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

Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]

This paper presents a six-week telecollaborative project carried out between B2 (Common European Framework of Reference for languages -- CEFR) level learners of English from the Universitat Politècnica de València (UPV), Spain, and B1 (CEFR) level students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help Spanish-speaking students develop their Intercultural Communicative Competence (ICC). Students carried out asynchronous discussions focusing on two cultural topics in groups of four through the social network MeWe and participated in synchronous Zoom sessions in pairs. To conclude the project, students completed a collaborative task with their overseas partners. Qualitative data was gathered through the analysis of the transcripts of the Zoom sessions, the students' posts on MeWe, as well as a final project questionnaire. Results revealed that the students who engaged the most in the synchronous sessions and felt curiosity about their partners' culture were also the same ones who contributed the most to the cultural discussions on MeWe. At the end of the course all participants felt they had learnt something about their partners' culture. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners' FL skills (Cziko, 2013), although it might trigger learners' FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope, 1986) to assess e-tandem learners' FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners' FLA over time. Descriptive statistics are carried out and results are discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This chapter deals with the year spent abroad by language students and its impact on their employability skills, with a focus on students at the School of Modern Languages and Cultures (MLAC), Durham University, who spend the third year of their four-year Bachelor of Arts programme abroad. The chapter reviews selected studies on Study Abroad (SA) and employability skills and considers the context for Durham University students. The results of a questionnaire completed by students about the activities undertaken during the Year Abroad (YA), the employability skills that they developed, and how they present these skills to employers are then described. The analysis of their responses reveals that the great majority of students find the YA useful for employability, during which time they develop a wide range of transferable skills. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]

While an extended stay abroad is generally assumed to be a valuable experience, some students are reluctant to take up the opportunity. To understand this phenomenon better, this study looks at students' concerns before they embark on their time abroad (to undertake a study placement, work placement, or a language assistantship) and looks at returning students' perceptions, to see the extent to which their initial concerns materialised. The research is based on two questionnaires distributed to over 800 participants at two universities (one in the UK, one in Germany). Besides quantitative data, qualitative responses give additional insights into the students' perceptions. The results show marked differences between the two cohorts and also produce evidence of a considerable shift in students' perceptions after their return: a high percentage of students noted that their anticipated concerns were not realised. The results of this study are useful in shedding some light on students' concerns and can inform student support and Year Abroad (YA) preparation. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]

This work is part of an ongoing research project and literature review on the role of art in education and the interrelationships between art, creativity and online learning (focused on Business Education students from a university in Mexico). This research looks at the experiences of international students studying a business programme in the UK of the move to online teaching and learning that was suddenly imposed by the COVID-19 pandemic. The first part shares the issues and challenges of the COVID-19 pandemic on international students studying in the UK based universities that were identified in a seminar organised by FLS and QC Media Team. The second part draws on a guest lecture delivered to Business Education students from a university in Mexico using online learning, which sought to ascertain their experiences and the support needed during the current COVID-19 pandemic. The methodology used was a focus group with the students, using a set questions focused on their experience of engaging in online teaching and learning, compared to traditional classroom-based, face-to-face learning. The findings of the research confirm that the move to online teaching and learning has had both negative and positive impacts on the Mexico students, in relation to creativity, arts and painting practice. Tellingly, both groups of students -- from the first stage and second stages of the research -- said they wanted to go back to classroom based face-to-face teaching and learning. All of the students indicated that they wanted more support from their teachers and their institutions. [For the complete Volume 19 proceedings, see ED613922.]

Along with the burgeoning expansion of online platforms for student learning in higher education have come complementary analytics tools to rate student engagement, learning, success and progression. As, in the UK, institutions embrace these tools as part of government-led attainment targets and awards (e.g. Teaching Excellence Framework), the 'quantitative rush' to measure and evaluate retention from the institutional perspective risks muffling the individual student voices that can be heard through qualitative approaches to their learning journeys. This is particularly relevant for introductory level students as they seek to navigate the unknown of their first year of higher education, and it is recognised that introductory students require the greatest levels of pastoral care to succeed. Enhancements to University CRM systems have created an opportunity for the preservation of narratives of withdrawal made by students as they engage with the university to defer, reduce or cancel their studies. This is particularly important in the distance learning sector, both because these dialogues have been less visible to the institution than through traditional campus support provision, and because part time students tend to have more complex lives. These narratives have permitted a criteria of authenticity and criticality to institutionally led discourses around withdrawal. They demonstrate the importance of considering the student experience, motivation and participation with the university, rather than the privileging of institutional frames of reference. Similarities and differences in perceptions around the meanings and values of their higher education experiences, and reasons for withdrawing have been developed thematically in this paper to better understand student motivation, and provide a useful triangulation to output from quantitative studies on retention. Key word findings from these introductory level students enrolled on Business and Law modules within a UK business school include the following: Dialogue on personal concerns, the time commitment to study successfully, and how stressors, both inside and outside of the study environment impact the student's ability to commit, or wish to commit to their courses. [For the complete proceedings, see ED590269.]

This study focuses on the undergraduate mathematics students' perceptions and applied techniques for the preparation for their final examination in Abstract Algebra. The results of this study suggest that the revision for the final examination involves, firstly, the review of the lecture notes, followed by the solution of the coursework together with the use of model solutions and the solution of the past papers. The order of the last two activities varies. An often-occurring revision technique involves, instead of a linear succession of the aforementioned activities, a 3-dimensional spiral approach towards revision, with the three activities interchanging until the students who apply it feel that they have achieved adequate object-level and metalevel learning.

The level of youth unemployment in Nigeria has always been an issue of concern for Focus Learning Support team, particularly in our interactions with foreign students studying in the UK; and also with our dedication in "Making Education Count for the Youths". This paper examines some of the difficulties experienced by young people in Nigeria when seeking employment opportunities, with a focus on employability skills as a way to overcome these barriers and form a basis for strategies to improve young people's life chances. The paper will also provide a comparison of how employability skills are implemented in schools and colleges in the United Kingdom as compared to Nigerian schools and colleges. Furthermore, this research will present the perceptions and experiences of students on a BTEC Business Vocational course in an inner cities further education college; who attended work experience during their studies. The primary question is to find out whether imbedding work experience programme on their BTEC course has had an impact on their future career choice. Collection of data was done in stages using questionnaires to capture the views of participants. The findings of research clearly confirm the benefits derived from the BTEC students who attended work experience and the link to their future career choices. The findings of this work has therefore created an avenue for the FLS team to carry out further research implementation and imbedding employability skills into the Nigerian education system to support youth employment in the country. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

This paper examines learner attitudes, self-efficacy beliefs, and anxiety in a beginners' Spanish Language Massive Open Online Course (LMOOC) by answering three research questions: (1) how do learners feel about acquiring speaking skills on an LMOOC?; (2) do they experience anxiety with regards to speaking?; and (3) do their self-efficacy beliefs remain unchanged during the LMOOC? Data was collected from over 900 participants registered on two Spanish for Beginners programmes offered by The Open University (UK). Quantitative data was collected through reflective questionnaires (11 items) and participants' comments were obtained on two discussion forums. Results indicate that learners have positive attitudes towards LMOOCs and present higher speaking self-efficacy beliefs by the end of the course. Although spoken interactions in this environment are not synchronous, most participants report feeling intimidated by the idea of posting their recordings on the course forum. [For the complete volume, see ED578177.]

This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems before planning the action. A focus group interview and learners' written output were used to answer three research questions about learners' awareness, attitudes, and confidence about information literacy skills. Enhancement was found in these three aspects. [For the complete volume, see ED578177.]

This paper reports on an exploratory research project on the evaluation of the engagement with a Massive Open Online Course (MOOC) carried out by six members of staff and two "expert students" involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (CU), United Kingdom, between November and December 2014. Its main aim was to investigate how both expert and trainee English teachers and teacher trainers would find the experience of engaging with a FutureLearn MOOC on this subject created by the University of Southampton in collaboration with the British Council--"Understanding Language: Learning and Teaching." The participants involved agreed to record their thoughts while they were taking part in the MOOC and then met once per week for four weeks at the end of each MOOC unit to carry out a collaborative staff/student reflective evaluation of their experience. The paper will discuss the way in which the participants engaged with this project, which became a blended learning community of professional development practice linked to the global community of practice on the MOOC, and present their perspectives on the pros and cons of integrating a MOOC as an Open Educational Resource (OER) into an existing curriculum. [For full proceedings, see ED564162.]

The issue of rising tuition fee in higher education in the UK and other western countries has been debated by researchers and educators alike. The discussions have shown that the increases have had a negative impact on access, retention and career development. This paper examines the impact of rising tuition fees on access, retention and students' career development in Higher Education in the UK. It explores the policies and legislation that gave rise to the recent increases and examines whether these rises are in breach of International Human Rights, in particular the right to education. The paper analyses the findings of a small-scale research carried out to get affected students' and their parents' views on the HE fee increases and to determine whether the educational institutions' policies are operating against the human rights laws. Based on the findings of the small scale research, the paper concludes that students' general education progress and their career development have been negatively affected by the increases in fees, and that institutional policies are in breach of the UK 1998 Human Rights Act. [For the complete Volume 12 proceedings, see ED597979.]

High achievers with low self-efficacy in science lack interest in choosing science studies and careers. Wide-ranging knowledge of specific working life skills in science-related careers can help students identify their own strengths in science. This improves their self-efficacy beliefs in science and further promotes interest in pursuing science studies and careers. The purpose of this paper is to examine lower secondary school students' knowledge of specific working life skills. The participants in this study were 215 British, 144 Finnish and 154 German students, aged 12-14 years. Using open-ended questions and content analysis, we examined students' perceptions of working life skills needed in science-related careers. The results reveal that the students have a great deal of knowledge about working life skills, but it is often stereotypical. Students frequently mentioned sector-specific knowledge and personal attributes, but skills related to career development, organization, time and society skills were often omitted. Some variation exists between the countries. The British students linked careers in science with a great deal of thinking skills, whereas the Finnish students emphasized sector-specific knowledge. The German students described the careers more with personal attributes than in the other two countries. We conclude that the students need learning experiences including presentation of working life skills such as interacting with professionals and their real work-life problems, open-ended inquiries and balanced team working. These experiences increase students' awareness and perceived relevance of careers and working life skills, help identifying and promoting own strengths and self-efficacy and encourage choosing science-related careers. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.]

Changes introduced in 2010 to the Tier 4 immigration rules that apply to non-EU students wishing to study in the UK have led to a reduction in the overall number of non-EU students gaining entry to the UK. This paper outlines the reasons for these changes to the UK's immigration rules and explores the experiences of one group of non-EU students in relation to the new rules. Quantitative and qualitative research methods were used to capture the perceptions of 40 students from Nigeria on the impact of the 2010 UK Border Agency rules and policy on their experiences as non-EU students and on their career development. We suggest areas for reviewing the current policy that would improve the experiences of non-EU students, to enable them to maximise the undoubted opportunities of coming to the UK to study and acquire the British education that will enhance their job opportunities all over the world. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

In this qualitative study, we analyze postgraduate students' perceptions of strategic behaviors they developed during their online studies and their ability to extend this behavior to their own praxis. Findings suggest that strategic behavior centers around the development of four core skills: engaging in self-directed thinking; fostering effective communication; fostering leadership and shared responsibility; and using technology to reinforce, extend, and deepen learning. Through a dialogic process, where the presence of a supportive online community of practice plays a central role, participants appear to use these skills to engage in a process of un-learning and re-learning. The asynchronous modality of the online medium, allowing delayed rather than immediate responses, appeared to facilitate deeper, more considered constructions of new understandings. Ultimately, this online modality appears propitious in building self-confidence, thus empowering participants to act in their professional domain. [For the complete volume, see ED578177.]

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

In design teaching ubiquitous technologies can offer new ways of situating learning within real world experiences. Yet they require new types of knowledge; both an understanding of how to work with the technology and also an understanding of how to use the technologies to respond to changing contexts such as the place and the people. We sought to understand the factors affecting how students work with the acquiring these broader knowledge bases and how this impacted on the learning outcomes in design-based learning. In this paper we discuss an approach to tertiary design teaching that involves the use of ubiquitous technologies to support fieldwork and in-situ learning and through this we evaluate the impact on teaching and learning. We will describe the methods of the study, which involved pre- and postinterviews and questionnaires completed by individual students, focus groups as well as analysis of the outcomes of the student projects. We will explore how a series of different contexts framed and affected the learning experience by exploring the context as location, technology and social setting. Since the projects required students to not only use ubiquitous technologies as tools for learning, but also as components of the design project outcomes we also highlight a series of short case studies of student project outcomes to analyse how the students integrated them into their learning environments. In the discussion of the results we will focus on how the context of the learning was understood by the students, and we will discuss an evaluation of how this changed during the course of the teaching project. [For the complete proceedings, see ED557171.]

Proving that a given set is indeed a subgroup, one needs to show that it is non-empty, and closed under operation and inverses. This study focuses on the first condition, analysing students' responses to this task. Results suggest that there are three distinct problematic responses: the total absence of proving this condition, the problematic understanding of subgroup's definition, and the inaccurate application of the relevant metarules. For the purposes of this study there has been used the Commognitive Theoretical Framework.

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. 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 Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

There has been an exponential growth of e-learning in the UK Higher Education. However, there is a growing opinion that e-learning practitioners are not critical enough and that they should adopt a more techno-negative or techno-scepticism approach when implementing new e-learning tools. In this paper we use a techno-scepticism framework to assess the evaluation of a newly implemented online reading list at our UK Higher Education Institution. In particular, we look at the "The Myths about E-Learning in Higher Education" (see EJ872751) proposed by Njenga and Fourie (2010). We present qualitative and quantitative evaluation data collected from the focus groups which shows that the students have a very positive perception of this newly implemented online reading list and believe that it will improve their academic experience. Furthermore, as the student focus groups also produced rich data which deal with the students' experience of e-learning in general, five of the myths of e-learning that relates to the student experience are used to framework these discussions. [For the full proceedings, see ED562127.]

This paper describes a series of interactive, synchronous online training workshops in which linguistics graduate students studying in Australia, UK, USA and Saudi Arabia participated. The aim of the workshops was to develop graduate students' research skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. The workshops were initiated, organized and hosted by the Saud Linguists' Society (SAL) created by a Saudi Ph.D. student. Since SAL has a limited budget, free web conferencing software were tried out such as PalTalk, "Skype," "How-to Geek" and "WEbex." Registration in the workshops was made free for graduate students. SAL's workshop coordinator invited the speakers, selected the workshop theme, prepared the workshop poster, announced the workshops online, scheduled the workshops, and registered participants. A detailed description of the steps in preparing for and conducting online workshops will be given. Participants' views on the benefits and shortcomings of synchronous online workshops are reported and recommendations for conducting effective, interactive, synchronous online workshops and for extending free web conferencing and webinar tools to other educational settings in Saudi Arabia are given.

This paper explores the potential for book-gifting programs to initiate cooperative learning between a dynamic whole group composed of children, parents and teachers. It uses the results from a series of book-gifting program evaluations (three Randomized Controlled Trials with N=1694 participants in total) and investigates whether the pattern of change in outcomes produced by these book-gifting programs fits with social interdependence theory and aligns with cooperative learning practices. Outcomes considered in the study include: shared reading practices between parents and children; changes in parent and child attitudes to reading and reading resources; and changes in parent and teacher attitudes towards home/school cooperation. The paper then explores what ways social interdependence theory and cooperative learning research evidence can enhance book-gifting programs.

This paper presents the findings of a study on software development students from economically disadvantaged backgrounds that have dropped out of universities which have a strong research emphasis. In the UK, these universities are generally part of the Russell Group of Universities. The participants were all male, mainly black, working class and had studied software development for two years post-sixteen at an inner city further education college in London. This study is the result of interviews, discussions and feedback from students who have a very different experience of the higher education system than students from middle class backgrounds. As Macrae and Maguire (2002) have argued, a system of support is required for these under-represented groups, in order that they may successfully access and complete higher education studies. Economically disadvantaged students' transition to research led universities is especially difficult, as in these environments there is a habitus of middle class students for whom the social norms are very different as many have had very different life experiences. The dramatic increase in University fees from £3,000 to £9,000 per year has made many economically disadvantaged students worry about applying to university. It is also the case that students from the lower social classes are more debt averse than those from higher social classes (Callendar & Jackson, 2005). While many universities have made considerable steps to assisting transition, the findings are that these working class students who came to university from a vocational course and have very limited experience of exams, believe that they would be helped by having an introductory course at the start of the academic year to give additional support. A mentor from the same social, economic and ethnic background to support them from the start of their course would also be of great benefit. It is noted that additional financial help in the form of more non repayable bursaries and available part time work at the university would also be beneficial. [For complete volume, see ED567040.]

Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly English-speaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents' views were more strongly gendered than were females'. [For the complete proceedings, see ED585874.]

The present research explores the interaction between learners and tools in e-learning environments. In order to explore that issue, this study analyzed and interpreted the findings obtained through observation and interview with 10 international students who wished to improve their learning of English by using the English for Academic Purposes (EAP) toolkit equipped and accessed in Blackboard, where learners can easily use it. Along with data from three-time observations and interviews, an in-depth dataset was provided by means of the think-aloud protocol method, which indicated what the students were doing with and thinking of their experiences in the process of learning in the toolkit. The findings showed that there was a substantial indication of the interaction between learners and tools in e-learning environments and the perceptions about their experience in learning in a self-directed e-learning environment, which might help designers to consider some aspects while they are setting up and improving the tools and online learning resources. In addition, the results provide more issues to discuss in terms of the benefit of promoting interaction in self-directed e-learning environments. [For full proceedings, see ED564162.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had 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 aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

14,000 Saudi students are currently studying in the UK. Before they start their coursework in their major, most take English language courses for at least a year and should pass the IELTS test. Interviews with a sample of Saudi students studying in the UK showed that focus in the English courses that students take is mainly on grammar and written exercises. Academic reading and writing skills, technical terminology and library searching skills are not emphasized. Traditional methods that depend on the textbook only are used by instructors and some instructors are non-native speakers. Even after 3 months, many students' English remains poor (faulty grammar, faulty pronunciation, confuse similar words, lack of fluency, do not read, do not writes) although the students take 20 hours of English per week. In language classes Saudi students are grouped together. Thus they mingle with Saudi students and communicate in Arabic rather than English. The present study aims to propose a model for teaching professional English to Saudi graduate and undergraduate studying abroad based on their academic and professional needs. The model emphasizes oral English, language functions, correct pronunciation, academic reading and writing, technical terminology (Greek and Latin roots), locating references and electronic searching. Students should be helped to practice English out of class right from the beginning. To do so, each should be matched with a native-speaking partner. Technology must be integrated in English language teaching. Students can practice English using a blog, a discussion forum, language websites, MP3 lessons, text-to-speech software to improve oral reading skills. Daily extension activities such as a daily journal, watching TV, reading simplified novels, reading signs in the street and on the bus must be required by the instructors. To be successful learners and professionals, students need to be trained to be autonomous learners.

Competences developed by multi-national higher education students during their intercultural experience remain poorly defined. For instance, proponents of intercultural competence disagree as to its specific components, and its critics advocate for either a more inclusive or non-western pedagogy. Yet, growing numbers of mobile students study outside their cultural context. Using in-depth semi-structured interviews, a recent study sought to understand perceptions of masters-level Chinese students on how they develop critical thinking during their one-year programme at a UK university. Aside from findings from the study which highlighted how the participants developed critical thinking during their study, it was evident that they valued effective functioning in cultural and educational environments in both their host and home contexts. Drawing on other related studies, it is proposed that "extracultural" learning can occur when students study in a different cultural context.

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)

This 2-year study of the effectiveness and quality of continuing professional education (CPE) in the United Kingdom identified policy implementation issues resulting from recent government policies and economic imperatives which have given rise to a "new managerialism" which is changing the organizational culture of higher education including CPE. The study interviewed 40 tutors and over 60 students from 14 departments involved in continuing education at 9 different universities. Tutors taught in the areas of: building and construction, health and safety, teacher/lecturer education, geographical sciences, counseling, management, educational management, leisure and outdoor activities, and law. The tutors and students were interviewed in semi-structured formats, some students were interviewed in groups, and five small scale case studies were done of tutors' work. Students were in courses ranging from single-day training events to 2-year part time masters degrees programs. The study found a significant gap between the rhetoric of existing prescriptions for CPE effectiveness and quality and the "actuality" of CPE. In particular the study found that the "new managerialism" must take into account four features central to effective implementation of their policies: (1) tutors' and students' perspectives; (2) tutors' values and practices and issues of change; (3) the market influences on developing CPE; and (4) the contribution of course evaluation to developing CPE. (Contains 13 references.) (JB)

These 24 papers represent the proceedings of a program presented by the research network on vocational education and training (VET). They include "School-Arranged or Market-Governed Workplace Training?" (Ulla Arnell-Gustafsson); "Prospects for Mutual Learning and Transnational Transfer of Innovative Practice in European VET" (Alan Brown, Jens Bjornavold); "Powerful Learning Environments in Vocational Education" (Elly de Bruijn, Trudy Moerkamp); "Searching for the Meanings of Learnings at Work" (Kaija Collin); "Induced Labor Mobility Through Continuing Vocational Training" (M'hamed Dif); "Expectancies and Realities--Evaluations and Research on Engineering Students' Experiences of Their First Semesters" (Elinor Edvardsson-Stiwne, Dan Stiwne); "International Dimension in Dutch VET" (Wil Van Esch); "Demand of Education as a Strategic Demand in a Context of Job Rationing and Job Scarcity" (Benedicte Gendron); "Learning and Work Experience" (Toni Griffiths, David Guile); "Alternance and Workplace Training: Interns' Experiences" (Marcelle Hardy, Carmen Parent); "FLEX-VET Project in Finland: Vocational Training Including Mechatronics and the Training Needs of the Finnish Metal Industry" (Lilli Heiskanen, Pauliina Jokinen); "Learner/Manager's Uncertainty of Their Capacity for Innovative Problem Solving: Information-and-Communication Technology Based Solution" (M.E.A. Holmes, S.A. Geertshuis, D. Clancy, A. Bristol); "'Key Qualifications'--A New Framework for Analyzing the Modernization of Vocational Qualifications and Curricula" (Pekka Kamarainen); "What Can We Learn from Dually Oriented Qualifications?" (Sabine Manning); "End User Computing at a South African Technikon" (Cecille Marsh); "New Deal and the Colleges" (Ken Marsh); "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); "Special Features of the Finnish Labor Market and Challenges for Education" (Anne Rouhelo, Tarita Ruoholinna); "Factors Influencing Learners' Perceptions of the Quality of Computer-Based Learning Materials" (Sally Sambrook); "Exploring Capacity-Building" (Terri Seddon); "European Strategies for Reforming Initial Vocational Education" (Marja-Leena Stenstrom, Johanna Lasonen); "Human Resource Development (HRD) in Learning-Oriented Organizations in Belgium, the Netherlands, and the United Kingdom" (Saskia Tjepkema, Martin Mulder); "Factors Influencing Change in a Scope of Individual VET Qualifications" (Petr Vicenik, Maarit Virolainen); and "What Works in Enhancing HRD Effectiveness?" (Ida Wognum). (YLB)

The Sex Stereotype Measure II (SSM II), a 32-item picture-story technique, was developed to assess children's knowledge of conventional, adult-defined, sex-trait stereotypes. The procedure was based on stereotype characteristics identified by college students using the Adjective Check List item pool. A second procedure, the Sex Attitude Measure (SAM), was developed to assess general evaluative bias toward male and female persons. Both procedures were composed of brief stories presented with human figure silhouettes to preschool, third, and sixth grade Euro-American children. Both the male and female stereotypes were found to increase linearly with age, with more male traits than female traits being known to each age level. Item analyses revealed differences in the age at which children become aware of various stereotype traits, with the learning of some traits still incomplete at age 12. Although there was generally good agreement between boys and girls, there were some apparent sex differences in acquisition of knowledge of certain items. The SAM scores indicated no age-related effects and at all three age levels girls were clearly pro-female and anti-male, while boys were unbiased toward females and only slightly anti-male. No consistent relationship was found between sex-stereotype knowledge and evaluative sex bias. It was concluded that the SSM II was a useful procedure for the study of the existence of sex stereotypes in a variety of populations and for investigations of the determinants of sex-trait stereotype learning. (Author/MS)

Many measurement techniques have been developed to assess elements related to attitudes toward reading, which encompass an individual's views, feelings, values, and beliefs. Instruments developed by British teachers include Likert-type scales, a repertory grid technique, and an approach assessing reactions to screened photographs of different reading situations. Attitude assessment techniques may be divided into the following categories: interviews, which are practicable only for small sample work; Likert-type and Thurstone-type scales comprising a series of statements about reading with which pupils are required to indicate degree of agreement or disagreement; sentence completion and open-ended questioning related to attitudes toward reading; semantic differential scales, which require pupils to rate aspects of reading on each of several different scales; repertory grids, on which pupils react to statements about reading experiences; and self-reports, for which students answer a series of questions about reading situations. A model has been developed to allow for a comparison of the attitudes of individuals and groups. (The paper provides suggestions for constructing and scoring attitude measurement scales.) (GW)