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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

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)

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)

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.]

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)

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)

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)

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.]

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)

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.]

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.]

Rural social work education and practice in North America underwent a revival in recent decades and remains a valid praxis and pedagogic model for the 21st Century. The paper posits through rigorous literature review and analysis there are numerous elements central to North American (U.S. and Canadian) and Commonwealth of Nations (U.K., Australia, etc.) rural social work that make this framework significantly germane to Filipinos. These include the necessity to function in an environment of marginal or stressed community, personnel resources and educational opportunities. Significantly, the generalist practice model comprises the core of North American rural social work; it also predominates in Philippine methodology. Both frameworks require robust client and social justice advocacy roles encouraging awareness of needs and aspirations of at risk populations. Indeed, social work researcher Thelma Lee-Mendoza reports that historically modern Philippine practice originated and is primarily organized from North American models. Rural social workers in the West, like their Philippine counterparts, are more typically generalists and innovative environmental operators. Daily they rely on profound survey and calculation of services and innovative ways to make them meaningful. The paper concludes by urging creative international and transnational research with a view towards optimizing service delivery.

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the published conference paper, see ED597554.]

The need for adult education and training (AET) is substantial, as labour markets require advanced skills. We used data from the Programme for the International Assessment of Adult Competencies (PIAAC) for Canada, the Netherlands, Norway, Sweden, and the United States (U.S.) to compare participation in AET by high- and low-skilled adults. Additionally, key informant interviews and document reviews were conducted. We found (a) low-skilled adults are less likely to participate in AET; (b) participation in AET is highest among the working population; and (c) non-formal education is often more acceptable to low-skilled adults. [This paper was published in: "Proceedings of Adult Education in Global Times: An International Research Conference," 2021, pp. 610-613.]

Participation in adult education and training opportunities over the entire life-course is necessary in international and technologically advanced economies. However, there is a dearth of literature on equitable access to lifelong education opportunities, particularly for at risk and underserved adults in the labor force. Furthermore, opportunities for financing lifelong learning remain minimal for middle-age and older adult populations. The purpose of this research is to explore strategies or alternative models to fund lifelong education with attention to the Individual Learning Account (ILA) schemes. We explore initiatives across four countries--Canada, Sweden, the United Kingdom, and the United States. This research uses a qualitative descriptive approach to compare strategies to financing lifelong education targeting adult learners. Data were collected from key informant interviews (N=14), government documents, and research reports. Two major themes emerged that are common across all key informant interviews and documentation: (1) ILA offers key lessons in informing the creation of effective lifelong learning funding; (2) Low-income and low-skilled adults are often excluded from participation in ILA schemes. The authors' findings move adult education beyond a focus on providers of education to considering additional strategies for financing individual learning. [This paper was published in: J. P. Egan (Ed.), "Proceedings of the Adult Education in Global Times Conference." Ottawa, ON: Canadian Association for the Study of Adult Education." (ISBN 978-0-920056-53-0).]

This study aims to examine the research published in the Web of Science database on Curriculum Alignment using the bibliometric analysis method. A bibliometric analysis of the studies included in the research was conducted on August 10, 2023. The "Web of Science Core Collection" was searched by entering the keyword "Curriculum Alignment." One hundred-five studies were included in the evaluation. VOSviewer package program was used for bibliometric analysis of article data. According to the general data of bibliometric analysis, 105 studies were published in 42 different sources, and the average number of citations per document was 11.21. When the distribution of articles according to publication years is examined, most articles were published in 2021. It was understood that there were more publications on Curriculum Alignment in the journals Chemical Education and Assessment in Education: Principles, Policy & Practice. It has been determined that studies on curriculum alignment are concentrated in the United States; The United States was followed by Australia, England, South Africa, Canada, and the People's Republic of China, respectively. It has been determined that topics such as learning outcomes, curriculum mapping, problem-based learning, analytical competencies, in-service teachers, enacted curriculum, curriculum change, collaboration, and assessment design are current issues discussed together with curriculum alignment. A limited number of studies have been conducted on Curriculum Alignment in Turkey. It may be recommended to conduct new studies on the subject. [For the full proceedings, see ED652261.]

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the full proceedings, see ED597456.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2022 International Pre-Conference. This year's "Proceedings" contain 12 papers from 18 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Canada, China, Ghana, Italy, Nigeria, and the United States. A major theme continuing from the 2021 conference is the impact of COVID-19 on learners in a variety of settings, including teacher training, adult basic education, and higher education. A second major theme concerns cross-cultural learning, including among migrants and in higher education. Some papers address adult learning experiences in myriad social contexts, such as learning for democracy, aging, military, and spiritual learning. A special feature at this year's Pre-Conference is a focus on CONFINTEA VII and the Marrakech Framework for Action. A panel and discussion session on these important endeavors are part of the Pre-Conference Agenda, with key documents provided in the 2022 Proceedings. [Individual papers are indexed in ERIC.]

This study investigated the effect of cloze item practice on reading comprehension, where cloze items were either created by humans, by machine using natural language processing techniques, or randomly. Participants from Amazon Mechanical Turk (N = 302) took a pre-test, read a text, and took part in one of five conditions, Do-Nothing, Re-Read, Human Cloze, Machine Cloze, or Random Cloze, followed by a 24-hour retention interval and post-test. Participants used the MoFaCTS system [27], which in cloze conditions presented items adaptively based on individual success with each item. Analysis revealed that only Machine Cloze was significantly higher than the Do-Nothing condition on post-test, d = 0.58, CI[subscript 95][0.21,0.94]. Additionally, Machine Cloze was significantly higher than Human and Random Cloze conditions on post-test, d =0.49, CI[subscript 95][0.12,0.86] and d = 0.71, CI[subscript 95][0.34, 1.09] respectively. These results suggest that Machine Cloze items generated using natural language processing techniques are effective for enhancing reading comprehension when delivered by an adaptive practice scheduling system. [This paper was published in: E. Andre et al. (Eds.), "Proceedings of the 18th International Conference on Artificial Intelligence in Education" (pp. 262-273). Wuhan, China: Springer.]

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

The purpose of this study is to explore the experience of Chinese immigrant mothers in Canada and the US overcoming the challenges through adult learning during the COVID-19 pandemic. Transformative learning theory is utilized as a theoretical framework. Transformative learning, as an important component of adult learning theory, emphasizes the expansion of consciousness through which an individual can critically reflect on their personal experiences and feelings (Mezirow, 2009). Based on this theoretical framework, we aim to understand how Chinese immigrant mothers as adult learners experience the pandemic and learn mothering during these uncertainties and at the same time, reorient their self-consciousness and self-directed learning skills in the new normal. Adopting qualitative research, we have conducted 50 semi-structured interviews among Chinese immigrant mothers in Canada and United States. This study reveals that Chinese immigrant mothers are increasingly marginalized as a result of the global pandemic and capitalism, which accelerate their motivations for enhancing their self-consciousness and self-directed learning. [For the full proceedings, see ED625421.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]

This paper reports on an analyis of data from a novel "Peer Instruction" application, named DALITE. The Peer Instruction paradigm is well suited to take advantage of peer-input in web-based learning environments. DALITE implements an asynchronous instantiation of peer instruction: after submitting their answer to a multiple-choice question, students are asked to write a rationale for their choice. Then, they can compare their answer to other students' answers, and are asked to choose the best peer-submitted rationale among those displayed. We engaged in an analysis of student behaviour and learning outcomes in the DALITE learning environment. Specifically, we focus our investigation on the relationship between student proficiency, how students change their answers after reading each others' writings, and the peer-votes they earn in DALITE. Key results include: i) peer-votes earned is a significant predictor of success in the course; ii) there are no significant differences between strong and weak students in how often they switch from the correct answer to a wrong answer after consulting peer-rationales, or vice versa; iii) even though males outscore females in conceptual physics questions, females earn as many votes from their peers as males do for the content they produce when justifying their answer choices. [This work has been funded through the Programme d'Aide la Recherche sur l'Education et l'Apprentissage (PAREA), administered by the Ministere d'Education et Loisirs de Quebec.] [For complete proceedings, see ED560503.]

This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.]

The demand for adult training opportunities is substantial as labor markets often require adult workers to obtain advanced skills. Opportunities to obtain advanced skills are often pursued by high-income and high-skilled workers whereas low-skilled or low-income adult workers are less likely to participate. For this study, we used data from the Program for the International Assessment of Adult Competencies (PIAAC) for the U.S., Canada, the Netherlands, Norway, and Sweden to compare participation rates in non-formal education (NFE) by high and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Major findings include (a) as compared to high-skilled adults, low-skilled adults are less likely to participate in NFE; (b) as compared to the U.S., low-skilled workers in Norway and the Netherlands are more likely to participate in NFE; and (c) non-formal education is often more acceptable to low-skilled adults due to previous negative experiences with formal education. Countries were selected based on qualitative findings that will inform best practices. [For the full proceedings, see ED613257.]

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.

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

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force.

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force. [For the full proceedings, see ED597456.]

Over 50 delegates from 32 states and 2 Canadian provinces attended this conference, during which 5 intensive working group sessions discussed, debated, and achieved agreement on a number of relevant issues concerning the role of educational telecomputing in school reform and restructuring. The conference proceedings begins with an overview of the current status of telecomputing in schools; an executive summary which presents seven conclusions and four recommendations for action from the five working groups; and an editorial guide to interpreting telecomputing issues by Robert Tinker, who addresses applications and requirements for educational telecomputing and organizational needs. Reports from each of the five working groups are then presented under these headings: (1,2) The Opportunity and Experience (Working Group I: Education); (3) Overcoming Barriers (Working Group 2: Curriculum and Teacher Support, and Working Group 3: Network Functions); (4) States and the Consortium (Working Group 4: Organizing a Consortium); and (5) Resources (Working Group 5: Implementing Educational Telecomputing). Each report covers the issues discussed and recommendations as well as the findings of a survey of all of the conference participants that relate to that particular group. A glossary, a guide to abbreviations, and a 14-item bibliography are also provided. Three appendixes contain a report on the EduCorp Statewide Survey that was conducted in 1990 to determine the status of K-12 telecomputing networks across the United States and identify the leaders responsible for those networks; a list of CET conference participants; and abstracts of the papers commissioned by the conference (see the related volume for the full text of these papers). (ALF)

Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF) formats. Two reviewers independently searched Medline, Web of Science, ProQuest, Google scholar, ERIC and Elsevier databases for relevant studies between 1st January, 1990 and 30th December, 2016. Studies in English language providing information on educational outcomes after Internet-based training in public health courses compared with no-intervention or a pre-intervention assessment, or with FTF control group were retrieved, reviewed, and assessed according to the established inclusion/exclusion criteria in the current study. There were 16 eligible studies with 1183 participants in total. Heterogeneity in results was detected across studies. A random effects model was used to pool effect sizes for knowledge outcomes. The pooled effect size (standardized mean difference, SMD) in comparison to no intervention was 1.92 (95% CI: 1.05 to 2.78; P<0.0001), favoring Internet-based interventions. Compared with FTF formats, the pooled effect size was 0.39 (95% CI: -0.06 to 0.83; P = 0.09). The study suggested that Internet-based learning was superior to no-intervention in improving students'/professionals' public health knowledge. Compared with traditional FTF formats, Internet-based learning showed a similar effect. [For the complete proceedings, see ED579335.]

A recursive partitioning model approach in the form of classification and regression trees (CART) was used with 2012 PISA data for five countries (Canada, Finland, Germany, Singapore-China, and the Unites States). The objective of the study was to determine demographic and educational variables that differentiated between low SES student that were overachieving or not and to explore the differences across countries. A review of the decision trees indicated contextual differences across countries, suggesting that a universal approach to facilitate overachievement for low SES students is not appropriate. Countries should look to efforts specific to their country and culture and the nature of their students when considering policies and programs for low SES students.

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

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. 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 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, 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 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that 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 cover 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.)

Ogbu and Simon's (1998) and Ogbu's (2003) cultural-ecological theoretical framework postulates that voluntary immigrants, those who chose to migrate to a new land, would perform well academically because of their perceived beliefs that they could get a good education and could succeed more in their "new" land of opportunity than in their "native" country. However, does the aforementioned notion hold true for both African and Afro-Caribbean immigrants to North America (USA & Canada) and Europe (U.K.)? The present study addresses a gap identified by Pinder (2010); in which, she called for more studies to explore and document differences in African heritage students' performances in North America and Europe. Thus, this study examines and compares the academic performance of African and Afro-Caribbean immigrant students in STEM in North America and Europe. Findings do suggest that African students consistently do well academically in North American countries and in the U.K. (Europe), and these findings align with Ogbu's cultural-ecological assumptions about voluntary immigrants' performance in a "new" land of opportunity. On the other hand, although data findings suggest Afro-Caribbean students are performing well academically in North American countries, data findings also suggest that they are underperforming in comparison to their peers in the U.K., this finding conflicts with Ogbu and Simon's cultural-ecological assumption.

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.

A study of the current expressed reading interests of children in the first two years of school conducted in ten countries--Austria, Canada, England, Israel, Italy, Japan, the Netherlands, Panama, Sweden, and the United States--is reported in this paper. Over 2,000 children drew pictures about what they would best like to read or have read to them. They were then interviewed for additional information in an attempt to ascertain the derivation of their interests. Specific topics drawn and/or stated by the children are listed along with the categories into which topics were placed. Three of the conclusions appearing to grow out of the study are: although some significant differences emerged from country to country, there were more similarities in interests across the ten countries than differences; fairy tales and fantasies were the most preferred expressed reading interests of first- and second-year children in the ten countries; and reading interests of second-year children demonstrated more preferences for nonfictional topics than the interests of first-year children. (Author/WR)

This volume contains the following presentations: "An Overview of Policy Issues," by Donald Galvin; "Policies for the Employment of Disabled People,' by Norman Acton; "A Corporate Perspective," by Jane Belau; "The Future of Work for People with Disabilities--A View from Great Britain," by Paul Cornes; "A Sociopolitical Perspective," by Harlan Hahn; "Employer Initiatives--Policy Approaches," by Kenneth Mitchell; "A Review of U.S. Corporate-Sponsored Programs for Accommodation and Early Intervention," by Frederick Collignon; "A Disability Management Program for Employees: The Federal Government as Employer," by L. Deno Reed and Richard P. Melia; "The AFL-CIO as a Partner in Employment for Disabled People," by Rod DuChemin; "Early Rehabilitation in the Workplace," by Juhani Karjula;"Impact of Employee Assistance and Risk Management on Disability Costs," by Edward J. Hester; "Employer Initiatives--Policy Implementation," by David Evert; "Pilkington Group PLC Rehabilitation Scheme," by D. M. Jones; "A Transitional Work Center at the Workplace," by Ken Wright; "An Assessment System that Matches Abilities with Job Requirements to Facilitate Reintegration of Disabled People into Employment," by Erich Mittelsten Scheid; "How to Develop a System to Adapt Work Sites," by Gerd Elmfeldt; "Government Initiatives," by Robert McConnell; "Employment in the Context of Disability Policy," by John H. Noble, Jr.; "Quota System Policy in the Federal Republic of Germany," by Kurt-Alphons Jochheim; "The Japanese Quota System and the Role of the National Association for the Employment of the Handicapped," by Ryosuke Matsui; "Affirmative Action Policy in the United States," by David L. Brigham; "Ontario Workers' Compensation Board Vocational Rehabilitation Division: Service Strategies," by John D. Carroll; "Hoensbroeck Vocational Training Centre," by Jan Albers; "Partnership Initiatives," by Herb Mosher; "The Swedish Approach to Employing the Disabled," by Birger Sjostrom; "GIRPEH: A New Approach to a Social Problem: Employment for the Handicapped," by Annick Mallet; "The Projects with Industries Approach," by Jim Geletka; "The Kodak Approach," by Robert Jones; "A Partnership Approach to Unite the Private and Public Sectors to Achieve Employment Goals for Disabled People," by Geraldine H. Gobeli; "A View of Vocational Rehabilitation in Poland: The Invalids' Cooperatives," by Chrisann Schiro Geist and Glen Geist; "REMPLOY--Its Work and Its People," by Terry True; "Strategies to Facilitate the Transition from School to Employment of Disabled Young People," by Trevor R. Parmenter; and "Future Trends and the Implications for Policy and Employment of Disabled Persons," by Frank Bowe. Also included are reactors' comments to various papers and a series of papers summarizing symposium outcomes and recommendations for the future. Appendixes contain various components of the ERTOMIS assessment system and a list of presenters. (MN)

This cross case analysis synthesizes results from two qualitative studies on mathematics content courses for prospective elementary teachers: one from the U.S. interviewed instructors, one from Canada interviewed students. Results were examined for common themes. Salient commonalities were found. Two will be discussed here: the role of affect in student learning and the role of connections to the elementary classroom. [For the complete proceedings, see ED585874.]

In recognition of the status of the World Expo 2010 in Shanghai as a platform for exchange of ideas and experience in lifelong learning, UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO joined forces to co-organise the Shanghai International Forum on Lifelong Learning from 19-21 May 2010, during the World Expo. The aim of the Forum was twofold: to reinforce the momentum for lifelong learning engendered by the Sixth International Conference on Adult Education (CONFINTEA VI), held in Belem do Para in Brazil in December 2009; and to share Member States' best practice in harnessing the lifelong learning discourse as a comprehensive course of action for establishing learning systems and societies. The three-day Forum was successful in many respects. It brought together more than 200 dedicated participants from 35 countries and a truly remarkable group of experts from across the world, who contributed to developing learning concepts and practices within a lifelong learning perspective. The Forum offered a unique opportunity for practitioners, policy-makers, advocates and academics alike to share experience and achievements, and to debate the crucial issues facing education today in a series of plenary sessions, thematic debates and visits to World Expo and lifelong learning institutions in Shanghai. The 24 papers collected in this book document the rich debates and exciting discussions in the Forum. These papers include: (1) Discovering the treasure of learning (Roberto Carneiro); (2) Evolution of and perspectives on lifelong learning (Adama Ouane); (3) Lifelong learning: moving beyond Education for All (EFA) (Rosa Maria Torres); (4) Revisiting the classics: The necessary return to research on the teaching-learning relationship in modern China (Ye Lan); (5) The development of an institutional framework of lifelong learning in China (Hao Keming); (6) The development of lifelong learning policy in the United States of America (Brenda Dann-Messier); (7) Better city, better life! Lifelong learning with Canadian characteristics (Roger Boshier); (8) Policy developments towards lifelong learning in the European Union (Heribert Hinzen); (9) Policy framework designed to build a learning society in Thailand (Kasama Varavarn); (10) Lifelong learning and connected-up development: insights from South Africa (Shirley Walters); (11) Improving coordination between formal education and non-formal education in the domain of lifelong learning in Benin (Abdel Rahamane Baba-Moussa); (12) Promoting the quality of adult non-formal education and lifelong learning in Tanzania: policy, practice, challenges and prospects (Salum R. Mnjagila); (13) A review of Mexico's lifelong learning model (Juan de Dios Castro); (14) Sharing innovative practices in financing lifelong learning in the Philippines (Ma. Eloisa M. Ramirez); (15) Using research to guide policy frameworks for building a learning society in the United States of America (Judith Alamprese); (16) Distance education: ends, means, opportunities and threats (John Daniel); (17) The new paradigm of lifelong learning and the construction of a new learning media market--informal and non-standard learning platform for all (Kang Ning); (18) Reflections on the value of higher education in lifelong learning (Han Yanming); (19) Introduction to building a learning city (Han SoongHee); (20) Constructing a learning society for "better city, better life": Shanghai's experience (Li Junxiu); (21) Development of lifelong learning and promotion of the construction of a learning city in Changzhou (Ju Liqin); (22) Lifelong education of farmers in the context of coordinated urban-rural development in China (Hong Fuzeng); (23) Lifelong learning and industry development--the practice of the machinery industry (Tu Zhonghua); and (24) Summary report of Shanghai International Forum on Lifelong Learning (Manzoor Ahmed). Individual papers contain figures, tables, references and bibliographies.

Presented are a summary and working papers of a seminar that included participants from the Regional Development Program of the Organization of American States and heads of universities in Latin America and Canada. Following a brief overview of the issues, topics discussed are: (1) intercultural contact; (2) internationalization of the university; (3) international education; (4) educational reform; (5) some guidelines for international education; (6) an international curriculum; (7) the new University of the America's; (8) internationalization of the United States; (9) international education exchange; (10) the college and the urban community; (11) university education as a communication process; and (12) internationalizing the curriculum through the arts. (Author/KE)

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

This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. 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 sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education, Society, and Peace (Arthur Powell and A. J. Dawson); (4) Learning Mathematics in the Early Years (pre-K-3) (Ann Anderson, Laurent Theis, and Ruth Dawson); (5) Discrete Mathematics (Leo Jonker and David Lidstone); (6) Socio-Cultural Dimensions of Mathematics Learning (Kathy Nolan and Elaine Simmt); (7) Partition of Integers and Their Reciprocals as Hidden K-12 Mathematics Curriculum (Sergei Abramovich and Peter Brouwer); (8) Mathematiques et musique (Chantal Buteau) [Written in French]; (9) Students' Understanding of the Completeness Property of the Set of Real Numbers (Analia Berge); (10) Study of Two Teaching Approaches Focusing on Spatial Sense with Three Different Profiles of High School Students (Patricia Marchand); (11) Communicating Mathematics Online: The Case of Online Help (Dragana Martinovic); (12) Attending in Mathematics: A Dynamic View about Students' Thinking (Immaculate Kizito Namukasa); (13) Silence and Voice in the Mathematics Classroom (David Wagner); (14) What Can We Learn from Learner-Generated Examples: A Case of Linear Algebra? (Marianna Bogomolny); (15) Reconstructing Foundational Mathematical Knowledge: Experiences of Math-Anxious Elementary Teachers in a Graduate Course (Rina Cohen); (16) Roadkill, Skeletons, and Other Mathematical Metaphors (Julie Long and Gladys Sterenberg); (17) Mathematics in Waldorf Education (John Grant McLoughlin); (18) Using Mathematics as a Source When Creating Metaphors or Images for Teaching and Learning (Joyce Mgombelo and Dave Hewitt); (19) Refining the Canadian Survey Questions for the "Census at School" Survey to Provide Richer Mathematical Learning (Joel Yan, Mary Townsend, and Florence Glanfield); and (20) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura). 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, figures, and tables. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2004 proceedings, see ED529563.]

This document contains eight papers from a conference on fugitive forms of social knowledge that was sponsored by the Adult Education Research Conference (AERC) Lesbian, Gay, Bisexual, Transgender, Queer, and Allies Caucus. The welcome address, "Working Memory at AERC: A Queer Welcome...and a Retrospective" (Bob Hill), explores the emergence and development of research with and by lesbian, bisexual, transgender, and Queer learners in the context of the AERC. The authors and titles of the seven conference papers are as follows: "Sobears: Finding Space, Seeking Community" (John Egan); "Gay and Lesbian Issues in Chinese Social Context" (Robert Lee); "How Lesbians Learn to Negotiate the Heterosexism of Corporate America" (Julie Gedro); "Building a Queer Cultural Change Network in Alberta through Community and University Initiatives" (Andre P. Grace, Kristopher Wells); "So You Know about the Queers: What Campus Environment Studies Say about Queer Knowledge Production" (N.Y. Gulley); "Changing from the Inside Out: Transformative Learning and the Development of GLBT (gay, lesbian, bisexual, and transgendered) Sexual Identities among Adults" (Kathleen P. King); and "In Solidarity: Using Community Health Education to Build Queer Peace in Kosovo and Japan" (Robert C. Mizzi). The Hill, Lee, Gedro, Gulley, and King papers contain substantial bibliographies. (MN)

This document contains the texts of 57 papers, 10 roundtables, and 7 symposia from a Canadian conference on adult education and public policy. The following are among the papers included: "Childhood, Schooling Family and Community" (Margarida Aguiar); "Voices Inside" (Irene C. Baird); "Beyond Personal Agency" (Rose Barg); "Participatory Research, Education and Rural Farmers" (Bijoy P. Barua); "La Valorisation et la Reconnaissance des Apprentissages Professionels Informels du Point du Vue de l'Autoformation" (Olivier Bataille); "Why Distance Education?" (Patricia Beatty-Guenter); "The Body's Tale" (Valerie-Lee Chapman); "Adult Education and the Production of Knowledge for Politics" (Janet Conway); "Lifelong Learning or Re-Training for Life" (Jane Cruikshank); "Policy, Accountability, and Practice in Adult Literacy Work" (Richard Darville); "Vocation in Adult Education" (Jane Dawson); "Computer-Mediated Instruction" (John M. Dirkx, Edward W. Taylor); "If You Knew Now What We Didn't Know Then" (Catherine C. Dunlop); "Career Development and Advancement Patterns of Aboriginal Executives in the Canada Federal Public Service" (Rocky J. Dwyer); "Changing Policy from the Inside-out" (Karen Edge, Marilyn Laiken); "Examining Practice, Understanding Experience" (John Egan); "Gypsy Scholars" (Tara Fenwick); "The Limits of 'Informal Learning'" (Rachel Gorman); "Lifelong Learning" (Andre P. Grace); "The Experiences and Practice of Adult Educators in Addressing Spirituality within the Workplace" (Janet Groen); "Global, Local and Individual Learning Environments" (Charmaine Ing); "Informing Policy: (Cheryl Jeffs); "Women's Ways of Protesting" (Dorothy A. Lander); "Learning in a Trade Union" (Susanne Kopsen, Staffan Larsson); "Exploring Teaching Roles and Responsibilities in Adult Literacy Education" (Karen M. Magro); "Learning and the Law" (Susan E. McDonald); "The Role of the Outsider in Creating Education Policy" (Katherine McManus); "Constructing Resistance" (Kiran Mirchandani, Bonnie Slade); "Policy and Learning Program for the Malaysian Elderly" (Mazanah Muhamad, Mazalan Kamis); "Teaching Choice" (Michael Newman); "Creating Access" (Ruth Price); "Responding to '911'" (Timothy Pyrch); "The Original Raging Grannies" (Carole Roy); "An Alternative Consciousness" (Stephanie Rutherford); "Learning in the Union Local" (Peter H. Sawchuk); "The Relationship between Espoused and Enacted Beliefs about Teaching Adults" (Edward W. Taylor, John M. Dirkx); and "Understanding the Zone of Proximal Development in Adult Literacy Learning" (Maurice Taylor, Judy King, Christine Pinsent-Johnson). Many papers include substantial bibliographies. (MN)

This proceedings of a conference held in May 2000 at Malaspina University-College (British Columbia) contains approximately 63 conference papers, abstracts of papers, and keynote speeches. The conference examined issues affecting rural communities, with major themes being rural education, health, human services, families, and the sustainability of rural communities. The conference aimed to foster an international network of rural scholars, which had its beginnings at a 1994 conference of the same name, held at James Cook University in Queensland, Australia. Topics of speeches and papers include history of U.S. rural women teachers, rural school reform, public policies affecting rural communities, adjustment of professionals relocating to rural areas, community health services and initiatives, rural community information services, rural studies programs, Aboriginal education in Canada and Australia, information technology use on farms and in rural schools and communities, rural health issues, community viability, rural economy, community development issues and programs, connections between rural schools and communities, and distance education. Profiles of keynote speakers and contact information for conference participants are included. (SV)

This document contains 71 papers and 11 workshop presentations on distance teaching and learning from a conference on educational research. The following are among the papers included: "Bridging Distances and Differences" (Nancy Anderson); "The Role of Site Directors in Faculty and Student Success" (Edith M. Barnett, Jeanie P. Kline); "Potential Benefits and Limitations of Investing in Telelearning" (Silvia Bartolic-Zlomislic); "Discussion Diagrams: A Method for Illustrating and Quantifying the Interactive Environment of Discussion-Based On-Line Courses" (Kathryn A. Bickel); "Using Distance Technology in Professional Development and Training" (Donald A. Bille); "The National Guard Distributed Learning Initiative: A Systems Approach" (Craig Bond, Fred Poker, Joseph Pugh); "The Use of Learning Technologies in Modern Business Organizations" (Theresa J. Bowen); "Designing a Web-Based Program in Clinical Bioethics: Strategies and Procedures" (Elizabeth Buchanan, Nancy Morris); "Interactive Satellite Training: More Than Just a Talking Head" (Melissa Buscho, Beth Knutson); "The Assessment of Distance Learning Evaluations" (Matthew V. Champagne, Robert A. Wisher, Jennifer L. Pawluk, Christina K. Curnow); "Creating Accessible Content for the World Wide Web and Distance Education" (Wendy Chisholm); "Constructivist Approach to Satellite Instruction" (Tom Cody, Andrew Kerr); "Using a Collaborative Model of Instruction for the Development of a Distance Education Course and Faculty Training" (Simone Conceicao-Runlee, Ann Hains, Patricia Caro, Rosemary Lehman, Bruce Dewey);"Developing Learner Self-Direction in a Webcentric Learning Environment" (Rita-Marie Conrad); "Evolution of Distance Delivery in a 10-University Consortium Providing a Nurse Practitioner Program" (Betty Cragg, Suzanne Doucette); "Piloting the Psychosocial Model of Faculty Development" (Patricia Cravener); "Strategies for Online Student Learning and Advising" (Shirley M. Davis, Christopher Reese); "How the Internet Will Change How We Learn" (William A. Draves); "Virtual Conversations: A Modest Means for Engaging Faculty at a Distance" (Margarete Epstein); "Transforming Faculty for Distance Learning" (Nancy Franklin, Donald E. Kaufman); "The Care and Feeding of an Online MBA Consortium" (Corbett Gaulden, Jr., Darcy W. Hardy, Jennifer Rees); "Distance Learning Instructor Training" (John H. Gebhardt); "Fine Tuning Interactive Delivery for High School Students in a Rapidly Growing College and Distance Learning System" (Ron J. Hammond); "The Virtual Teacher and the Classroom of the Future" (Richard A. Harrison); "Collaboration Tools" (Denise L. Henderson, Linda B. Ryder); and "Strategies for Addressing 'Cut-and-Paste' Plagiarism in Networked Environments" (Lisa Janicke Hinchliffe). (MN)

This document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)