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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)

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)

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)

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.

The paper takes a critical look at the different metrics that could be used to measure First Nations student success. The paper concludes that more than one metric is needed given the holistic worldview of First Nations Aboriginal people. A framework undergirding First Nations student success is presented and discussed.

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.

On September 10, 1996, the government of Newfoundland and Labrador (Canada) announced that public consultation on education reform would begin on September 16. Just prior to the first hearing, the government circulated a document entitled "Structuring the Education System: A Public Consultation Paper for Educational Change in Newfoundland and Labrador." This paper put forth the government's view that educational reform requires the closure and consolidation of community schools; that small schools are educationally deficient and a drain on the province's resources; that students must be bused to larger schools to take advantage of "better educational opportunities"; and that parents should accept these changes in the best interests of their children. It was clear from the first public meeting that rural communities across the province would not accept the government's reform agenda. Participants at the hearings were generally critical of the government's agenda and articulated the strongly felt view that closing small schools, increasing student busing, and rescinding the long-standing special allocation for small schools could not be characterized as improvements. Many were convinced that the government was primarily interested in saving money or forcing migration to larger "growth centres" by reducing services in rural areas. Public testimony centered on the great value of schools to rural communities, high levels of family and community involvement, intrinsic value of small-scale schooling, use of distance education and information technology to compensate for alleged deficiencies, negative impacts of long bus rides on students and their families, and issues related to schools designated as denominational schools. (SV)

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.)

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.]

Two naturalistic research studies observed 45 eleventh grade students carrying out research paper assignments, and a third such study focused on 26 third grade students. The studies took place in Alberta (Canada) in 1993, Texas in 1996, and Washington state in 1999. From data analyzed in the interviews and written documents, the initial findings indicated that third grade and eleventh grade students feel and think about research writing activities similarly. The younger students seemed more process oriented than the older ones. The third grade students commented on enjoying reading the information on their topic and telling the facts they had learned. The older students used methods of citation and more sophisticated paraphrasing techniques. The younger students did not use any citations. The amount of blatant copying for the Texas study and the Washington study were comparable. The mental models of both age groups were surprisingly similar. (Contains 15 references.) (Author/MES)

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.]

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.)

This document summarizes comments from 539 individuals on a literacy framework for Alberta, provided during the Alberta Literacy Forum held in Edmonton from April 14 to 16, 2008. The Forum was Alberta's contribution to the Council of Ministers of Education, Canada (CMEC) Pan-Canadian Interactive Literacy Forum, which involved all of Canada's provinces and territories holding fora in their jurisdictions to create a pan-Canadian dialogue on literacy. On Monday, April 14, Alberta participants spent the morning listening to speakers webcast from Vancouver and Toronto, including Ms. Adrienne Clarkson and Mr. Linwood Barclay. The afternoon focused on setting the stage and then seeking the views of Forum participants on what was important to improve literacy policy, programs and services in Alberta. Three appendixes are included: (1) Alberta Literacy Forum Participant Numbers by Sector and Role; (2) Excerpt from the Literacy Forum Workbook--Background Information for Discussions on a Literacy Framework for Alberta; and (3) Summary of Challenges and Solutions by Outcome.

The Alberta Initiative for School Improvement (AISI) is a province-wide partnership program whose goal is to improve student learning and performance by fostering initiatives that reflect the unique needs and circumstances of each school authority. It is currently ending its third cycle and ninth year of implementation. "The Colloquium on Large Scale Improvement: Implications for AISI" took place in Edmonton, October 20-22, 2008. The purposes of the colloquium were to share information about AISI from multiple perspectives and to set a strategic direction for the future of the program. The colloquium brought together three perspectives on the program--that of AISI partners, school authorities, and experts in areas of strategic importance to AISI. Representatives from these groups made presentations, participated in the deliberations, and wrote chapters for this report. This report divides into three parts. Part 1: Partner Perspectives, contains: (1) AISI: from Inception to Transformation (Nelly McEwen and Dianna Millard); (2) Has AISI Run Out of Gas? (Heather Welwood); (3) ASCA Thoughts on AISI--Past, Present, and Future (Tina Boymook); (4) Getting to the Heart(h) of AISI (J.C.. Couture); (5) Experiencing AISI from a School Business Officials Perspective (Christine L. Lee and Alberta Hutchings); (6) AISI: The College of Alberta School Superintendents Perspective (Paulette Hanna;) and (7) Enhancing Professional Practice and Mobilizing Knowledge (Philip McRae). Part 2: School Authority Perspectives, contains: (8) AISI --Winds of Change: Shifting to Collaboration (Ian Osborne and Sheldon Rowe); (9) AISI: Growing from Good to Great (Jenise Bidulock, Corrie Ziegler, and Debbie Jackson); (10) AISI Footprints in Pembina Hills (Judy Lefebvre and Richard Harvey); (11). From the Inside Out: An AISI Journey (Del Litke and Gerry Varty); (12) Looking Back / Planning Forward (Judy MacKay and Lucy Miller); and (13) Systemic Change for School Improvement (Brian Andjelic). Part 3: External Perspectives, contains: (14) Evidence for Educational Policy and Practice: What is Credible? What is Useful? (Robert Crocker); (15) The Present and Possible Theory of Change for AISI (Andy Hargreaves); (16) I Have a Dream: School Improvement for Enriching Communities (Pasi Sahlberg); and (17) Educational Innovation and Complexity 2.0: Some Implications for AISI (Brent Davis and Dennis Sumara). (Contains 53 footnotes and 27 figures.)

The phenomenon of marketing in educational institutions has been critically examined by Vining, Topor (2001) and Sevier (1986, 1996). However, no studies have yet been undertaken to examine the marketing of language programs in public education. A timely study is needed to examine the promotion of a recent educational program: the Alberta Languages Initiative which strongly recommends second language education by 2006. The goals of my research are to examine critically: 1) Why marketing techniques were used with this initiative and not other program renewals, 2) How business models are being adopted by educational systems and government agencies, and in particular, 3) How marketing and branding have become part of educational jargon and practice. The new Languages Initiative slated for grades 4-9, scheduled to launch in 2006, represents a significant shift in the curriculum for these grades. By studying this initiative from the perspective of marketing, I will be introducing a new research dimension which focuses, not on curriculum, instruction, program outcomes or content, but on program promotion. The findings will increase understanding of marketing techniques to promote certain educational programs, their impact on student enrollment, and their acceptability to the educational public in local and global contexts. This study is important as it explores how and why promotional means have been chosen and what implications this may have for educational programs in the future. The new critical theory is of particular interest to my study as it would allow me to focus on the internal and external politics of schooling, the social conditions and historical relations in which language education is positioned. The constitutive role of language in the social construction of knowledge is particularly relevant to knowledge as discourses. Habermas' use of critical theory is relevant given his concern with discourse and power, which led to his development of a theory of communicative action, as well as Bourdieu's re-conceptualization of a critical sociology, and Foucault's focus on the relationship between knowledge and power.

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.)

North Americans' fear and preoccupation with safety and security as a result of the September 11 attacks is similar to that felt by gays and lesbians in daily life. Queer persons are not part of the Christian family, according to Jerry Falwell and other rightist Christian fundamentalists, including those involved in transformative ministry and reparative therapy. Transformational ministry is aimed at elimination of same-sex desire and intimacy and conversion to a heterosexual lifestyle. Reparative therapy is orthodox psychotherapy which, unlike current American Psychiatric Association practices, classifies homosexuality as a mental disorder. A politics of conversion, characterized by self-worth and concern for others, would argue against such exclusionary practices. Cornell West locates heterosexism in power intersections with white supremacy and patriarchy. His vision of a popular struggle for liberation incorporates queer people into a vision for cultural democracy. Democratic transformative learning is the responsibility of educators in order to eliminate not only homophobia but also racism and patriarchy from both curricula and campus activities. Exemplars of this goal include The Diversity Conferences of Alberta Society (DCAS), which worked to build understanding and create social justice while providing space and a place for gay and lesbian students and adults to deliberate issues of sexuality and spirituality; and Agape, which investigated sex-and-gender differences in education. (12 references) (AJ)

Presentations on NCIP (North American Collections Inventory Project) program developments and future program directions are combined with business meeting minutes in this report from the Association of Research Libraries (ARL). The text of remarks presented as part of a panel discussion on the program theme includes: (1) "Development and Use of the RLG (Research Libraries Group) Conspectus" (David H. Stam); (2) "NCIP in the United States" (Robert C. Miller); (3) "NCIP in Canada" (Marianne Scott); (4) "Internal Uses of the RLG Conspectus" (Anthony W. Ferguson); and (5) "The Conspectus: Issues and Questions" (Millicent D. Abell). In addition, brief reports on group discussions of concerns relating to the NCIP are presented by Donald Koepp, Irene B. Hoadley, Charles E. Miller, David Bishop, and Susan Cote. Business meeting coverage includes reports from the President's Task Force on Membership Criteria, the Executive Director, the Office of Management of Studies, and the President. Reports on the following activities are also presented: (1) the ARL Recon (Retrospective Conversion) Project; (2) the ARL Library Index; (3) the Library of Congress DEZ (diethyl gas diffusion) Project; (4) the Library of Congress Cooperative Cataloging Project; and (5) the Council on Library Resources Commission on Preservation and Access. Appendices provide background information on the NCIP; an ARL activities and status report; an OMS (Office of Management Studies) status report; and lists of meeting participants, members of the ARL board, task forces and committees, and member libraries. (KM)

In the past decade, significant advances in information technologies in the Euro-American world have fostered the creation of information monopolies. The prices imposed by the monopolies, whose products are largely in the English language, have caused academic libraries to focus almost exclusively on international scientific and cultural materials demanded by their researchers. This has resulted in an insidious and progressive marginalization of regional cultures. After careful consideration of this issue, the University of Calgary's 1998 Library of the Future Task Force recommended that the University of Calgary adopt an integrated approach to information that incorporates both production and consumption activities. The university would move to a "just for you" library and provide information through contracted electronic access whenever possible. To ensure that it becomes a net contributor to preservation and dissemination of knowledge rather than just a consumer of products of the information monopolies, the library will work to preserve primary materials by creating a digital archive of materials about and produced by Western Canada's Aboriginal communities, thus taking national and regional community needs into account. Whether the proposed policy change will succeed in reducing the marginalization of regional culture remains to be seen. (Contains 14 references.) (MN)

Online teaching technologies still have three main disadvantages: cost, complexity, and negative impacts on productivity. In many areas of Canada, cost is still a major factor affecting ownership and use of computers and other new technologies. Until online teaching technologies become as simple to use as telephones and new cars, they will continue to fail to produce productivity increases. The Internet illustrates how online teaching technologies have been a mixed blessing. The Internet's potential advantages as a teaching tool stem from the fact that it is engrossing and inherently interesting, incorporates multi-sensory uses of media, provides enormous numbers of connections to other sources of information and interaction, allows everyone an individualized experience, and can both reflect and be a creation of teachers and learners. However, these same characteristics also account for some of the Internet's major weaknesses as a teaching tool. Any plan to use the Internet and other new technologies as teaching tools must begin with a quality-oriented assessment of the given technology's fitness for use as a teaching tool. Factors to consider include whether the technology is directly related to the learning outcomes of specific audiences of learners, affordable, readily accessible to local users, and durable and long-lasting. (MN)

Globalization is an evolving concept characterized by economic, technological, social, and political dimensions. Vocational education and training (VET) practitioners and the VET system must make more conscious efforts to lead thinking about the social dimension of globalization. The mission of Australian VET today is largely couched in economic terms--to ensure a skilled work force capable of helping the country's industries become globally competitive. In Australia, much of the debate about globalization has focused on economics and technology, and the social and political dimensions of globalization have largely been side-stepped. The Australian education and training system has worked very hard to ensure that technology is pressed to the service of VET rather than falling for the trap of technological determinism. The challenge is not so much to invest in the technologies but to more quickly and effectively apply the technologies for the purposes of vocational learning and for using them to transact VET business. The following issues related to the social dimensions of globalization remain vitally important to the development and delivery of VET: access; Australian cultural identity; and community. Australia's VET practitioners and leaders must support a community-building purpose for VET and work to enhance the stock of social capital in their communities. (MN)

This document presents excerpts from position statements and resolutions of 15 U.S. and Canadian national associations on the inclusion of students with disabilities in the regular classroom and funding to support inclusion. Analysis of the position statements indicates the organizations' support for the inclusion of exceptional children in the least restrictive environment as currently stipulated in the Individuals with Disabilities Education Act regulations. Twelve associations support a full continuum of services, and three support full inclusion. The position of the three associations that support full inclusion is that all children with disabilities should be educated in the regular classroom, where they should receive any additional supports and services needed through collaboration of teachers, parents, and special services providers. Twelve associations support inclusion of children with disabilities in the regular classroom to the degree that it benefits the child and that the child is able to receive appropriate services there. However, they find many children with disabilities cannot have their needs met in this setting. Three tables provide further detail on the positions of the associations. The appendix contains position statements on inclusion from 14 associations. (SW)

The Conference proceedings include an Introduction by Demetrios Papademetriou. Two panels presented speakers as follows: Panel I: Elementary and Secondary (K-12) Education: (1) Immigrant Integration and "Bilingual" Education (Alec Ian Gershberg); (2) Absent Policies: Canadian Strategies for the Education and Integration of Immigrant Children and Youth (Fariborz Birjandian); (3) Commentary: Policies in the United States (Margaret McHugh); (4) Commentary: Policies in Canada (Charles Ungerleider). Panel II: Adult Literacy and Workforce Training: (5) Adult Literacy and Workforce Training in the United States (Heide Spruck Wrigley); (6) The Role of Colleges in Integrating Internationally Trained Immigrants (Sabra Desai); (7) Commentary: Policies in the United States (B. Lindsay Lowell); (8) Commentary: Policies in Canada (Howard Duncan). The Keynote Address: Immigration and Diversity in Ontario (Dr. Marie Bountrogianni). [These proceedings also produced by Migration Policy Institute.]

Minutes from the 1985 Membership Meeting of the Association of REsearch Libraries (ARL) include the full text of three presented papers: "Changing Information Policies and Research Libraries" (John Shattuck); "Management of Government Information" (Timothy Sprehe); and "Access to Information in Canada" (Bruce Mann). The views of journalists and academic researchers are expressed by two users of government information: Scott Armstrong of the Washington Post and Anna Nelson of George Washington University. Discussion and comments follow the papers. Two speakers then discuss the role of the ARL on Capitol Hill: "Effective Communication with Legislators" (Lisa Phillips) and "Legislative Issues Update" (Shirley Echelman). Business meeting coverage includes reports from: (1) the Office of Management Studies; (2) the ARL Executive Director; and (3) the ARL President. An announcement by the Vice President/President-Elect, election of new board members, a dues increase, revisions of ARL Bylaws, consideration of new members, the change of officers, and other business are also reported. Supporting information is appended, including: ARL Activities and Status Report; a statement from the ARL on Access to Information; the report of the Bibliographic Services Development Program (BSDP); lists of attendance from member institutions, members, and guests and staff; and a list of officers, the board, and committees of ARL. (THC)

In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

A review of past trends in adult literacy in developing countries shows that the following factors have been crucial to achieving large-scale literacy results: the state as the prime mover; political will or national commitment; a favorable development context; continuous mobilization activities; a broad conception of literacy; broad collaborative involvement; central coordination; postliteracy and other follow-up efforts; and dual strategy combining universal primary education and adult literacy. Despite the arguments against large-scale adult literacy campaigns by nongovernmental organizations and international agencies, well-resourced, well-planned initiatives have taken place in Latin America, Africa, and India. Learner- and community-based approaches are becoming more popular; however, the World Bank's policies regarding adult literacy have had a detrimental effect on efforts to link adult and child literacy through intergenerational approaches. Although the need for literacy teaching is greatest in developing countries, literacy remains a concern in industrialized countries. The literacy of tomorrow should not be a static condition inasmuch as the level of literacy required to function in everyday life is constantly shifting upward. The challenge is to provide citizens with lifelong access to literacy and learning-rich environments. Meeting this challenge requires removing the word "remedial" from the literacy vocabulary and coordinating hitherto separate fields of education. (MN)

In 1998, the British Columbia Teachers' Federation (BCTF) appointed an eight-member task force to investigate the effectiveness of the education system for First Nations students. The task force report and recommendations are intended to serve several groups of Aboriginal students: First Nations students, with or without status under Canada's Indian Act, who live on or off reserves in rural and urban areas, as well as Metis students. Many Aboriginal students are not achieving success in the public schools, for reasons related to the history of Canada's treatment of Aboriginal peoples, to poverty, and to the failure of public schools to value indigenous cultures. The task force recognizes that each child has a gift that must be looked for and nurtured. To contribute to the success of Aboriginal students, the task force proposed numerous recommendations to the BCTF. Each is accompanied by a supporting statement and the outcome in the 1999 BCTF annual general meeting. Recommendations are in six categories: those specific to BCTF goals and programs, development of teacher awareness and commitment, school support for Aboriginal students, culturally relevant curriculum and materials, elimination of racism in schools, and funding and governance (involvement of Aboriginal parents and communities). An appendix, "Summary Report of Selected First Nations Education Documents" (Deborah Jeffrey), reviews seven reports on Aboriginal education in Canada, published 1967-98. (SV)

The notion that educators are committed to effective facilitation of racial integration in secondary schools has become the keystone in developing a socially just schooling system in South Africa. This paper sets out to determine the role educators play in the transformation of schools towards racial integration, as well as their nature and perception in facilitating racial integration in the truest sense. Findings emanating from this research indicate that the striking down of the policies and educational system of the Apartheid regime has propelled educators from segregated backgrounds into teaching learners from different racially diverse backgrounds. Similarly, most learners for the first time are being taught by racially diverse educators. A qualitative framework is used to investigate firsthand experiences of managing racial integration in relation to educators and school management, and their role in determining successful racial integration in secondary schools in South Africa. The purpose of this paper is to prepare educators with the accumulative knowledge, understanding and tenets of the Critical Race Theory (CRT) on how to create opportunities for decolonising classroom content and practice as well as addressing the weaknesses in previous approaches to racially integrate learners in desegregated schools. [For the complete Volume 20 proceedings, see ED622631.]

Soft skills are key for the successful realisation of individuals in their personal, professional and social life, but scientific research conducted on the soft skills of homeschoolers is still scarce so far. One of the most frequent questions, when homeschooling is discussed concerns the presumed lack of social skills of homeschoolers. A common assumption is that homeschoolers' socialisation is compromised and homeschooled individuals' soft skills development is, therefore, impaired. However, researchers, education specialists, and homeschooling families have differing opinions about this question. Research shows that the concern of social skills deficit comes often from outside the families, although parents usually care the most about their children's wellbeing. Homeschoolers, who were surveyed in the framework of this research did not confirm this assumption either. Therefore, there seems to be a clear need for deeper understanding and further exploration of the soft skills of homeschoolers. This paper aims to present the initial findings, discovered through theoretical study and qualitative and quantitative analysis of the preliminary results of an online survey conducted with homeschoolers from 3 countries aged over 16 years in order to explore the soft skills they develop. [For the complete Volume 21 proceedings, see ED629259.]

For learners to be individuals equipped with the 21st-century skills when they start business life after graduation, they must be able to gain these skills during their education. However, due to their nature, it's not possible for students to acquire these skills under a specific course. For these skills to be achieved, they must be integrated across all curricula. In this study, an evaluation was conducted to see whether various countries incorporate the 21st-century skills in their curricula, how these skills are applied, and how these skills should be handled in their curricula. Within the scope of this research, the curricula applied in Australia, New Zealand, Canada, England, Ireland, and Turkey were examined. When the 12 skills defined by the P21 platform are considered, it can be seen that all skills are interconnected and that one cannot fully exist without the other. It can be said that starting to gain these skills, which are required by the 21st-century professions and which employers expect from graduates, from an early age it is important for individuals to be properly and fully prepared for the future. In accordance with the 21st-century expectations, evaluations, educational materials, teaching methods, professional growth opportunities, and learning environments should all be synchronized to create a supportive framework that generates the 21st-century results for contemporary students. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 97-126.]

Data literacy is the ability to collect, manage, evaluate, and apply data, in a critical manner. It is a relatively new field of study, dating only from the 2010s. It includes the skills necessary to discover and access data, manipulate data, evaluate data quality, conduct analysis using data, interpret results of analyses, and understand the ethics of using data. This paper considers data literacy education across three frameworks: the competency model defining data literacy, the assessment of data literacy competencies, and methods for the development of data literacy in an organization. These principles are applied to a discussion of the development of an open online course supporting the development of data literacy in the form of a corresponding data structure encompassing the three frameworks identified in the literature. [For the full proceedings, see ED636095.]

This study examines the L2 pronunciation feedback provided by the Automatic Speech Recognition (ASR) functionality in Google Translate (GT). We focus on three Quebec Francophone (QF) errors in English: th-substitution, h-deletion, and h-epenthesis. Four hundred and eighty male and female QF recordings of sentences with correctly and incorrectly pronounced final items (e.g. "I don't know who to thank versus tank") were played into GT. Errors were equally divided between mispronunciations leading to real word ("thank" [right arrow] "tank") and nonword output ("thief" [right arrow] "tief"). As anticipated, we found greater transcription accuracy for correct pronunciations and, among incorrect pronunciations, for real words versus nonwords. Overall, our findings suggest ASR can be highly effective for pronunciation feedback. We also examined transcriptions for gender bias, since ASR systems are often trained on corpora with more male voices, but our concerns proved unfounded: surprisingly, higher transcription accuracy was found for female recordings. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This study reports on the development of "Parlure Games" and explores its pedagogical affordances. "Parlure Games" is a multi-dialectal listening and decolonial conversation tool created to address the absence of variable speech (including speech markers associated with native speaker status, regional dialect, age, and race) found in the audiovisual material of adult French learners in Montréal, Canada. "Parlure Games" enables instructors to curate audiovisual content inclusive of different social and regional dialects, and supports learners in understanding variable speech while self-locating themselves in the process of learning a colonial language. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This study examined the use of a popular Automatic Speech Recognition (ASR), Google Voice Typing (GVT), to automatically assess English as second language pronunciation. It aimed to answer the following question: What is the relationship between GVT-rated scores and human-rated scores? To answer this question, we compared audio recordings of 56 oral placement tests, rated by both human raters and GVT. Our results indicate that GVT scores strongly correlated with human-rater scores, indicating that this non-customizable ASR technology could be leveraged to increase the test usefulness of language placement tests. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The paper examines how the game Minecraft can be used as a new digital learning environment in the context of second language teaching and learning. It explores how the concepts of digital space and digital place within the new 3D digital environment can contribute to reshaping the language learners' experience and promote greater engagement in the target language. The study involved one language teacher and his grade 6 (upper elementary) students in a French immersion program in Canada. Digital artifacts created by the students in Minecraft were collected and qualitative analysis was carried out. The findings reveal that the use of a new digital environment allows for the emergence of a sense of digital place (emotional connection), greater engagement, and a sense of agency and control on the part of learners. Higher levels of collaboration, creativity, and imagination were also observed in the language tasks. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Mobile COLT is a portable platform for analysis of activities in the second language classroom, and is based on the well-known Communicative Orientation of Language Teaching (COLT) scheme (Spada & Fröhlich, 1995). It has been developed to facilitate real-time class analysis using a Windows tablet. This paper first describes the COLT analysis scheme, and expounds on the functions of Mobile COLT, its application in classroom practices, and the development of the Artificial Intelligence (AI) version (AI Mobile COLT). It also briefly reports on two studies carried out in Japan to examine how the use of Mobile COLT can further promote language teaching development. Then, the paper briefly describes a collaborative project initiated by the authors to explore how the AI Mobile COLT system can be combined with an ePortfolio platform in Moodle to provide quantitative data built on an evidence-based framework. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]