned the patterns. Is the language laboratory really useful, however, in developing communicative competence? A research project was carried out at the University of Illinois involving three beginning French classes. The control group had one hour a week in the language laboratory in addition to four classroom hours. The two experimental groups, E1 and E2, substituted other activities for the laboratory. E2 had free discussion in English of various aspects of French culture, while E1 had unstructured oral communication in French. At the end of the semester the students were given tests especially designed to evaluate their communicative competence. These tests were graded by native speakers of French who did not speak any English. The results of E1 were significantly better. The results on standardized tests which measure reading and listening skills were approximately the same for all groups. Some examples of ways to implement the communicative skills program are play-acting, role-playing, and games. (CFM)

This model instructional system, developed for the office cluster of business occupations but having relevance for other curricula, is an approach to "modernizing" office education. Since there was a need for immediate job relevance of instruction and an integrated career progression, the instructional system is designed to be career- and performance-oriented, with self-pacing and individualized instruction, having immediate and detailed feedback to students and system managers. Through a systematic use of peer instruction in job simulation, the need for additional teachers and instructional materials is eliminated; peer instruction is also a low-risk, high-return instructional medium. Quality control in using the peer-instructional system is the responsibility of the qualified teacher. Establishment of flexible managerial capabilities within the system allows for efficient use of facilities and equipment, and precludes the need for additional expenditures in this direction. In addition, this flexibility provides ease of management in adjusting the system to accommodate increases or decreases in student population and in the type and depth of curriculum. A flow chart of the system is provided. (TA)

Cognitive science research indicates that learning through apprenticeship may be more effective than traditional schooling. The following critical mistakes in traditional schooling are outlined: (1) skills are taught in progressively more difficult steps, neglecting to engage higher-order thinking abilities; (2) a skill is broken down into separately practiced subskills, which seldom produces competence in the skill itself; (3) skills are taught in isolation, providing little experience in how they are used in combination; (4) knowledge, skills, and their application are separated, preventing true understanding; and (5) knowledge and skills are taught in a classroom setting unlike settings at work or in real life, impeding the transfer of learning. The following contrasts between in-school and out-of-school mental activity are outlined: (1) school emphasizes individual work while out-of-school situations require group problem-solving; (2) school emphasizes pure mentation while out-of-school situations emphasize the use of tools; (3) school emphasizes symbol manipulation while out-of-school situations emphasize things and events; and (4) school emphasizes generalized learning while out-of-school situations emphasize situation-specific competencies. Successful apprenticeship programs share the following characteristics: (1) focus on the conditions of application of the knowledge and skills being learned; (2) weave together specific declarative and procedural knowledge with the development of general basic skills and problem-solving strategies; (3) take into account the learner's original ideas, stage discrepant or confirming experiences to stimulate questions, and encourage the generation of a range of responses with the opportunity to apply these in various situations; and (4) emphasize learning in context. (FMW)

The conference recorded in this document covered a wide variety of themes and consisted of keynote addresses, research presentations, and workshops. The following workshop presentations are included: "Vocational Education in a Developing Country" (Theron); "From the Technical to the Critical: A New Agenda for Vocational Education Research" (McIntyre, Jennings); "Policy Constraints to the Growth of Technology Education Programs: Implications for Technology Development in Nigeria" (Eze); "Economic Growth, Investment in Technology, and the Context of New Zealand Vocational Education Policies" (Stevens); "Philippine Social and Economic Imperatives for Vocational Education" (Elevazo); "Almost Invisible: Isolated Rural Women's Access to Tertiary Education" (Mageean); "Women Technicians' Self-Concept, Problems, and Training Needs" (Espino); "Reflective Learning at ITATE" (Scott); "Reflection and Education of TAFE Teachers" (Knights); "Vocational, Science, Technological, and Engineering-Technology Education" (Waks); "Vocational Education/General Education: A False Dichotomy?" (Hager); "Recent Research and Development in Vocational Education" (Ball); "ICI/TAFE Cross Trade Training of Electrical and Instrument Tradespersons" (Devlin); "What Do Unions Want from TAFE?" (Laurent); "Theory Backgrounds and Research Evaluation of an Innovative Program of Professional Staff Development in the Interface between Education and Economy" (Elsey); "Relation between Education and Industry through Teaching Geography and English Language" (Casterlieva); "Participant-Directed Learning at ITATE: Theory and Practice" (Foley); "Negotiating Programs" (Cohen); "Using Games and Simulations to Structure Experiential Learning" (Leigh); "Communication Modules for Vocational Teachers: Encouraging Reflection on Communication Practice" (Saunders); "Providing for Students from Non-English-Speaking Background in Vocational Education" (Brown); "The Technician Workforce--Sector Changes as an Economy Restructures: Implications for Training" (Whisker); "Using a Journal in Developing Teaching Skills: An Evaluation" (Gonczi); "Block Training for New South Wales TAFE Teacher: An Evaluation over Three Years" (Watson); "The Learning Contract Method as a Means of Developing Self-Directed Learners: Evaluation, Study, and Implications for the Development of Adult Educators" (Bennett, Field); "The Organization and Development of a Relevant Research Program: The ITATE Experience to 1988 and Beyond" (Schaafsma); "Critical Thinking as a Prerequisite for Reflective Teaching" (Hager); "Future Directions on Research in Vocational Teacher Education" (Kaye); and "Sticks and Carrots: A Managed Change of Traditional Approaches to Training" (Burleigh). (CML)

To reduce the multiplicity of secondary schools, broaden students' educations, allow later career choices, and increase educational equality, the Netherlands in 1975 established several experimental comprehensive secondary schools. Opposition at the time led to the separation of the schools from the regular school system. Development of the schools was also hampered by inadequate discussion of the implementation process. Since 1975, a governmental change has reduced the schools' resources, opposition has continued, and comprehensive schools have not developed at a national level. Within the schools, lack of expertise and money has slowed organizational and curricular development. Further, lack of comparative data on the experimental schools has reduced the opportunity to learn from their experiences. In 1985 the Dutch parliament will decide whether to implement comprehensive schools nationally. A move to comprehensive schools will cause problems unless better research is available and unless the regular secondary schools are brought closer to the comprehensive schools. (RW)

The effects of family background characteristics (family income, parents' marital status, parents' education, and number of children already enrolled in postsecondary education) upon parents' postsecondary educational plans for their children, parents' saving for their children, and the amount of planning parents do with their children are examined. The influence of these factors on students' educational plans are discussed. The sample for this study was drawn from all students attending 21 Indiana high schools. Families of ninth grade students were mailed a packet with two survey instruments (for parents and students). A second mailing, a month later, contained additional surveys for parents and students. The results indicate that parents' influences on students' aspirations were both complex and varied. The level of father's education exerted the strongest indirect and direct effects on students' postsecondary education plans, but the effects of the level of fathers' and mothers' education varied for male and female ninth grade students. Neither discussion with parents about postsecondary education nor parental level of saving had major direct effects on the aspirations of male students, but for female students, the frequency with which they discussed college with their parents had a negative effect on their educational plans. Coming from single parent families had a relatively small effect. Findings suggest there could be subtle differences within each family affecting male and female students. Contains 36 references. (SM)

A unique public/private collaboration of colleges (City University of New York, Fordham University, New York University, St. John's University, and Teachers College at Columbia University) and high schools in New York City is described. The collaborative model's purpose is to attract talented minority high school students to teaching and related educational careers, and to present evaluative data that measure the impact of student participation and long-range outcomes. MENTOR in Education, designed to interest high school students in pursuing careers in teaching, provides a laboratory for joint planning among public and private graduate institutions and the New York City Board of Education. The program also explores alternative approaches to teacher preparation in an urban setting. It is funded by the New York Alliance for the Public Schools, a coalition of civic, corporate, and educational leaders in New York City. Its main components, involving 125 high school juniors and seniors each semester, are peer teaching and work with younger children, college seminars and workshops, site visits to specialized schools, and activities such as journals, micro-teaching, and lesson planning. The mentoring process has been reinforced on several levels: students find their greatest satisfaction in the act of teaching; recruitment into the program has been strengthened by its institutionalization in the respective high school/college pairings and the addition of extrinsic rewards for participation; and extended participation reinforces the mentor experience. Student participant surveys, teacher evaluations, site visits, and follow-up interviews revealed the following: predominance of female participants; participant racial breakdown--49.2% black, 31.2% white, 7.8% Asian, and 9.8% white; greater knowledge about teacher training; and greater awareness of careers in education other than teaching. To alleviate the shortage of minority teachers, new strategies are needed to identify potential candidates at an early phase in career development and provide support systems to sustain them. Two appendices include the MENTOR in Education final student survey and follow-up survey. Tables are included. Contains 9 references. (SM)

Presented originally at four conferences (held during 1984-1985), the 12 invited papers contained in this document were part of a federally funded project, the National Network for Professional Development in Vocational Special Education. Project objectives included training of teacher educators in employment preparation for the handicapped, particularly the transition of handicapped youth from school to the workplace; dissemination of innovative personnel development models and materials; and facilitation of collaboration among teacher educators and state and local personnel in personnel development programs. Papers have the following titles and authors: "OSERS Programming for the Transition of Youth With Disabilities: Bridges from School to Working Life" (M. Will); "Transition for Handicapped Youth from School to Work (P. Wehman); "A Model for Enhancing the Transition of Mildly Handicapped Youth into Postsecondary Vocational Education" (J. Brown); "Vocational Education's Role in the Transition of Handicapped Persons" (C. Conaway); "Implications for Inservice Training for Vocational Teacher Educators in the Transition Process" (L. West); "Implications for Preservice Training for Vocational Teacher Educators in the Transition Process" (L. Parrish); "A Model for Providing Comprehensive Transitional Services: The Role of Special Education" (D. Brolin); "Inservice Training Implications for Teacher Educators in Special Education in the Transition Process" (L. West); "Preservice Implications for Secondary Special Education: Preparing Teachers to Enhance the Transition Effort" (G. Weisenstein); "Transition from School to Work" (R. Switzer); "Transition Services for Young Adults with Severe Disabilities: Professional Roles and Implications for Inservice Training" (J. Everson et al.); and "Preservice Implications for Delivering Effective Transitional Services in Vocational Rehabilitation" (R. McDaniel). Discussion summaries follow each group of papers and a final reaction to the papers by J. Chadsey-Rusch, "Roles and Responsibilities in the Transition Process: Concluding Thoughts," concludes the collection. (DB)

Prior studies identified effective, but mainly non-digital, homework aids. This research involved 18 middle school students in a lo-fi prototyping study to integrate traditional homework support tools with intelligent tutoring systems (ITS), leveraging rich log data for personalized learning. Feature investigations in standardized diaries, goal setting, homework graphing, and reminders revealed a preference for goal-setting, informing a refined prototype exploring students' attitudes towards self-set versus system-generated goals. Results indicate students prefer system-recommended goals, express goals by problem count and time, and value goal difficulty feedback to foster autonomy. Providing data-driven feedback and fading system-set goals in ITS could improve self-regulation during homework practices and equity.

Thirty-three papers are presented from a conference on the application of technology for use in the rehabilitation field. Presentations include "Technology--Opening Doors for Disabled People" (Rochlin, Bowe); "Management Information Systems Development for Rehabilitation Facilities: Critical Factors in Development and Implementation" (Robbins, et al.); "Technology for Children with Disabilities in Connecticut" (Rucker, Gillung); "Microcomputer Education for Employment of the Disabled (MEED): Discovering Microcomputer Careers" (Layton, Yourist); "Teaming the Classroom Computer with a Textbook for Teaching Phonics to the Hearing Impaired" (Hart-Davis); "The Student in the Thicket: Providing World of Work Experiences in an On-the-job Training Setting" (Hoppe); "A Study of Educational Computer Applications for Disabled Children Under 36 Months" (Ellingson, Treptow); "Disabled Access to Technological Advances" (Houston, Cress); "Bridging the Technological Gap" (Musante, et al.); "The Use of Computers in Vocational Assessment" (Tango, Reber); "Parents and Teachers Can Use Peripherals: A Training Perspective" (Hutinger); "Training Teachers to Use Microcomputers: A Consultant Approach" (Keefe); "Technology and Training Eligibility: The 'Fuzzy' Logic Approach to Computerized Vocational Choice" (Williamson); "Computer Speech Recognition for Vocational Training: Strategies and Observations" (Grooms); "Use of Computers for Cognitive Rehabilitation" (Wamboldt, et al.); "The Challenge and the Promise of Computer Access in the 21st Century" (Sloane); "Using LOGO and BASIC with Mildly and Moderately Handicapped Children" (Jolly); "Integrating Vocational Rehabilitation Operations through Automation" (Glass, et al.); "The Other Side of the Disk" (Krasnow, Floyd); "Clothing for Independent Living" (Albrecht, Habdas); "Innovative Software for Cognitive Rehabilitation" (Criter); "Developing Effective Rehabilitation Training Curriculums in Light of Current Technological and Socioeconomic Trends" (Smith); "Choosing Appropriate Input Mode/Device for the Pediatric Client" (Vargas); "Communicate to Educate" (Joseph); "Adapting an Information Desk Job Setting for the Visually-Impaired" (Black); "The Implementation of Computer Technology in a Special Education/Clinical Setting" (Lashway); "AppleWorks for the Special Education Teacher" (Paulson); "Vocational Evaluation Upgrade Program" (Traver); "Vocational Rehabilitation Engineering--What Is It?" (Anderson, Ross); "Personal Computer Assisted Vocational Evaluation (P-Cave)" (Tuck); "Introduction to Microprocessing and Academic Strategies for Developmental-Level College Students" (Griffey); "NU-VUE-CUE: Verbal Eyes Verbalize" (Clark); and "Integrating Assistive Device Machine-Readable Databases with Design, Fabrication, and Testing of Devices and Components for Successful Work Adjustment" (Shafer). Author, title, and topic indexes are provided. (YLB)

These 43 papers focus on changes in vocational assessment and evaluation. Selected titles include "Review of the Needs of Physically Handicapped Persons in the Vocational Counseling Process and a Possible Solution" (Ranson); "Vocational Assessment in the Management of the Chronic Pain Patient" (Dutton); "Vocational Evaluation of the Individual with Epilepsy" (Nolte); "Back to Work: A Vocational Plan for Chronic Pain" (Curtis, Cook); "Short-term Out-patient Vocational Evaluation for the Rural Population" (Harder); "Modifications of a Career Information Delivery System for Use with Hearing-impaired Persons" (Marut); "Delivery of Vocational Evaluation services to Deaf Persons" (Marut); "Training Opportunity Profile for Visually Impaired Persons (TOP-VIP)" (Peterson); "Vocational Assessment of People with Severe Physical Disability" (Frank); "Vocational Assessment: A Tool Texas Is Putting to Use in Offender (Re)habilitation" (Spitznagel, Dews); "Late Effects of Poliomyelitis" (Fairhurst, Halstead); "Implications of Cognitive-behaviorism for Vocational Evaluation" (Bodenhamer, et al.); "Research Update: A Vocational Evaluation Program for Quadriplegics" (Alfred); "Transitioning Special Education Students from School to Work" (Ashley, et al.); "Personnel Development of School-based Vocational Assessment Personnel" (Peterson); "Assessing the Vocational Adaptivity of High School Students with Mild Cognitive and Intellectual Deficits" (Thomas); "A Vocational Screening Process for Transitional Planning at the 9th Grade Level" (Downs, Conlon); "Vocational Evaluation in the Public Schools--the Virginia Model" (Scott, Prezioso); "The Impact of the Carl D. Perkins Act on Vocational Assessment" (LeConte); "Vocational Assessment as an Aid in the Transitioning Process" (Davis, Foster); "Applications of the Vocational Decision-Making Interview (DMI) to Vocational Rehabilitation and Special Education" (Czerlinsky); "Why Direct Vocational Training Works" (Goodfriend); "A Study Regarding Placement and Performance of Students Receiving Vocational Evaluations" (Evans); "Vocational Assessment in the Public Schools" (Brolin); "Comparison of Vocational Evaluator Positions in Traditional Vocational Rehabilitation, School, and Private-for-profit Settings" (Thomas); "Work Hardening" (Taylor, Blaine); "Ecological Determinants of Vocational Evaluation" (Murphy, Hagner);"Computer Assisted Report Processing in Vocational Evaluation" (Smith, Rothacker); "A Critique of the Research Data Base Relative to Work Adjustment" (Akridge); "Work/Abilities: An Integrative Approach to Vocational Evaluation" (Awtrey, et al.); "Critical Attributes of Vocational Rehabilitation Facilities" (Czerlinsky, Smith); "Vocational Evaluation" (Edgcomb); "A Market Orientation to Vocational Evaluation" (Comegys, Smith); "Data Bases and Vocational Decision Making" (Botterbusch); "Development of a Self-Administered Computerized Vocational Assessment System" (Krass, Conlon); and "Vocational Evaluation: What Direction" (McDaniel). (YLB)

This volume contains the following 19 papers delivered at a national conference on the design of assessment of vocational education: "The National Assessment of Vocational Education: An Introduction" (Gilbert T. Sewall); "Vocational Education--Opportunity and Challenge: Perspectives on the National Assessment of Vocational Education" (Robert E. Taylor); "Access to Quality Vocational Education" (Charles S. Benson); "Access to Quality Vocational Education: A Sex Equity Perspective" (Rebecca S. Douglass); "Evaluating the Special Populations and Equity Provisions of Federal Vocational Education Legislation" (L. Allen Phelps); "Comments on Access to Quality Vocational Education" (Chui Lim Tsang); "Vocational Education Policy and Economic Development: Balancing Short-Term and Long-Term Needs" (Patricia M. Flynn); "Assessing the Impact of the Carl D. Perkins Vocational Education Act: Economic Development Issues" (David W. Stevens); "Comments on Vocational Education and Economic Development" (Gloria A. Ruth); "Policy Issues in the Governance of Vocational Education" (John E. S. Lawrence); "Coordination of Vocational Education and Manpower Training Programs" (Paul E. Peterson and Barry G. Rabe); "Comments on State and Local Governance and Coordination" (Robert P. Sorensen); "Academic Education and Occupational Training" (John H. Bishop); "Determinants of Excellence in Vocational Education" (Stuart A. Rosenfeld); "Comments on Academic Skills and Occupational Training" (Ellen Summerfield); "Analyzing the Implementation of Federal Vocational Education Policy: The Perkins Act of 1984" (Richard F. Elmore); "The Federal Role in Vocational Education" (E. Gareth Hoachlander); "Comments on the Federal Role in Vocational Education and the Implementation of the Carl D. Perkins Act: A Discussion" (Marion B. W. Holmes); and "Comments on the Federal Role in Vocational Education and Implementation of the Perkins Act" (Charles W. Radcliffe). Short biographies of participants complete the document. (KC)

Of the 50 papers, selected titles include "Redefining the Client, Expanding the Evaluator's Role" (Weldon, Gibson); "Professional Contacts for Evaluator's Expanding Roles" (Dowd); "Vocational Evaluators and the Law" (Kass); "Ethics in Vocational Evaluation" (Early); "Professional Advocacy in Vocational Evaluation and Assessment" (Bowers et al.); "Pre-Employment Placement Screening" (Taylor); "Career Assessment to Facilitate Adult Life Transitions" (Mullins); "On-the-Job Evaluations" (Kell); "Considerations for Job Selection and Placement of Persons with Cumulative Trauma Disorder" (Lopez); "Forensic Vocational Evaluation" (McDaniel); "Marketing Plan Development" (Grissom, Nelson); "Understanding the Unique Contributions of Occupational Therapy within Vocational Assessment" (McCracken); "Rehabilitation Counseling and Occupational Therapy Working Hand in Hand" (Fryman, Melickian); "Non-Relational Databases in Rehabilitation Facilities" (Prachyl); "New Gameplan for Vocational Evaluators" (Williamson); "What WAT Is and What WAT Is Not" (Ayella); "Four Perspectives of Vocational Evaluation" (Nolte); "Marketing the Non-Profit Evaluation Service to Private Industry" (Vohlken); "Model for Vocational Evaluation in Community-Based Employment" (Botterbusch); "Toward Consensus" (Ayella et al.); "Job Matching Systems" (Truthan); "The Trial and Tribulations of a First Time Vocational Expert" (Magrega); "Vocational Evaluation of Closed Head Trauma" (May, Wilkins); "Vocational Assessment for the Severely Physically Challenged" (Peterson, Oliveira); "Illinois Vocational Interest Survey and Assessment" (Sprengel, Moradian); "Vocational Evaluation of Persons with Combined Hearing and Visual Impairments" (Kaskel); "Integrating Vocational Assessments with Special Education Triennial Reevaluations" (Levinson); "Role of School Psychology in Vocational Assessment" (Levinson); "Curriculum Based Vocational Assessment at the Middle and Secondary School" (Swisher); "Role of Assessment in the Transition/Education Process" (Schmitz); "Concurrent Validation of the Abbreviated McCarron-Dial System for Students with Mental Retardation and Learning Disabilities" (Kimmel); "Use of a Robotic System in Vocational Assessment" (Robbins et al.); "Analysis of Private Sector Rehabilitation Case Managers' Opinions Regarding Work Hardening and Work Capacity Evaluation Programs" (May); "Vocational Patterns and Work Concepts of Recovering Alcoholics" (Ridlehoover); "Correlates of Consumer Satisfaction with Vocational Evaluation Services" (Early, Bordieri); and "Comparison of Rehabilitation Clients Tested and Self-Estimated Vocational Aptitudes and Interests" (Bond et al.). (CML)

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning--On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ömer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching--Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.

English language learners make up the fastest growing segment of the student population, but they are one of the lowest academically performing groups of students and the achievement gap widens as students progress through school. Dr. Oscar Jimenez-Castellanos, the Intercultural Development Research Association's (IDRA's) inaugural Jose A. Cardenas School Finance Fellow, presented his research findings on securing educational equity and excellence for English language learners in Texas secondary schools at a symposium in San Antonio on February 2, 2015. In person and via livecast, the event gathered more than 80 education and community leaders, and experts in law and education research around the critical question of how secondary education quality and access for English learners can be improved. A panel of experts reflected on key themes and questions raised by the research and participants explored important implications of the research for education quality and equity for English learners in policy and practice. The following are included in the proceedings of this symposium: (1) Introduction; (2) Message from Dr. Maria "Cuca" Robledo Montecel, IDRA President & CEO; (3) Lessons from Texas on the Relationship between School Funding and the Academic Achievement of English Language Learners--News story by the New America Foundation; (4) Status of English Language Learner Education; (5) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas--A Synthesis; (6) Synthesis of Participant Presentations and Discussion; (7) Remarks by Rogelio Saenz, Ph.D., Dean of the College of Public Policy, UTSA; (8) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas (Oscar Jimenez-Castellanos); and (9) Recommendations. An appendix contains: (1) U.S. Departments of Education and Justice Release Joint Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education; and (2) Symposium Participants.

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

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

Students often have limited opportunities in school to grapple with the ramifications of the increasing influence technology companies exert over their lives. Digital citizenship curricula could be the exception, but they typically emphasize personal safety and respectful behavior online, ignoring more participatory or justice-oriented notions of citizenship. The scholarship on critical pedagogy helps to envision a different definition of digital citizenship that challenges the status quo to achieve social justice. Critical digital citizenship curricula are therefore a means for educators and students to use technology and interrogate it in order to effect systemic change. This brief paper examines initial results from the Young People's Race, Power, and Technology Project (YPRPT), an out-of-school program that integrates technology "under the hood" investigations with social justice topics and documentary filmmaking. Youth-produced documentaries on topics such as artificial intelligence in healthcare, the problems as well as the possibilities of automation, and facial recognition technology demonstrate how the young people are developing critical digital citizenship through exploring knotty questions of civics and technology with questions and ideas that seek broad systemic change at institutional levels. If traditional digital citizenship curricula struggle to address complex social problems, then YPRPT exemplifies one learning experience designed to foster students' critical digital citizenship and encourage them to cultivate justice-oriented civic identities.

This paper demonstrates how to apply Machine Learning (ML) techniques to analyze student interaction data collected in an online mathematics game. We examined: (1) how different ML algorithms influenced the precision of middle-school students' (N = 359) performance prediction; and (2) what types of in-game features were associated with student math knowledge scores. The results indicated that the Random Forest algorithm showed the best performance in predicting posttest math knowledge scores among the seven algorithms employed. Out of 37 features included in the model, the validity of the students' first mathematical transformation was the most predictive of their math knowledge scores. Implications for game learning analytics and supporting students' algebraic learning are discussed based on the findings.

The papers selected for this report of a conference on foreign language teaching with a view to "internationalizing the future" cover a wide range of topics and levels of study, including teaching Latin, using contemporary popular music in the curriculum, negotiating oral tasks, incorporating higher-order thinking skills into the curriculum, conversation courses, creative writing, and learning styles. Papers and authors are as follows: "'O Tempora! O Mores!' Teaching Cicero in High Schools Today" (Jeffrey L. Buller); "The New French Popular Music in the Foreign Language Classroom: Comprehension, Culture, Americanization" (Andre J. M. Prevos); "Promoting Communicative Competence through Task-Based Speech Activity" (Frank B. Brooks and Kari A. Niendorf); "Incorporating Higher-Order Thinking Skills in the Foreign Language Curriculum" (Audrey L. Heining-Boynton and David B. Heining-Boynton); "The Advanced Conversation Course" (Barbara Gonzalez Pino and Frank Pino, Jr.); "Creative Writing in the Secondary Foreign Language Class: A Literary Magazine" (Richard A. Goodwyn); and "Learning Styles and the At-Risk Foreign Language Student" (Mary B. McGehee and Jeanne Jendrzejewski). (Contains 151 references.) (LB)

This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts, Experience, Developments" (Laur-Ernst); "The Unitisation of Qualifications across the Academic/Vocational Divide: Implications for Curriculum Design and the Measurement of Quality" (Stanton); "Reform of Tertiary Education: The New Zealand Experience" (O'Connor); "Policies and Practices in Vocational Education and Training in Australia" (Stevenson); "Influences and Trends in the Liberian Vocational/Technical Education System: Prospectus for the Nineties and Beyond" (Witherspoon); "Reforming Vocational Learning? Contradictions of Competence" (Jackson); "Lessons Learned in Scottish Competence-Based Systems" (Gunning); "How Convincing Are the Arguments against Competency Standards?" (Hager); "Selection for Vocational Education: Some Lessons from Elsewhere" (Foyster); "Quality Improvement in the Vocational Education and Training Industry" (Holland); and "Quality Assurance Audits in Technical and Further Education: Meeting the Needs of the Ministers" (Navaratnam). Most of the papers include substantial bibliographies. (MN)

Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content knowledge (CK) and pedagogical content knowledge (PCK) after participating in an asynchronous online PD program. By analyzing data collected from 57 teachers, we found a weak and nonsignificant correlation between teachers' perceived learning gains and observed learning gains. Teachers who frequently monitored their understanding of the learning content tended to underestimate their improvement of CK from the PD program while those using cognitive learning strategies (i.e., organize and elaborate) often overestimated it, controlling for their baseline knowledge level. These findings highlight methodological concerns in using self-reports to evaluate online learning outcomes and the potential distortion in identifying effective learning strategies.

Developing models and using mathematics are two key practices in internationally recognized science education standards, such as the Next Generation Science Standards (NGSS). However, students often struggle with these two intersecting practices, particularly when developing mathematical models about scientific phenomena. Formative performance-based assessments designed to elicit fine-grained data about students' competencies on these practices can be leveraged to develop embedded AI scaffolds to support students' learning. In this paper, we present the design and initial classroom test of virtual labs that automatically assess fine-grained sub-components of students' mathematical modeling competencies based on their actions within the learning environment. We describe how we leveraged underlying machine-learned and knowledge-engineered algorithms to trigger scaffolds, delivered proactively by a pedagogical agent, that address students' individual difficulties as they work. Results show that the students who received automated scaffolds for a given practice on their first virtual lab improved on that practice for the next virtual lab on the same science topic in a different scenario (a near-transfer task). These findings suggest that real-time automated scaffolds based on fine-grained assessment can foster students' mathematical modeling competencies related to the NGSS.

Developing models and using mathematics are two key practices in internationally recognized science education standards such as the Next Generation Science Standards (NGSS, 2013). In this paper, we used a virtual performance-based formative assessment to capture students' competencies at both "developing" and "evaluating" mathematical models in science inquiry contexts aligned with the NGSS (2013). Results show that model development and evaluation competencies are correlated, but students who demonstrate proficiency with model development often struggle with evaluation. Nuanced data illustrate how components of modeling competencies differ and how they may be related.