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2. Occupational Task Profiles: A Pan-Canadian Snapshot of the Canadian Literacy and Essential Skills Workforce--A Think Paper. Revised
- Author
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Canadian Literacy and Learning Network and Harwood, Chris
- Abstract
Because Literacy and Essential Skills are so important to economic development, it is vital to know the competencies needed by the educators who deliver Literacy and Essential Skills programming. Likewise, Literacy and Essential Skills are crucial for labour market attachment. Low-skilled work has been most affected by technological change. There was a need to examine the competencies required by educators working in this field so that they can be recognized for the skills they possess and the impact they have on Canada's economic competitiveness. It is important to consider ways to move forward so that there is support for increased labour market attachment and increased skills. To this end Canadian Literacy and Learning Network (CLLN) undertook the research reported herein. This think paper explores the following areas: (1) Literacy and Essential Skills providers have a role in ensuring the competencies of educators delivering Literacy and Essential Skills programs in the workplace; (2) Competencies include characteristics that should be considered as well as qualifications; and (3) Dealing with the loss of experienced educators and the needs of educators new to the field--mentoring and observation. A bibliography is included.
- Published
- 2012
3. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
- Author
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
- Abstract
Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
4. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
5. Building Citizenship: Governance and Service Provision in Canada. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, and Canadian Policy Research Networks Inc., Ottawa (Ontario).
- Abstract
Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)
- Published
- 2001
6. Allocating Government Funds to Higher Education Institutions: Inter-Country Comparisons. AIR 1993 Annual Forum Paper.
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Murray, Judith A.
- Abstract
The ways in which governments in different countries determine the amounts of money to be provided to individual institutions of higher education institutions vary considerably. This paper explains how government funds are allocated in Canada, focusing on grants in support of core operations to universities located in Nova Scotia. It examines how and why the current process emerged along with its particular strengths and weaknesses. The paper first provides the history of federal funding for Canadian postsecondary education, followed by specific discussions of funding as it involves Nova Scotia's institutions of higher education. Next, the use and history of formula funding, as developed by the Maritime Provinces Higher Education Commission in 1974, is examined covering both restricted and unrestricted operating grants, such as flat, enrollment, equalization, and supplementary grants. Finally, the paper discusses some of the problems experienced with the old funding formula and the eventual return to block funding encompassing the use of the Basic Operating Grant funding mechanism. (Contains five references.) (GLR)
- Published
- 1993
7. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Section on Library Services to Multicultural Populations; Section on School Libraries; Section on Public Libraries. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
Eleven papers delivered for the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. Most deal with library services to multicultural populations, including those of developing countries. The following papers are included: (1) "Library Provision to Indians Living in Malaysia" (K. S. Mun); (2) "Library Services to Indians in Canada" (U. Prasada-Kole); (3) "Library Services to the Indian Population in the United States" (R. N. Sharma); (4) "The Southern Ontario Multilingual Pool: A Model for Cooperative Library Service Development" (S. Skrzeszewski); (5) "Meeting Information Needs of Slow, Average and Gifted Learners" (M. Kapoor); (6) "The Application of Information Technology (IT) in Public Libraries in Developing Countries" (P. Borchardt); (7) "The Role of the Public Library in Combating Illiteracy" (B. Thomas); (8) "The First UNESCO Library Pilot Project" (S. N. Khanna); (9) "'Transformation': The ODA Trainer Development Project for Central and State Training Institute Librarians in India" (M. Freeman); (10) "User Education around the World: The UNESCO Survey of Library and Information User Education Programmes in Some Developing Countries" (O. Kokkonen); and (11) "Ask the Same Questions and Get a Different Answer--A Case Study in Library Opening Hours Surveys" (J. Frylinck). Most papers are followed by references. (SLD)
- Published
- 1992
8. Ideals or Reality: The Politics of University Governance. AIR 1992 Annual Forum Paper.
- Author
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Murray, Judith A.
- Abstract
This paper presents a literature review on governance and structure of higher education and a case study of a governance review in Nova Scotia (Canada), paying particular attention to the role of intermediary bodies between universities and governments. Types of governing structures are described. Issues in determining the ideal structure are then discussed, focusing on the principles of quality, accessibility, diversity, autonomy and accountability, incentives, and freedom. The paper then presents a counterbalance of these ideals with the reality of a recent case study where politics, both governmental and institutional, appeared more important than ideals. Four governance options developed by consultants to the Council of Nova Scotia University Presidents (CONSUP) are described, followed by the CONSUP modified version, and the response of Nova Scotia's government in granting executive authority to the Nova Scotia Council on Higher Education on the matter of funding allocations. The paper concludes that many governance problems stem from scarcity of resources, that institutions need to work closely with one another to ensure the best use of the available resources, and that an independent and effective coordinating body would be an invaluable aid to ensuring that Nova Scotians have access to postsecondary education of the highest quality. (Contains 19 references.) (GLR)
- Published
- 1992
9. Learning from Our Past: The History of Educational Development in Canadian Universities. Occasional Papers in Higher Education Number 8. Occasional Paper Series.
- Author
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Manitoba Univ., Winnipeg. Centre for Higher Education Research and Development., Society for Teaching and Learning in Higher Education, North York, (Ontario)., and Wilcox, Susan
- Abstract
This paper examines the evolution over three decades of the educational development (ED) movement in Canada. An informal history of ED was constructed, using published documents about ED and personal interviews with 8 educational developers who played key roles in programs and ED centers; e-mail responses were received from ten other developers. Five "critical" scenes in the early story of ED are identified: the opening in 1969 of the McGill University (Canada) Centre for University Teaching and Learning; the activities of the Professional Orientation Committee (1970-80); the Ontario University Program in Instructional Development (1973-80); founding of the Society for Teaching and Learning in Higher Education; and the Canadian Society for Studies in Higher Education (1969-). The paper goes on to examine the growth and expansion of educational development, and (1) reviews three separate eras of ED unit openings; (2) changes in program development over time; and (3) changes in perceptions, attitudes, and activities of developers. It also identifies important issues that underlie the movement, including concerns about competence; the role of the developer; and concerns about ED as an accepted and legitimate activity in universities. (Contains 12 references.) (SM)
- Published
- 1997
10. Emerging Issues in School Board Governance: Three Papers.
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Davis, John
- Abstract
Three papers that examine emerging issues in school board governance comprise this document. The first, "The Changing Role of the Ontario School Trustee," by John Davis, explores changes in the amount of time spent by trustees in fulfilling their job responsibilities. Based on questionnaires and interviews with trustees, implications of changes in the trusteeship are discussed. The second paper, "Governance and Accountability: The Current Situation in Ontario," by John H. House, examines issues in the structure of school governance and in the trustee/school board relationship. "The Role of the Francophone School Trustee in Ontario," by Guy G. Tetrault, discusses the impact on the role of the trustee of legislation that extended Canadian Francophones' right to receive and control an education in French. References accompany each article. (LMI)
- Published
- 1991
11. Workforce Preparation in a Global Context. Occasional Papers 8.
- Author
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Jyvaskyla Univ. (Finland). Inst. for Educational Research., Lasonen, Johanna, Lasonen, Johanna, and Jyvaskyla Univ. (Finland). Inst. for Educational Research.
- Abstract
This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)
- Published
- 1999
12. Rural Reflections. Occasional Paper No. 2. Fall 1995.
- Author
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Literacy Field Research Group, Dundas (Ontario). and Literacy Field Research Group, Dundas (Ontario).
- Abstract
This document contains six papers describing program-based research from rural literacy program in Ontario, Canada. Some of the reports describe action research from pilot projects. The papers raise questions about responding to the special challenges of rural needs, such as whether there is an additional expense to providing service of equal quality in rural areas. "The Lambton Learning Lab Project" (Carol Miller, Kevin Churchill) investigates how well a mobile learning lab work can in a rural program. "On Track: Using Tables to Organize and Schedule Data" (Val Hudson) shows how to use tables to improve the planning process. "Rural Literacy and Health Concerns" (Wendy Woodhouse) explains how to identify ways in which literacy needs relate to health concerns. How a literacy program can support job searches for the unemployed is explained in "A Living Library" (Margaret Maynard). "Flying by the Seat of My Pants: A Novice Researcher's Reflections" (Dan Woods) describes what the process of field research feels like the first time. "Recognition for Learning---Life Cycle of a Project" (Andrea Leis) discusses how to develop a system to recognize adult basic learners. The document also contains reviews of two papers: "Initial Assessment Survey Results" (by Bruce Henbest, reviewed by Donna Miniely); and "Learning to Learn: Impacts of the Adult Basic Education Experience on the Lives of Participants" (by Patty Bossort, Bruce Cottingham, and Leslie Gardner, reviewed by Linda Shohet). (KC)
- Published
- 1995
13. Indigenous Peoples in Modern Nation-States. Proceedings from an International Workshop (Tromso, Norway, October 13-16, 1997). Occasional Papers Series A, No. 90.
- Author
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Tromso Univ. (Norway). and Saugestad, Sidsel
- Abstract
The relationship between indigenous peoples and nation-states has long been of academic interest, and is also an emerging topic in the international debate about human rights and development. Universities and museums play an important part in this debate as producers, managers, and communicators of knowledge about indigenous peoples. In these processes, the voices of indigenous peoples themselves must also find their proper place. A workshop at the University of Tromso (Norway) in October 1997 addressed aspects of this debate. The point of departure was a collaborative research program between the Universities of Botswana and Tromso to promote research of relevance for the indigenous people of Botswana, called Bushmen, San, Basarwa, or Kwe. The University of Tromso also has a special responsibility to the Saami--indigenous people of Norway. The 17 papers in this proceedings address ethnographic research methods and issues; history, cultural heritage, and cultural maintenance; indigenous relationships with the state and bureaucrats; and remote area development, acculturation, and participatory research on community and educational issues. The papers are: "Objectives and Perspectives on the Collaborative Programme for San/Basarwa Research" (Sidsel Saugestad); "Regional Comparison in Khoisan Ethnography: Theory, Method and Practice" (Alan Barnard); "Another Time, Another History" (Charlotte Damm); "Ethnicity: A Question of Relations" (Per Mathiesen); "Sami Cultural Heritage and Cultural Mobilisation" (Torvald Falch); "Indigenous or Autochthonous? Establishing a Role for Archaeology in the Negotiation of Basarwa Identity" (Paul J. Lane); "A Preliminary Report on an On-Going Research into the Recent History of the Babugakhwe at Khwai, Eastern Ngamiland, Botswana" (Maitseo Bolaane, Kofi Darkwah); "The Politics of Being Basarwa: Identity, Entitlement and Development among Bugakhwe, Tsega and //Anekhwe in Eastern Ngamiland..." (Michael Taylor); "Hunter-Gatherers and Bureaucrats: Reconciling Opposing Worldviews" (Alan Barnard); "Saami Customary Rights and the Problems of Definition" (Trond Thuen); "The Rise and Fall of Norwegian Support to Remote Area Development in Botswana" (Sidsel Saugestad); "Once upon a Nickel Mine: Mining Development, Archaeology and Aboriginal Cultural Heritage in Northern Labrador, Canada" (Bryan C. Hood); "The Remote Area Development Programme and the Integration of Basarwa into the Mainstream of Botswana Society..." (Chadzimula Molebatsi); "Livelihood Strategies of the Basarwa in Diphuduhudu and Tshokwe..." (Isaac Mazonde); "Community Economic Development (CED) and Basarwa Communities in Botswana" (Keitseope Nthomang); "Development or Destitution? Towards an Understanding of Alcohol Use in Basarwa Settlements..." (David Macdonald); and "Participatory Research: A Developing World Research Paradigm for Change?" (Lucky Tshireletso). (Contains references, maps, the workshop program, and participants.) (SV)
- Published
- 1998
14. Working Paper No.1
- Author
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Centre for Literacy, Graff, Harvey J., Street, Brian V., Jones, Stan, Graff, Harvey J., Street, Brian V., Jones, Stan, and Centre for Literacy
- Abstract
This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in "Literacy Across the Curriculum" in response to an invitation for comment to several prominent international researchers. The first of these entitled "The Persisting Power and Costs of the Literacy Myth" by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second "Literacy, Economy and Society--A Review" by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, "Ending the Myth of the 'Literacy Myth" by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, "Literacy, Economy and Society--A Review" by Brian V. Street, contains references.)
- Published
- 1998
15. The Inclusion Papers: Strategies To Make Inclusion Work. A Collection of Articles.
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Centre for Integrated Education and Community, Toronto, (Ontario)., Pearpoint, Jack, Pearpoint, Jack, and Centre for Integrated Education and Community, Toronto, (Ontario).
- Abstract
This collection of over 30 papers presents the view that all persons should be equally valued, provided equal opportunities, viewed as unique individuals, and be exposed to and learn from and about people with diverse characteristics. The papers offer insight into the process of moving forward to achieve both equity and excellence for all Canadian people, labeled "disabled" or not, in educational and other community settings. The articles call for advocacy, attitude change, and expanded availability of appropriate supports and services within schools and communities to allow everyone to participate and contribute in a meaningful way. Titles of sample papers include: "Two Roads: Inclusion or Exclusion"; "The 'Butwhatabout' Kids"; "Annie's Gift"; "Common Sense Tools: MAPS and CIRCLES"; "MAPS: Action Planning"; "Dreaming, Speaking and Creating"; "Kick 'em Out or Keep 'em In"; "Vive la Difference"; and "Natural Support Systems." (JDD)
- Published
- 1992
16. Influences on the Academic Achievement of Undergraduate Dental Students. AIR 1996 Annual Forum Paper.
- Author
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Hechter, Frank J. and Torchia, Mark G.
- Abstract
This study, conducted at a major western Canadian university, examined the relation between the academic growth and development of dental students and perceived control, a personalogical variable; and academic and social institutional integration variables. Two questionnaires with an academic focus were administered to 67 students. The theoretical model developed contained three perceived control variables, two measures to evaluate academic goals and career commitment, seven measures of academic integration, three measures of social integration, and one measure of academic outcome. Results indicated that students who assumed personal responsibility for their academic performance reported more academic growth and development, that students more actively involved in the learning process and more stimulated academically reported higher levels of academic growth, and that favorable interactions with peers positively affected academic growth. Results support the collective importance of the perceived control variable, which in combination with academic and social integration variables contributed substantially and positively to students' reported academic growth. (Contains 40 references.) (Author/CK)
- Published
- 1996
17. Reflections on the Study of Adult Learning. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. and Tough, Allen
- Abstract
A common pattern in all studies of adult learning is that informal learning seems to be a very normal, very natural human activity. A 30-year old study and the 1998 Livingstone study show parallel findings. One of the most important findings is that about 90 percent of people had done some sort of intentional learning in the last year. The 10 percent who had not are content with their situation. Other findings are that people are learning a whole range of things; about 20 percent of all major learning efforts are institutionally organized, while the other 80 percent are informal; and informal learning is a very social phenomenon. In the 1977 Penland survey, the four top reasons for preferring to learn on one's own are a desire to set one's own learning pace, to use one's own learning style, to keep the learning strategy flexible and easy to change, and to put one's own structure on the learning project. The three reasons cited least are dislike of a formal classroom situation with a teacher, lack of money, and transportation. Kinds of learning related to work that people do are learning to do a task, learning new ways of doing things, and sharing among co-workers. People frequently engage in learning to improve their performance of a task. Implications or next steps are: studying the need to over-control; assisting people to successfully learn about social and global issues; using the World Wide Web in adult education; and encouraging people to look at their own learning. (YLB)
- Published
- 1999
18. Selected Papers from NWAVE(E) 27 (Athens, Georgia, October 1-4, 1998). University of Pennsylvania Working Papers in Linguistics, Volume 6, Number 2.
- Author
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Pennsylvania Univ., Philadelphia. Penn Linguistics Club., Moisset, Christine, and Lipson, Mimi
- Abstract
This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)
- Published
- 1999
19. Fraught with Wonderful Possibilities: Father Jimmy Tompkins and the Struggle for a Catholic Progressivism, 1902-1922. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Welton, Michael
- Abstract
This document examines the role of Father Jimmy Tompkins in the struggle for a Catholic Progressivism in the Diocese of Antigonish in Nova Scotia, Canada, from 1902 through 1922. The discussion begins with a brief overview of the diocese and the editorial policy and content of the diocesan newspaper, "The Casket," which had maintained a tradition of aggressively condemning far-off events and offering shallow commentary on local events. After presenting a few key details on Father Tompkins' early life and education, the discussion turned to Tompkin's years as vice president and Prefect of Studies at St. Francis Xavier University from 1906 through 1922, during which time he focused primarily on staffing the university with better-prepared professors and encouraging several professors to pursue scientific studies and return to St. Francis to help transform it into a "university of the people" embodying the tenets of progressivism. Presented next were key points from the progressivist writings of several of the professors whom Tompkins had nurtured. The remainder of the discussion focuses on the activities of Father Tompkins and a reform cadre of priests between 1918 and 1928, at which time they devoted their energy to resolving the problems "engendered" by industrialization. The discussion culminated in an examination of the struggle between the Integrists and the Progressives. There are 123 endnotes. (MN)
- Published
- 2002
20. Official Languages and the Economy. New Canadian Perspectives. Papers Presented at a Colloquium (Ottawa, Ontario, Canada, May 5, 1995).
- Author
-
Canadian Heritage, Ottawa (Ontario).
- Abstract
Papers from a colloquium on the relationship between Canada's official languages and its economy include: "Economic Dimensions of Minority and Foreign Language Use: An International Overview" (Karim H. Karim); "European Research on the economics of Language: Recent Results and Relevance to Canada" (Francois Grin); "Reflections on Some Economic Aspects of Bilingualism" (Albert Breton); "The Comparative Advantages of Bilingualism on the Job Market: Survey of Studies" (Ghislain Savoie); "Official Language Implications of Immigration" (Alice Nakamura, Emi Nakamura); "Economic Costs and Benefits of the Official Languages: Some Observations" (Francois Villancourt); "How Linguistic Minority Communities; Contribute to the Economic Well-Being of Their Regions" (George J. De Benedetti, Maurice Beaudin); "The Two Official Languages and the Economy: A Manitoban Perspective" (Jean-Paul Gobeil); "Reflections on the Relationship Between Languages and the economy as Applied to Canada (Gilles Grenier); and "The Economic Benefits of Linguistic Duality and Bilingualism: A Political Economy Approach" (Harold Chorney). The transcription of a panel discussion is also included. An introductory section provides background information on the colloquium and its topic, and includes selected quotations from the program. (MSE)
- Published
- 1997
21. Proceedings from the Child Care Policy & Research Symposium (Kingston, Ontario, June 3, 1991). Occasional Paper No. 2.
- Author
-
Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Kyle, Irene
- Abstract
This symposium brought together researchers, policymakers, advocates, and child care practitioners to consider information relevant to child care policy which was available from several disciplines and how it could be applied to developing child care policy. The symposium's goals were not only to stimulate discussion among researchers and policymakers and researchers from different disciplines but to underline the importance of conducting Canadian child care research and making it widely available. Seven papers are included in the proceedings: (1) "The Implications of Early Childhood Education and Psychological Research for Canadian Public Policy on Day Care" (Nina Howe and Ellen Jacobs); (2) "Economics and Child Care Policy" (Gordon Cleveland); (3) "A Sociological Perspective on Child Care Research" (Maureen Baker); (4) "School-Age Child Care: A Preliminary Report" (Ellen Jacobs and others); (5) "Talking to Children: The Effects of the Home and the Family Day Care Environment" (Hillel Goelman and Alan Pence); (6) "The Effect of Price on the Choice of Child Care Arrangements" (Gordon Cleveland and Douglas Hyatt); and (7) "Ideology, Social Policy, and Home-Based Child Care" (June Pollard). The papers are followed by comments by Kathleen Brophy and Ruth Rose. A copy of the symposium program is also included. (MDM)
- Published
- 1991
22. Bibliography on Higher Education in Canada and Index to the Canadian Journal of Higher Education, 1971-1999. Occasional Papers in Higher Education.
- Author
-
Manitoba Univ., Winnipeg. Centre for Higher Education Research and Development., Dennison, John D., and Gregor, Alexander D.
- Abstract
This publication combines a 160-item bibliography of Canadian-published articles on higher education and a "Canadian Journal of Higher Education" research article index for 1971-1999. The index is arranged alphabetically by major area as follows: adult and continuing education; community colleges (college-university relationships, history and development, organization and governance, programs, staff, students); curriculum (arts and sciences, evaluation and development, interdisciplinary, language and literacy, prison-based programs, professional education, skill development); distance education; economics; employment; equity, financing (institutional, provincial, public policy, students); government; graduate studies; history, public policy, and the Canadian system; international; management and leadership (academic governance and decision-making, deans, department heads, evaluation and reviews, professional development of administrators, staffing); multiculturalism and cultural diversity; planning and futures (goals/goal setting, institutional planning, program evaluation, statistics and data, system planning); policing; professional education; professorate (characteristics and profiles/employment, collective bargaining/faculty unionization, part-time faculty and teaching assistants, role and functions/professional life, staff development); psychology; research (private sector collaboration, public policy, research administration and development, research grants); scholarly publishing; sociology; students (access and participation, gender, grading and evaluation, graduates, immigrant and minority students, part-time students, retention and attrition, rights and equity, student attitudes and behavior, the undergraduate experience, transition to work); teaching and learning (andragogy, instructional development, instructor and course evaluation, library use, prior learning assessment and recognition, self-directed study, student development and attainment, student evaluation and examinations, teaching and learning technologies, teaching and research, teaching assistants, the management of teaching). (CH)
- Published
- 1999
23. A World of Magic: Conference Papers from the Selected Sessions of the AACRAO Annual Meeting (79th, Orlando, FL, April 18-23, 1993).
- Author
-
American Association of Collegiate Registrars and Admissions Officers, Washington, DC. and Russell, Michele
- Abstract
Papers on aspects of college admission, records, and institutional research functions are: "How To Improve Office Morale" (Victor Swenson); "Staff Meetings: How To Save Hours per Month and Develop Your Staff" (LuAnn Harris, Shelley Olsen); "Selling SPEED/ExPRESS" (Laura Patterson, Thomas Scott); "Advisement and Registration: A Terminal Solution" (Gregory Wist and others); "Women at the Top: Administration from a Woman's Point of View" (Raquel Henry, Rose Austin); "Guerilla Guide to Computing: Developing a User-Oriented System in a Small School" (John H. Brown); "Stress Management in the Workplace" (Barry Delcambre); "What's Hot in Institutional Research in the 90s?" (Mantha Mehallis); "Modern Voice Response Systems for Admissions, Financial Aid and the Bursar" (John Brown);"Doctoral Graduation Rates and Time-to-Completion in Ontario Universities: Data and Policies" (Maurice Yeates); "Business Process Re-Engineering: Transforming College Admissions" (Mariea Noblitt); "Ontario's Colleges of Applied Arts and Technology" (Colin Dobell); "Defining Enrollment Planning: A Nuts and Bolts Approach" (James, Maraviglia); "Developing a Computerized Multi-Campus Transfer Information System" (Larry Rubin and others); "Iran: Recent Educational Developments" (Peter Bartram); "Optical Scanning from Admissions to Grading" (Joneel Harris, Toni Allen); "High Order Technology in Enrollment Services: First the Destination, and Then the Path" (Mark Elliot); "U-View Plus for the Macintosh Registration Using a Graphical User" (Louise Lonabocker); "Total Quality Enrollment Management" (Jim Black); "Yes, New Technology Affects Recruitment and Marketing" (Gene R. Sherron); "An Introduction to EXAMINE: A Flexible Examination Scheduling System" (Michael Carter and others); and "New Staff Orientation: The Second Step in Insuring Your Students Get Quality Service" (Doug Hartnagel). (MSE)
- Published
- 1993
24. Promoting Adolescent Health. Symposium on Research Opportunities in Adolescence (3rd, June 1993). Working Papers.
- Author
-
Carnegie Council on Adolescent Development, Washington, DC.
- Abstract
This symposium addressed key findings of the Carnegie Council on Adolescent Development-sponsored book "Promoting the Health of Adolescents: New Directions for the Twenty-First Century." A panel of experts focused on science policy implications of critical issues in adolescent health promotion that have proven difficult to address such as the effects of poverty, adolescent sexuality, and violence. Included on the panel were experts from Canada and Mexico who provided an international perspective on adolescent health promotion. Following an introduction by Elena O. Nightingale, special advisor to the President, Carnegie Corporation of New York, the following chapters are presented: (1) "Historical Perspective on Adolescent Health Promotion"; (2) "Health-Enhancing and Health Compromising Behaviors during Adolescence" (Delbert S. Elliott); (3) "Poverty, Health, and Adolescent Health Promotion" (William Julius Wilson); (4) "Promoting Healthy Adolescent Sexuality" (Herant Katchadourian); (5) "Promoting Safety and Nonviolent Conflict Resolution in Adolescence" (Mark L. Rosenberg); and (6) "Cross-National Perspectives; Views of Adolescent Health Promotion from Canada and Mexico" (Ivan B. Pless--Canadian Perspective, Anameli Monroy--Mexican Perspective). In his concluding remarks, David A. Hamburg, President, Carnegie Corporation of New York, states that most risky behavior is still tentative and exploratory. There is, therefore, an opportunity for preventive interventions, provided that individual development, the social context of development, and the biological variability that makes different individuals more or less vulnerable to different kinds of environmental insults are understood. Research can offer important insights for the construction of more rational preventive interventions. (LL)
- Published
- 1993
25. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
- Author
-
International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
26. Helping to Develop a Provincial Continuing & Community Education Policy. A Paper Inviting Public Response.
- Author
-
British Columbia Dept. of Education, Victoria.
- Abstract
Prepared by a group of British Columbia adult educators involved in the administration and delivery of programs, this paper is intended to stimulate thinking concerning adult education policy by soliciting representative input from individuals and community groups. After a brief introduction, the role of each public educational institution, in relation to current adult education, is described. These institutions include school boards, community colleges, vocational schools, British Columbia Institute of Technology, and public universities. Current concerns related to adult education practices are also described and include low priority, inadequate funding, limited co-ordination, lack of assessment, unequal access, inadequate program development, and inadequate counseling. The paper concludes with six basic issues which may be of special interest to educators and citizens in general. (SH)
- Published
- 1976
27. The Collected Papers of the Northern Cross-Cultural Education Symposium (University of Alaska, Fairbanks, November 7, 8, 9, 1973).
- Author
-
Alaska Univ., Fairbanks. Center for Northern Educational Research. and Berry, Franklin
- Abstract
The Northern Cross-Cultural Education Symposium was held at the University of Alaska on November 7-9, 1973. It was sponsored by the Alaska Educational Program for Intercultural Communication (AEPIC) to promote cooperation and communication between Canadian and Alaskan educators. Specific objectives were to: (1) identify and solicit the participation of prominent educators; (2) present educators' works delineating both needs and solution designs; (3) determine a hierarchy of needs as identified by the participants; (4) produce a compendium of symposium papers for field-based educators; and (5) produce a paper of conceptual, solution-design for cross cultural education in the future. Formal presentations were made by 40 conference participants; 30 of these were assembled for this publication. The papers are divided into 4 major groups: special topics, university projects, government programs, and non-government programs. The appendices list participants, and briefly explain their reactions and suggestions. (KM)
- Published
- 1974
28. Collective Bargaining Under Declining Enrolments: Trends in Conditions-of-Employment Clauses. Working Paper 7803.
- Author
-
Toronto Univ. (Ontario). Centre for Industrial Relations. and Kervin, John B.
- Abstract
Since 1975, Ontario teacher negotiators have focused attention on conditions-of-employment clauses. This paper focuses on those clauses that have direct or indirect cost implications for school boards as enrollments decline. These clauses concern such issues as pupil-teacher ratios, class size, and job protection. Information for the analysis was gathered through interviews with Toronto teachers, board members, and administrators as well as from statistical data from the Education Relations Commission. The paper examines changes in the incidence and content of conditions-of-employment clauses since 1975. The rising incidence of conditions-of-employment clauses suggests that teacher negotiators are making substantial gains, with secondary teachers making the most gains, elementary teachers second, and private school teachers third. However, the content of these clauses shows that boards have maintained a high degree of flexibility in determining staffing needs and that the cost increases for boards have been fairly small. In the future, it appears there will be continued pressure for clauses directly related to declining enrollments and staffing flexibility, but real gains will be modest in size and slow in coming. (Author/JM)
- Published
- 1978
29. Research and Development in Higher Education, Volume 1. Papers Presented at the Annual Conference of the Higher Education Research and Development Society of Australasia (4th, Bedford Park, South Australia, June 2-4, 1978).
- Author
-
Higher Education Research and Development Society of Australasia, Sydney. (Australia). and Linke, Russell D.
- Abstract
Papers from the 1978 conference of the Higher Education Research and Development Society of Australasia are presented. A large part of the conference was devoted to a general symposium on accountability in higher education, while other topics were organization and administration of higher education, curriculum development and evaluation, staff development, and student characteristics and performance. Papers and authors are as follows: Opening Address: "Accountability in Higher Education" (E.H. Medlin); "The Costs and Benefits of Post-Secondary Education Enquiries" (N. A. Nilsson and P. F. Sheldrake); "In Need of Further Research on the Production and Productivity of Tertiary Education in Australia" (William Georgiou); "A Practical Model for Accountability in Higher Education--the DDIAE Experience" (L. J. Barker and L. J. McNulty); "Educational Brokering: A New Concept in the Business of Education" (I. McD. Mitchell); "To Maximize the Viability of an Enterprise: A Relevant Purpose for Administration" (Thomas M. Heffernan); "Course Development Assumptions and Strategies" (Rod Wellard); "Cooperative Course Design: A Case Study in Post Experience Education" (Dave Boud); "Student Reactions to PSI, Lecture and Laboratory Teaching" (R. J. Stening and K. R. Vost); "Tertiary Science Instructional Materials: A Cognitive Analysis" (M. T. Prosser); "Planning the Evaluation of a Major University Course" (I. H. Barham); "Staff Development: New Viewpoints and New Directions" (Norman C. Dennis); "The Enchantment of Lecturer Self-Confidence" (H. E. Stanton); and "The Needs and Problems of Part-Time Students and the Accountability of Administrative and Academic Staff" (Jason L. Brown). (SW)
- Published
- 1979
30. External Environment Papers. Working Papers of Planning and Development Research. Working Paper 88-5.
- Author
-
TV Ontario, Toronto. and TV Ontario, Toronto.
- Abstract
These papers present the major issues and directions in five areas: (1) the socioeconomic and demographic environment (demography, the economies and labor forces of Canada and of Ontario, and the international and social environments); (2) education (K-12, postsecondary, adult, and the educational media resource market); (3) the broadcast environment (federal policy, Canadian Radio-Television and Telecommunications Commission, economic dimensions of the broadcasting system, the Canadian production and cable industries, audiences, educational broadcasting in Canada, public and commercial broadcasting in the United States, and the international environment); (4) the government environment (Canada, the Meech Lake Accord, and Ontario); and (5) the technological environment (cable, satellites, high definition television, stereo, VCRs, digital, videotex, and interactive television). The papers are a compilation of the opinions and understandings of those who work in, plan for, and study in each of the various fields. Sources are footnoted in each paper. The discussion in some of the papers exhibits the contradiction and lack of consensus evident in compiling the materials. The papers, therefore, do not provide answers but reflect the uncertainty of the environments in which TVOntario operates. Designed to stimulate discussion relevant to the future of TVOntario, each paper begins with a summary of the developments judged to have the most significance for the next few years. The remainder of the paper then provides details on these and other issues. (GL)
- Published
- 1988
31. Intellectual Property Issues in the Library Network Context. Proceedings of the Library of Congress Network Advisory Committee Meeting (Washington, D.C., March 23-25, 1988). Network Planning Paper Number 17.
- Author
-
Library of Congress, Washington, DC. Network Development and MARC Standards Office.
- Abstract
The first half of the proceedings consists of three papers presented during the program session of a Library of Congress Network Advisory Committee (NAC) meeting. The first, a background paper by Robert L. Oakley, identifies some of the problems that modern information technology has created for the intellectual property system in the United States; reviews several alternative proposals for dealing with the problems; briefly examines the ways in which Canada and the United States have approached the same issues; and concludes that these problems are solvable through amendment, new "sui generis" approaches, and expanded roles for an administrative agency, or through the development of voluntary or compulsory licensing mechanisms. In the second paper, Shirley Echelman comments on issues raised by Robert Oakley's report, and summarizes presentations given at a previous program session. The third paper, by Robert J. Kost, interprets an Office of Technology Assessment report about intellectual property rights and explains why the marriage between the law and technology is currently "on the rocks." The second half of the proceedings is a report on the business session of the NAC. Appendixes include the meeting agenda; a list of working groups; criteria for membership in the NAC; a list of suggested and prioritized topics for future research on networking; and a statement from the American Library Association on the phone companies' open network architecture plans filed with the Federal Communications Commission and a request for input on these plans from libraries. (SD)
- Published
- 1989
32. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
- Author
-
International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
33. Continuing Education and North American Society. Occasional Paper No. 1.
- Author
-
Pacific Association for Continuing Education, Burnaby (British Columbia). and Fast, R. G.
- Abstract
The author defines and examines briefly continuing education as the process by which life-long educational needs of the individual and society are met, requiring new administration and community involvement. The paper also examines in outline form the societal context in which individuals which make up that society find themselves today, in terms of interdependence, rich and poor nations, and a changing occupational structure. The changes in the future are discussed in regard to health and life, environment and technology. There are individual and societal needs for continuing education that revolve around coping with the knowledge explosion; solving community problems; enriching one's life; pursuing interests; and upgrading professions, careers and jobs. In tabular form, the author explains one taxonomy of the categories of Community Service Programs and examples of such programs in Alberta. Another taxonomy dealing with self-development, community development, and program development functions is defined. The conclusion provides recommendations for effective community leadership in implementing these programs. (JB)
- Published
- 1973
34. Partners in Promise: A Perspective on Continuing Education in British Columbia. Occasional Paper No. 2.
- Author
-
British Columbia Dept. of Education, Victoria., Devlin, Laurence E., and Jeffels, Ronald R.
- Abstract
An examination of Canadian continuing education in general and in British Columbia, specifically, is presented. The motives of learning, classification of adult learner orientations, and social influences on adults are discussed. A state of the art review analyzes Canadian university populations, emphasizing the fact that the proclivity for participation in adult education is related to the level of formal education attained, with more participation by those who have reached higher levels of education. Institutional limitations in British Columbia are discussed in terms of: course offering patterns, geared to full-time day students; location, making access to postsecondary education facilities difficult; finance, limiting course offerings and scholarship or funding programs; and noncredit offerings, attended by the greatest proportion of adult students. Professional leadership and two-year community college development in major pools of population throughout British Columbia are discussed, with a list of college roles and functions. It is suggested that the enormous growth of Canadian adult education might be met through strengthening existing institutions' commitment, and developing specialized institutions or agencies to conduct adult education programs. (LH)
- Published
- 1975
35. Quality Programming in H.P.E.R. Volume II. Selected Papers Presented at the Convention of the Canadian Association for Health, Physical Education and Recreation (British Columbia, Canada, June 10-13, 1981). Physical Education Series Number 3.
- Author
-
Victoria Univ. (British Columbia)., Jackson, John J., and Turkington, H. David
- Abstract
This volume contains 27 edited papers, and abstracts of 14 papers, presented during the 1981 convention of the Canadian Association for Health, Physical Education and Recreation. Subjects discussed are listed in 10 categories: (1) working together for quality programs; (2) challenges facing the physical education teacher; (3) skill development and decision making in team sports; (4) history: developing a sport history program; (5) athletics: (arguments against athletic scholarships, the sociology of university athletic awards, competitive physical activity, girl's high school basketball programs); (6) dance for boys, the aesthetic in sport and dance; (7) administration (the budgetary process, comparative Canadian-American research grantmanship and legal responsibility, professional development for physical education teachers); (8) health (venereal disease, the health educator as a role model, maturational assessment of female gymnasts, observation as a teaching behavior, effective teaching, individualized instruction in the secondary school, the problem-solving approach for teachers of gymnastics, teaching rugby in secondary schools, mini-field hockey); (9) adaptive instruction (biomechanical analysis of the high jump of an amputee, program effects on behavior of mentally retarded children); and (10) juggling. The abstracts are brief reports of research studies and innovative programs. (JD)
- Published
- 1981
36. University Context and Strategy Making. ASHE 1988 Annual Meeting Paper.
- Author
-
Hardy, Cynthia
- Abstract
The way in which intraorganizational context can influence strategy making is shown by comparing six Canadian universities formulating retrenchment strategies. "Strategy" involves the components of the strategy, the process by which strategy is made, and the context in which strategy is formed. A variety of university contexts are identified with an emphasis on how they influenced the choice of strategy, processes of implementation, and outcomes. The nature of each university setting is examined by analyzing the behavior of the various interest groups and the relationships between them. The focus is on the key decision making groups in the university (the president's office, the deans, the senate, the board, and the faculty association). Certain university contexts are identified, and the link between them and the retrenchment strategy is discussed (the decentralized collegium, the technocratic bureaucracy, the sectarian university, the collegial bureaucracy, and the centralized collegium). A link between retrenchment strategies and the university context is demonstrated. Contains 38 references. (SM)
- Published
- 1988
37. Keeping Legislators Informed: A Study of Feedback from Legislators on Information Provided by the University of Manitoba. ASHE Annual Meeting Paper.
- Author
-
Jones, Glen A.
- Abstract
A 1986 study was designed to obtain feedback from members of the Legislative Assembly (MLA) of the Province of Manitoba on the information they receive from the University of Manitoba and ways in which the university could keep them better informed. Interviews were done with 47 of the 57 MLAs. Findings indicated the following: the University of Manitoba is not doing a particularly good job of keeping MLAs informed of its interests and concerns; 47% of those interviewed are dissatisfied with the level and types of information they are receiving from the university; 74% would like to receive additional information. Three recurring themes were: (1) legislators place a high value on secondary relations (the unofficial, less formal contacts between government officials and university personnel); (2) institutions should proceed slowly and cautiously in their attempts to improve university-government relations; and (3) the University needs a more positive approach to selling itself. An appendix lists interview guidelines. Contains 11 references. (SM)
- Published
- 1989
38. Quality Programming in H.P.E.R. Selected Papers Presented at the Convention of the Canadian Association for Health, Physical Education and Recreation (British Columbia, Canada, June 10-13, 1981). Physical Education Series Number 2.
- Author
-
Victoria Univ. (British Columbia)., Jackson, John J., and Turkington, H. David
- Abstract
These papers, presented during the 1981 convention of the Canadian Association for Health, Physical Education and Recreation, addressed eight major topics: (1) the physical education and sport profession in Canada; (2) physical fitness (community agencies, radiology, aging and physical activity, the effective physical education program, aerobic fitness, obesity in elementary school, lifetime fitness); (3) motor learning (task difficulty and activity selection); (4) elite athletics (subsidization of athletes, education and training of the highly talented athlete, an analysis of wheelchairs used at the 1980 Olympic Games for the Disabled); (5) the male dancer and homosexuality; (6) administration (the study of physical education and sport administration, formal and informal structure usage in a voluntary sport organization); (7) history of British Columbia's Provincial Recreation program; and (8) curriculum (Japanese judo in the high school required physical education curriculum, and theory and practice of curriculum implementation). (JD)
- Published
- 1981
39. Working Papers in Political Education. Monographs in Education XII.
- Author
-
Manitoba Univ., Winnipeg., Osborne, Kenneth W., Osborne, Kenneth W., and Manitoba Univ., Winnipeg.
- Abstract
This monograph contains five papers concerning political education in Canada. Chapter 1, "Political Education and the Teaching of Politics," considers the historical and philosophical connections between education and politics. Chapter 2, "Civics, Citizenship and Politics: Political Education in the Schools," explores definitions of political education and various approaches to achieving it. The socio-political impact of schools is discussed in chapter 3 in "Political Education or Political Socialization: The Role of the 'Hidden Curriculum'," while chapter 4 focuses on "Morals and Values in the Schools: Citizenship and Moral Education." Chapter 5, "Teaching Strategies and Political Education," outlines recent approaches to teaching about politics that lead to increased participation and competency. They include utilizing: (1) conceptual models; (2) issues or concepts; (3) case studies; (4) discovery and inquiry strategies; (5) a broadly defined concept of politics; (6) conflict studies; (7) experiential learning methods; (8) political action and participation; (9) politically relevant attitudes and values; and (1) life-long learning strategies. (JHP)
- Published
- 1984
40. Agricultural Teaching: Papers Presented at the Fourth Annual Meeting of the American Association for the Advancement of Agricultural Teaching. Washington, D. C., November 11, 1913. Bulletin, 1914, No. 27. Whole Number 601
- Author
-
Department of the Interior, United States Bureau of Education (ED)
- Abstract
The purpose of the American Association for the Advancement of Agricultural Teaching, as stated in its constitution, is "to promote the teaching of agriculture and to devise ways and means for increasing the efficiency of such instruction in elementary and secondary schools and in colleges and universities." The time is opportune perhaps for discussing what ought to be the immediate policy of the association in putting its purpose into effect. One matter has already been settled. It has been agreed that for the present efforts shall be centered principally upon promoting the teaching of agriculture in the secondary schools, by devising ways and means of making that teaching more efficient. One who has marked the recent multiplication in the number of secondary schools attempting to teach agriculture can not but commend restriction of attention to the important problems which these schools present. Appended are: (1) 1913 summer practicum (home project) work of the University of Minnesota Northwest School of Agriculture, Crookston, Minn; (2) Students' reports on 1912 and 1913 summer practicum work at Crookston, Minn; (3) Use of land by high schools teaching agriculture. Returns for school year 1911-12; (4) The cooperative use of equipment and illustrative material in teaching agriculture; and (5) Massachusetts State-aided vocational agricultural education-- Examples of the income of pupils from farm work during attendance at school in 1913. [Best copy available has been provided.]
- Published
- 1914
41. Collective Bargaining for Academic Staff: An Overview. Paper No. OIR-32.
- Author
-
McMaster Univ., Hamilton (Ontario)., Semeniuk, S. F., Semeniuk, S. F., and McMaster Univ., Hamilton (Ontario).
- Abstract
The nature and status of collective bargaining by faculty in colleges and universities in both the United States and Canada are reviewed. The growth patterns for collective negotiation in both countries and the causal factors for faculty unions are contrasted. The use of collective bargaining in higher education raises issues, including the determination of bargaining principles; determination of who should be included in the bargaining unit definition; the effect of the principle of exclusivity of bargaining rights on the agreement; and the resolution of bargaining impasses, grievance procedures and arbitration. Contents of contracts that are specifically related to higher education are discussed including governance, personnel policies, and academic provisions for faculty responsibilities and functions. (JMF)
- Published
- 1974
42. Nature in World Development: Patterns in the Preservation of Scenic and Outdoor Recreation Resources. Working Papers.
- Author
-
Rockefeller Foundation, New York, NY., Nash, Roderick, Nash, Roderick, and Rockefeller Foundation, New York, NY.
- Abstract
This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)
- Published
- 1978
43. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, April 9-11, 2016)
- Author
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International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.
- Published
- 2016
44. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
- Author
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, 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 (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under 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. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
45. Are Homeschoolers Happy with Their Educational Experience?
- Author
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Gergana Sakarski
- Abstract
Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
46. International Conference on Education and New Developments 2013: Book of Proceedings (June 1-3, Lisbon, Portugal)
- Author
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World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
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.)
- Published
- 2013
47. Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2012 Du Groupe Canadien D'étude en Didactique Des Mathématiques (36th, Québec City, Québec, Canada, May 25-29, 2012)
- Author
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Canadian Mathematics Education Study Group (CMESG), Oesterle, Susan, Allan, Darien, and Liljedahl, Peter
- Abstract
This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]
- Published
- 2013
48. Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2011 Du Groupe Canadien D'étude en Didactique Des Mathématiques (35th, St. John's, Newfoundland, Canada, June 10-14, 2011)
- Author
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Canadian Mathematics Education Study Group (CMESG), Liljedahl, Peter, Oesterle, Susan, and Allan, Darien
- Abstract
This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Pattern Composition: Beyond the Basics (Chris K. Palmer); (2) The Pair-Dialogue Approach in Mathematics Teacher Education (Pessia Tsamir and Dina Tirosh); (3) Mathematics Teaching and Climate Change (Richard Barwell, Stewart Craven, and David Lidstone); (4) Meaningful Procedural Knowledge in Mathematics Learning (Wes Maciejewski, Joyce Mgombelo, and Annie Savard); (5) Emergent Methods for Mathematics Education Research: Using Data to Develop Theory / Méthodes émergentes pour les recherches en didactique des mathématiques : Partir des données pour développer des théories (Olive Chapman, Souleymane Barry, and P. Janelle McFeetors); (6) Using Simulation to Develop Students' Mathematical Competencies--Post Secondary and Teacher Education (Eric Muller, Jean-Philippe Villeneuve, and Philippe Etchecopar); (7) Making Art, Doing Mathematics / Créer de l'art; faire des maths (Eva Knoll and Tara Taylor); (8) Selecting Tasks for Prospective Teachers in Mathematics Education (Marie-Pier Morin, Christian Bernèche, and Ralph Mason); (9) How to Prepare a Public Lecture? First Questions, Then Execution??? (Yvan Saint-Aubin); (10) Warm Hands Taking Cold Mathematics (David Wagner); (11) Opportunities to Learn IN and THROUGH Professional Development: An Analysis of Curriculum Materials (Jenny Sealy Badee); (12) Challenging Our Beliefs and Practices in Secondary Mathematics Education (Lorraine Baron); (13) Pattern Rules, Patterns and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions Through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change (Ruth Beatty); (14) Learning Mathematics for the Workplace: An Activity Theory Study of Pipe Trades Training (Lionel Lacroix); (15) Transforming Mathematics Education for Mi'kmaw Students through Mawikinutimatimk (Lisa Lunney Borden); (16) Coming to Know Mathematics: Views of Two Teacher Mathematicians (Veda Abu-Bakare); (17) What Does 'Better' University Mathematics Instruction Look Like? (Mary Beisiegel and Asia Matthews); (18) Exploring Variability in a Dynamic Computer-Based Environment (George Ekol); (19) Virtual Mathematics Marathon: A Mathematical Game For All Children (Margo Kondratieva and Viktor Freiman); (20) Early Childhood Mathematics Education (Donna Kotsopolous and Joanne Lee); (21) The Challenges of Mathematics In-Service (Susan Oesterle); (22) High School Mathematics Students' Trajectories: Tracking or Differentiating for Success? (Ralph T. Mason and P. Janelle McFeetors). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Appendixes contain: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2010 proceedings, see ED529564.]
- Published
- 2012
49. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2009). Volume 2009, Issue 1
- Author
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)
- Published
- 2009
50. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 2
- Author
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
- Abstract
This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)
- Published
- 2005
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