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Thermal science is a perennial obstacle for learners. Infrared camera technology provides an opportunity for pupils to confront challenging thermal ideas. From an embodied cognition perspective, sensory experiences form metaphoric relations that underpin conceptualisation and reasoning about abstract scientific phenomena. This study investigated eight groups of fourth grade pupils' use of metaphoric relations when engaging thermal cameras to explore "heat" at a science centre. Pupils were videorecorded while collaboratively exploring thermal properties of the surroundings and during a thermos modelling exercise. Qualitative metaphor analyses of pupils' dialogue and behaviour revealed various metaphoric and metonymic relations around spatial properties, colour, movement and change in their conceptualisation of thermal phenomena. "Heat" was almost exclusively conceptualised as a noun, manifested in utterances such as "harder for the heat to escape" and "it wants to get yellow". In addition, pupils used colour as both a metonym and metaphor for heat and temperature. Expressions of "heat as an entity" were closely related to experiences of movement, indicating that spatial cognition is central to children's conceptualisation of heat. Engagement with the cameras provided access to thermodynamic phenomena through unique sensory and nonsensory experiences. Future research will explore how these metaphoric relations can be exploited as a meaning-making resource in the classroom. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.]

Two case studies of Australian primary school students tracked changes in their data interpretation and representation over three years. Students were engaged in predictive reasoning tasks based on their interpretation of a data table showing temperature change over time. Students' explanations and graphical representations were collected at the beginning of Years 3 and 4 and the end of Years 4 and 5. The first case study was a student mathematically weaker than her peers while case study two was within the average range for her year. Despite differences in starting points, both case studies followed a similar developmental sequence of predicting, interpreting and representing, with the first case generally lagging one stage behind the second case. Similarities and contrasts between the two students are discussed.

This paper presents a summary of Dr. Clinton Lee (Andy) Anderson's 40+ years Military (US Army) Educator Service implementing Dr. Malcolm S. Knowles' perspective on andragogy. Some specifics of Anderson's implementation include five Adult Basic Education (ABE) characteristics of facilitating Knowles' andragogy, six differences between teaching and facilitating adult learning and teaching children, fourteen self-actualization of andragogical, self-directed learning initiatives implemented in US Army education, ten general characteristics of adult learning in andragogy, and fifteen directions of growth in ABE learners' maturation. [For full proceedings, see ED628982.]

These proceedings contain the papers and posters of the 11th International Conference on Mobile Learning 2015, which was organised by the International Association for Development of the Information Society, in Madeira, Portugal, March 14-16, 2015. The Mobile Learning 2015 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. The following are included in these proceedings: (1) Evolution or Revolution? Diffusion and Adaptation of (Smart) Mobile Phones among Children and Adolescents (Gitte Bang Stald); (2) Wearables and the "Anatomy" of Information: Biodata, Privacy, and Ethics (Amber Hutchins and Jake McNeill); (3) Scaffolding Java Programming on a Mobile Phone for Novice Learners (Chao Mbogo, Edwin Blake and Hussein Suleman); (4) Implementation of an Intelligent Tutorial System for Socioenvironmental Management Projects (Gil Vera, Víctor Daniel and Gabriel Awad); (5) Patterns of Mobile Technology Use in Teaching: A Pilot Study (Tami Seifert); (6) Developing Students' Professional Digital Identity (Thomas Cochrane and Laurent Antonczak); (7) Impact of Contextuality on Mobile Learning Acceptance: An Empirical Study Based on Language Learning App (Stephan Böhm and Georges Philip Constantine); (8) Do Mobile Learning Devices Enhance Learning in Higher Education Anatomy Classrooms? (Kate Wilkinson and Phil Barter); (9) It's Not Just the Pedagogy: Challenges in Scaling Mobile Learning Applications into Institution-Wide Learning Technologies (Peter Bird and Mark Stubbs); (10) Mobile Learning and Teacher Education: Researching MLEARN Pilot Development (Don Passey and Joana Zozimo); (11) Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary (Neil Davie and Tobias Hilber); (12) Active Students in Webinars (Line Kolås, Hugo Nordseth and Jørgen Sørlie Yri); (13) Expanding the Media Mix in Statistics Education through Platform-Independent and Interactive Learning Objects (Hans-Joachim Mittag); (14) Research on Mobile Learning Activities Applying Tablets (Eugenijus Kurilovas, Anita Juskeviciene and Virginija Bireniene); (15) Learner Centered Experiences with Flipped Classroom and Mobile Online Webinars in Distance Education Program (Lisbeth Amhag); (16) Walk Like an Egyptian: A Serious, Pervasive Mobile Game for Tourism (Fatema Mohsen Gabr and Slim Abdennadher); (17) Educational Materials for Mobile Learning (Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Hitoshi Inoue and Naomi Fujimura); (18) Boosting up JSL Learners' Outside-Class Learning Time with Learning Log System (Noriko Uosaki, Hiroaki Ogata and Kousuke Mouri); (19) An Integrated Learning Management System for Location-Based Mobile Learning (Christian Sailer, Peter Kiefer and Martin Raubal); (20) The Influence of Affordances on Learner Preferences in Mobile Language Learning (Maria Uther and Adrian Banks); (21) Microlearning as Innovative Pedagogy for Mobile Learning in MOOC (Despina Kamilali and Chryssa Sofianopoulou); (22) Cross-Platform User Interface of e-Learning Applications (Michal Stoces, Jan Masner, Jan Jarolímek, Pavel Šimek, Jirí Vanek and Miloš Ulman); (23) Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014 (Mia Carapina and Ivica Boticki); (24) Challenges of Using Learning Analytics Techniques to Support Mobile Learning (Marco Arrigo, Giovanni Fulantelli and Davide Taibi); (25) Effectiveness and Utility of Terminal Tablet as Electric Textbooks for Nursing Practicum (Yumiko Nakamura, Kaori Fukayama and Yukie Majima); (26) A Study on the Process of Development of Collective Intelligence for Utilization of Unused Space of Abandoned Schools (Uk Kim and Junyoung Yang); (27) Implementation of an Adaptive Learning System Using a Bayesian Network (Keiji Yasuda, Hiroyuki Kawashima, Yoko Hata and Hiroaki Kimura); (28) Mathematics and Mobile Learning (Fayez Sayed); and (29) A Framework to Support Global Corporate M-Learning: Learner Initiative and Technology Acceptance across Cultures (Wendy Farrell). An author index is provided. (Individual papers contain references.)

iRead is an EU Project involving literacy games in Spanish, German, Greek, and English for L1 and L2 acquisition. Content is selected dynamically from a large database using linguistic rules based on the player profile. The teacher can view pupils' progress based on automated game sequences or assign games manually. This project strives to understand how teaching with new technology is incorporated into the classroom. The authors interviewed both teachers and children about their points of view and compared their answers at the end of the project. Results indicate that pupils had a much deeper understanding of their learning than was apparent from the teachers' point of view. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

4th International Scientific and Professional Conference Intercultural Education and especially this proceedings of scientific and professional papers authored by scientists and practitioners contributes to greater sensitivity to diversity and the creation of an inclusive culture of life in educational institutions and in a multicultural community. The Proceedings with 27 scientific and professional papers and 48 authors from the Republic of Croatia and abroad was published in English, studying relevant topics in the field of intercultural pedagogy from different disciplinary and interdisciplinary perspectives based on research and scientific, academic and professional insights of authors, after the review process of individual papers, as well as the entire proceedings, involving domestic and international independent reviewers. The proceedings from the 4th International Scientific and Professional Conference Intercultural Education emphasizes and sheds light on certain problems faced by children, students, parents, educators, teachers and the society during the last decades of great change. Multicultural societies, intercultural relations, different cultures in coexistence, bilingualism, children of refugees and displaced persons, differences in society, culture, art and educational practice are elements that need to be improved on a daily basis in order to improve life for coexistence, as evidenced by the topics of scientific and professional papers of this collection. A significant number of papers are focused on the study of diversity in the context of modern curricula that enrich educational practice. Children and students have different needs, come from different cultural communities, different families, and manifest their differences by behaving in different socialization environments in relation to parents, peers, and teachers. Some scientific papers stress the specificity of educational care for students who show peculiarities of different forms and specifics in education while researching ADHD, literacy of deaf children, bilingualism, etc. with different models of support for the different. Interculturalism is also emphasized in art, and several papers elaborate on the importance of the application of traditional music, especially the native folklore expression in teaching and extracurricular activities. [These proceedings were published jointly with the Croatian Academy of Sciences and Arts, Center for Scientific Work.]

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

Research examining teachers' decision making is abundant for pedagogical activities, yet a neglected area is the study of factors influencing teachers when selecting mathematical games. This article sheds light on the factors considered when teachers' select a specific game to use in their primary mathematics classroom. Data from 248 Australian primary teachers was gathered via a questionnaire and thematically analysed. Results indicated four strongly endorsed factors: Mathematics is central; Accessibility and differentiation; Classroom management; and Engagement and enjoyment. Implications are discussed of how this study can inform the decision making of educational leaders, policy makers, and game designers.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology 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, aims ultimately to benefit society. The 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. 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 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 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) 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) 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) 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; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) 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) 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) 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. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. It was found that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research. [For the complete proceedings, see ED606531.]

Measuring computational fluency, an aspect of procedural fluency, is complex. Many attempts to measure this construct have emphasised accuracy and efficiency at the expense of flexibility and appropriate strategy choice. Efforts to account for these latter constructs through assessing children's computational reasoning using structured interviews (e.g., MAI), are necessarily time-intensive. In this paper, we introduce a novel measure of Mental Computational Fluency with Addition (MCF-A) that attempts to incorporate these aspects by requiring children to reason from the perspective of another child. We describe results of a pilot study using the MCF-A with 169 Year 3 and 4 students.

Teacher cognition in classroom lessons is identified by an ongoing method using virtual reality (VR) videos. There are place and time constraints in real time implementation of the ongoing method in synchronous situations. To avoid these, recorded virtual reality videos were used. As a result, the existence of non-corresponding cognition was recognized: teacher educators focused on teaching strategy, while teachers focused on children's individual reactions. [For the complete proceedings, see ED608557.]

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2019 Conference received 87 submissions from more than 25 countries. Out of the papers submitted, 48 were accepted as full papers for an acceptance rate of 55%; 15 were accepted as short papers and one was accepted as a reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, Baltasar Fernández Manjón, Director of the e-Learning Research Group e-UCM, Complutense University of Madrid (UCM), Spain. [Individual papers are indexed in ERIC.]

This paper explores how the creative experience and related dispositional outcomes can be fostered in undergraduate primary generalist pre-service teachers through the development of innovative learning approaches to visual and creative arts education. The main purpose of this paper is to discuss the results and show how creative thinking and action can be fostered in pre-service teachers. I argue that the creative arts courses offered in teacher education programs need to design for levels of creativity by developing an understanding how the creative experience generates different dispositional outcomes during experiential studio-based workshops. Building on Eisner (1998) developmental work on creative dispositional outcomes, the paper explores how pre-service teachers develop their 'creativity' through flexibility and risk-taking attitudes; mindfulness and avoidance of premature closure and a willingness to visualise new possibilities through inquiry learning approaches. This paper reports on the findings of 350 pre-service teachers as part of the Creative Arts program offered at a Sydney-based university. The focus of the mixed-method approach was on how the creative experience affects participants' opinions and experiences of creativity. Pre-service teachers' creative expressions were queried before and after the studio-based workshops. Firstly, a questionnaire was given to the total cohort, followed by participant observations made during the creative activities using video footage. Twelve participants then contributed in qualitative semi-structured interviews; this follow-up part of the research was aimed at evaluating the impact of the creative experience specifically, the participants' changing opinions of creative experiences and how new approaches can be developed with children. The significance of this study is that it connects to a socio-cultural framework that works with a community of practice model. In this model, the core role of the teacher is to facilitate the development of primary school children's creativity learning in informal classroom settings. Consequences of this study suggest that pre-service teachers need to become more aware of the different levels of creativity and how to develop creative dispositional outcomes. The outcomes suggest that studio-based workshops encourage participants to become more mindful of the artistic creative experience and how to visualise new approaches to use with children.

The article discusses issues related to STEM education; it is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors stress that workshops, using kits to build and program robots, are a modern form of interdisciplinary education of children and youth. The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics--properly taught--will have an impact on the development of mathematical literacy and scientific-technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as some results of a survey, conducted in Poland and Ukraine among in-service teachers and prospective teachers. [For full proceedings, see ED571459.]

Small group interactions can provide rich conceptual mathematical understandings. This paper reports on the mathematical talk of Maori and Pasifika students as they participated in small group activity. The findings illustrate that when the students were scaffolded to work collaboratively the talk shifted between focusing on mathematics (mathematizing) and people (subjectifying) and this supported their learning. [For the complete proceedings, see ED597799.]

When asked to draw different kinds of triangles, children reveal many creative ways to express variety. In this paper, the drawings of 81 children in the age between 4 and 6 will be examined and illustrated what kind of understanding of the concept "triangle" precedes the drawings. Therefore, different categories of the children's drawings were generated and also compared to their explanations of a triangle, which sometimes might not be in agreement with their drawings. [For the complete proceedings, see ED597799.]

These seven papers from the section on children's libraries address such topics as library services for children, training of children's librarians, outreach programs for children, bibliographic instruction, and children's literature. Titles of the presentations are "Children's Libraries Information Services to Children, Adults and Institutions," by Alice Geradts, The Netherlands; "Children's Library Users--Are They Adults?" by Malin Koldenius, Sweden; "Information and Documentation on Children's and Youth Literature in the GDR," by Heinz Wegehaupt, East Germany; "Information Concepts and Skills for Schoolchildren: An International Study on Instructional Materials and Their Development," by Ann Irving, England; "Development of Children's Literature in Thailand," by M. L. Joy Nandhivajrin; "Information Services for Children, Adults, Institutions and Organizations in the Context of Library Work with Children in the German Democratic Republic," by Irmgard Dressler, East Germany; and "Education and Training of Children's Librarians," by Aase Bredsdorff, Denmark. (RBF)

Papers sponsored by the Language Awareness Working Party, a task force of Great Britain's National Congress on Languages in Education concerned with common concerns of professionals in all areas of native and second language instruction, include: "The Report of the Language Awareness Working Party"; "Language Awareness in Six Easy Lessons" (J. M. Sinclair); "Methodology Related to Language Awareness Work" (A. J. Tinkel); "Requirements of a Language Awareness Programme for the Primary to Middle Years" (Florence Davies); "Language Awareness in a Child Development Course--A Case Study" (P. J. Downes); "Evaluation and Assessment" (B. G. Donmall, J. M. Sinclair, A. J. Tinkel); "Some Implications of Language Awareness Work for Teacher Training (Pre-Service and In-Service)" (B. G. Donmall); "Transfer, Knowledge, and Skill in Second Language Development" (S. H. McDonough); "The Relationship between Graded Objectives and Testing in Foreign Language Teaching and Language Awareness Work" (M. Byram); "Some Aspects of Australian Experience with Language Awareness Courses" (T. J. Quinn, M. Trounce); and reports of courses and initiatives in participating schools. Appendices include a 16-page bibliography, maps showing where language awareness activities are taking place, and a list of schools carrying out language awareness work. (MSE)

Students in public education are expected to attend school on a regular basis to learn. This study applied multiple linear regression models and binary logistic regression models to analyze the effect of risk of early chronic absence pattern on later math achievement by using student level longitudinal data. Results showed that students with small absence pattern performed significantly better both in state math assessments and had higher probability to achieve assessment proficiencies than students with chronic absence pattern. Findings in this study contribute to educators, policy makers, and other researchers by raising awareness of students' attendance in early grade levels and helping them understand the correlation between chronic absence in early childhood and students' future mathematics achievement.

This study considers the issue of weak literacy development and early school leaving in Malta. In spite of a lack of a direct or indirect causal link between the two, in the case of Malta these issues seem to be almost exclusively specific to children attending the State school. Children from the Church and the Independent sectors are minimally affected or not at all. These two phenomena are examined against a background of parental education, socioeconomic status and social capital. While literacy may be a contributory factor to early school leaving, the two may be facets of deeper underlying deficits such as the inability of parents to support their children's learning and to act as their point of reference and educational compass outside the school. This results in alienation from schooling. [For the complete Volume 14, Number 2 proceedings, see ED568089.]

Bangladesh is a signatory country of major international declarations of inclusive education (IE). Over the past two decades, it has enacted policies and legislation in favour of IE. Contemporary literature suggests that having legitimised guidelines does not always ensure practices that are aligned with the principles of IE. This paper aims to analyse how the policies and legislation reflect the notion of IE in the context of Bangladesh. Moreover, to understand the practice of IE, it also looks at two major projects, Primary Education Development Program (PEDP) and Teaching Quality Improvement in Secondary Education Project (TQI-SEP), being implemented in the country over last 7 years. The study was mainly supported by literature, and policy documents and guidelines. A systematic review approach was used to understand the notion of IE and its specific implementation pattern. Results suggest that IE policies in Bangladesh are predominantly borrowed from several international treaties and they seem to be little understood among practitioners and classroom teachers within the context of Bangladesh. Further, the result also shows that teachers' attitudes towards IE and limited professional development are major barriers to implementing IE at school level. The findings imply that the policy guidelines in relation to the context of IE in Bangladesh tend to be low-leverage tools. Further research is needed to understand IE practice at classroom level.

In large, urban school districts, few programs currently exist that support students' physical and mental wellness. In fall 2014, one large, urban school district piloted a health and wellness program in ten elementary schools. Accompanying this program, a three-year research study was designed to learn if students experience changes in their physical and mental wellness as well as their academic performance as a result of continuous participation in health and wellness. In the formative component of the study's first year, researchers focused on the program's implementation through a qualitative design using data gathered from district and school personnel as well as students. This paper presents findings from the first year of this three-year study.

Sociocultural perspectives on learning highlight varied conceptions of what it means to know and do mathematics, and in turn what it means to be mathematically competent. This work presents a dynamic conceptualization of competence--what counts as competent mathematical activity is negotiated and constructed within learning environments, and therefore varies across and within classrooms. This paper brings together research on children's mathematical thinking, classroom practice, and the ways in which competence is constructed in interaction through a focus on the ways in which one third-grade teacher negotiated a common tension in reform classrooms--centering children's ideas while engaging them in focused, substantive mathematics. Qualitative video analyses of classroom interactions revealed that the teacher created varied and multiple ways for students to participate by both supporting them to engage with the details of each other's ideas and by broadening what was recognized as competence. Constructing competence around and in relation to students' explanations and engagement with each other's ideas created space for students to participate in a range of ways that were recognized as competent while also advancing the mathematics under discussion. These findings illustrate the relational nature of competence, and suggest that examining competence in relation to children's thinking can provide a potential way to bring together learning about who children are and how they participate, the details of the mathematics, and the contexts in which particular instructional practices are effective.

This paper describes an elementary school's attempts to give its students a "moral education." The school's program emphasized participation and discussion while stressing rules and principles of cooperation, trust, community, autonomy, and self-reliance. School personnel initiated a more democratic environment by moving the locus of disciplinary control from adults to students, as based upon the latter's moral judgment. The school's Honor Code was rewritten in a simpler format so that even those children in kindergarten could understand it. Each child, parent, and teacher then signed the Honor Code which became the school's constitution. Additionally, during the first week of school, each class wrote its own constitution following lengthy discussion and a vote by class members and the teacher. Writing the class constitution and conducting regular class meetings formed the foundation for the democratic classroom. The paper discusses some particular issues raised with the inception of the constitutions and explains how the classes resolved their problems. The administration's commitment to such a program was important and the school psychologist may play a vital role in aiding the program. Ten exhibits in the back provide examples of the Honor Code, student questionnaires, class constitutions, and strategies for behavior management. (RJM)

Computer-Assisted Language Learning (CALL) has gained increasing acceptance since it provides learners with abundant resources. Most researches confirm the beneficial effect of CALL on English as a Foreign Language (EFL) learners' cognitive, metacognitive, and affective developments. However, the diversity of students' intelligence is associated with different language learning needs. The study aimed to compare the effect of CALL on gifted and non-gifted EFL adolescents' English proficiency and their perceptions of CALL. The study included 20 EFL seventh graders with similar English proficiencies. Six were recognized as gifted and fourteen were non-gifted with reference to their IQ score in the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Participants received 8-weeks of the VoiceTube online learning programme. A mixed method was employed to analyze the data obtained from General English Proficiency Test (GEPT) scores, learning logs, questionnaires, and interviews. The result revealed the gifted students' English reading and listening proficiency outperformed the non-gifted ones in the post-test. They were motivated and enthusiastic in challenging themselves with "I"+1 online learning material. By contrast, most non-gifted students held passive attitude toward CALL and doubted its effectiveness for their exams. Some felt anxious about the miscellaneous online learning materials. CALL should be an enhancement, not a replacement, in balance with conventional instruction. [For full proceedings, see ED564162.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2014, taking place in Porto, Portugal, from 4 to 6 of April. Psychology, in our time, 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. Our 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. Our 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. 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. InPACT 2014 received 326 submissions, from 31 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 92 submissions (28% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished Emeritus Professor Carlos Amaral Dias, BSc(Hons), MD, PhD, C. Psychol., FBPsS, Full Professor in the University of Coimbra, Director of Institute Superior Miguel Torga and Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2014), 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 Applied Psychology 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 six main broad-ranging categories, 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. 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, 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. Educational psychology oral papers include: (1) Effects of a multisensory/phonic intervention program on prevention of reading learning difficulties in kindergartners (Mariana dos Santos Moretto-Moresch and Sylvia Domingos Barrera); (2) Parents' and teachers' agreement on behavior problems in children with reading problems (Aikaterini Venianaki); (3) Differentiating cultural, social, and psychological attitudes towards school counselling in Saudi Arabia (Turki Aziz M. Alotaibi); (4) Construction and validity evidence of successful University-to-Work transition scale (Marina Cardoso de Oliveira, Lucy Leal Melo-Silva and Maria do Céu Taveira); (5) Body-esteem as perceived by Omani school students' grade 7 through 12 (Abdulqawi Alzubaidi, Ali Mahdi Kazem, Said Aldhafri, Muna Albahrani and Hussain Alkharusi); (6) Elderly answer about concepts of aging and computer use: Educational Psychology and gerontological perspective (Claus Dieter Stobäus, Anderson Jackle Ferreira, Caroline Prato Marques, Cláudia de Oliveira Tacques Wehemeyer, Denise Goulart and Juan José Mouriño Mosquera); (7) A realist constructivist approach to unit development in science (Theodore R. Prawat and Richard S. Prawat); (8) Designing, building and preliminary results of "Cerebrex", a serious educational videogame (Ali Lemus, Byron Ajin and Rigoberto Pinto); (9) Maternal acceptance-rejection and emotion regulation (assessed by Erica) in Portuguese adolescents (Teresa Sousa Machado and Isabel S. Reverendo); and (10) Attachment to parents (assessed by IPPA-R) and emotion regulation (REQ-2) in Portuguese adolescents (Teresa Sousa Machado and Mariana Duarte). Educational psychology posters include: (1) Self-regulation of learning in secondary school students with special educational needs (Karin Bakracevic Vukman and Majda Schmidt); (2) Personality traits and quality of relations to people in adult Psychology students (Galina Kozhukhar); (3) Psychometric analysis of the Cultural Intelligence Scale (CQS) in the Arab culture (Ali Mahdi Kazem and Abdulqawi Alzubaidi); (4) Short form of WISC-IV for Spanish primary school children: A pilot study (Carmen Dasí, María J. Soler, Vicente Bellver and Juan C. Ruiz); (5) Coping behaviors in families of children with developmental disabilities in Albania (Erjona Dervishaliaj); (6) Imagined contact: A method to improve young adolescents' behavioural intentions towards a peer presented as having Asperger Syndrome (Eleni Fleva); (7) Burnout Syndrome among Brazilian lecturers in undergraduate and postgraduate courses in Psychology and Education (Cristina Py de Pinto Gomes Mairesse and Ana Paula Melchiors Stahlschmidt); (8) School refusal and perceived academic self-efficacy in a sample of Chilean adolescents (José Manuel García-Fernández, Antonio Pérez-Sánchez, Maria Vicent Juan, Carolina Gonzalvez Macià, María Isabel González Núñes and Nelly Lagos San Martín); (9) New perspectives in traffic education life action role playing as a new method of teaching (Zuzana Strnadová, Leona Winklerová and Kamila Paráková); (10) Academic self-efficacy influence the attitude and interest in the school in a sample of Chilean adolescents (Antonio Pérez-Sánchez, José Manuel García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Cándido J. Inglés and Nelly Lagos San Martín); (11) Applying the serious educational videogame: "Cerebrex" to 6th graders for an educational and motivational boost (Ali Lemus, Yetilu de Baessa and Jorge Mario Garcia); (12) Scientific literature review about school refusal through the SSCI (José M. García-Fernández, Antonio Miguel Pérez-Sánchez, Carolina Gonzálvez, Maria Vicent, María Soledad Torregrosa-Díez and Nieves Gomis); (13) Relationship between academic self-efficacy and selecting main ideas: Study with a sample of Chilean adolescents (Antonio Pérez-Sánchez, José M. García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Patricia Poveda Serra, Cándido J. Inglés and Nelly Lagos San Martín); and (14) Individual differences in learning difficulty (Kénora Chau, Senad Karavdic, Michèle Baumann and Nearkasen Chau). Educational psychology virtual presentations include: (1) Marital quality: Work-family conflict as a vulnerability factor (Rosalba Raffagnino, Martina Fabrizi and Luisa Puddu); (2) A preliminary investigation of students' work engagement and anxiety (Hanan Asghar); and (3) Intercultural sensitivity of school psychologists in Serbia (Danijela S. Petrovic and Bojana M. Dimitrijevic). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This study investigated the performance and reasoning of 143 Australian students who completed mathematics tasks sourced from their national test. Specifically, this study examined changed student performance and reasoning on items where the graphic component was modified. The results of the study revealed significant performance differences between the original and modified items and provided insight into how these modifications influenced student reasoning. [For the complete proceedings, see ED597799.]

Individuals with attention deficit hyperactivity disorder (ADHD) are characterized by a number of social deficits. The aim of the current study was to investigate the associations between ADHD diagnosis and social relationships among children from primary schools. Findings revealed that ADHD may contribute to both objective (social isolation) and subjective (dissatisfaction with peer relations) social problems. Children with a diagnosis of ADHD were more likely to have a "rejected" and "neglected" status and viewed their peer relations more negatively than children without this diagnosis. The effect of ADHD diagnosis on perceived integration with peers was found to be fully mediated by sociometric status. Our results underscore the relevance of social aspects of ADHD, which need to be addressed in the therapeutic programs. Interventions aiming to promote a positive image of children with ADHD among their peers should also be undertaken. [For the complete Volume 12 proceedings, see ED597979.]

The purpose of this study was to investigate the impact of a 16-week program of community-engaged teacher preparation on preservice teachers' perceived efficacy in enacting culturally responsive teaching as well as their beliefs in the outcomes associated with such practice. Results of the examination revealed involvement in the community-engaged teacher preparation program resulted in significant gains in preservice teachers' culturally responsive teaching outcome expectations and culturally responsive teaching self-efficacy beliefs.

It is often assumed when students fidget they are not on task. Two within-subject studies challenge this assumption by testing the effect of allowing fidgeting on three types of thinking: speeded mental math (Study 1), brainstorming and memory (Study 2). Study 1 showed that student's performance on speeded math was no different when performed in a regular chair compared to a chair that facilitated wiggling. In Study 2, students had a significantly higher number of creative ideas when sitting in a wiggle chair compared to sitting in a regular chair with "remain still" instructions. Memory did not differ. Results suggest allowance of natural movement during seated work will not hurt and may help performance.

AERA's 2017 Call for Proposals asks us to consider pathways to achieving equal educational opportunity. This presentation argues that homelessness is one critical issue often overlooked when considering such pathways. Nationwide, over 1.3 million students experienced homelessness in 2013 (National Association for the Education of Homeless Children and Youth, 2014), a number that has doubled in less than a decade. Children and youth experiencing homelessness are more likely than their stably housed peers to experience an array of adverse outcomes at school (Buckner, 2008). Studies demonstrate that these children perform worse on standardized assessments of reading, math, science, and language than their stably housed peers (Herbers, et al., 2012; Masten, et al., 1997; Miller, 2011; Obradovic, et al., 2009). Additionally, these children are more likely to demonstrate worse classroom engagement and social skills -- even after accounting for the influence of poverty and other risk factors (Fantuzzo, LeBoeuf, Brumley, & Perlman, 2013; Fantuzzo & Perlman, 2010). Finally, children experiencing homelessness are more likely to be absent from school and to be suspended or expelled than their stably housed peers (Dworsky, 2008; Perlman & Fantuzzo, 2010). We begin with an overview of how homelessness is defined and measured, the provisions of the McKinney-Vento Act of 1987, which covers the education of students without housing, as well as the ways in which the new Every Student Succeeds Act (ESSA) strengthens protections for these students. We then examine what researchers know about the impacts of homelessness on educational achievement, offering data about the size and scope of problem on a national level. Finally, we zero in on the children in Florida, using it as an example of how available data can be analyzed and used to make policy and practice recommendations. This case study also allows us to see which data is missing and how its collection would improve our ability to provide equal educational opportunity for this most vulnerable of student populations. Analysis of Florida state assessment data from 2008 to 2013 reveals that reading and math proficiency rates are lower for students experiencing homelessness and are lower than the overall state student population and students who are economically disadvantaged. It also suggests that Florida homeless students score lower than students experiencing homelessness nationally. However, since the only real way to compare across states is with NAEP data, and NAEP does not disaggregate student scores on housing status, it is difficult to draw meaningful conclusions. Participants will be challenged to explore whether a state has an obligation to try to narrow the achievement gap between its homeless and housed students even though this gap exists nationwide. In closing, we look at how homeless education liaisons report they use their federal funding and which barriers they say they face. Specific recommendations for Florida stem from this data, but participants will also be asked to consider how the flaws in the federal reporting system affect our ability to determine how states can best serve homeless students.

This multiple case study utilizes interviewing, shadowing, classroom observation and document review to investigate holistic educators' perspectives on essential outcomes of holistic education, how desired outcomes are supported, perceived self-efficacy and perceived likelihood of success. Participants include kindergarten and upper elementary teachers in Montessori, Waldorf and Homeschools. Expectancy Theory (Vroom, 1964) and a proposed Holistic Educational Theory were used along with layers of iterative analysis to ground and frame the study. Participants reported that providing support for various aspects of students' interpersonal, intrapersonal and transpersonal development were top priorities. They describe utilizing a variety of methods for providing support for development in these areas and reported feeling both high likelihoods of success and high levels of self-efficacy in each area.

The study developed a typology of cyber- and traditional victimization. The sample consisted of 497 adolescents (ages 12-18) who took the 2013 School Crime Supplement of the National Crime Victimization Survey. Latent profile analysis (LPA) with a 3-step estimation procedure was employed, using school behavior management as a covariate and weapon carrying as a distal outcome. LPA yielded three latent profiles: (a) Average, (b) Traditional & Cyber-victims, and (c) Traditional victims. As behavior management effectiveness increased, the likelihood of being assigned to groups with higher victimization levels decreased. Further, the Average group was 57.6% less likely to carry weapons than the Traditional & Cyber-victims group.

Self-regulation is increasingly considered as an important factor for child development. The present, nine-year, longitudinal study (N = 782) examines two components of self-regulation as predictors of later disciplinary status, anti-social involvement, and experiences with victimization. The teacher rating of self-regulation was identified as a salient predictor of later disciplinary status, anti-social involvement, and victimization experiences, whereas the behavioral indicator of self-regulation, was not. Implications of these findings for educational psychology, strengths and potential future directions of this study are discussed.

This paper describes a cross-agency model of training and technical assistance which prepares preschool teachers, therapists, social workers, drug treatment providers, parents, administrators, service coordinators, and bureaucrats to work with and understand children and families affected by alcohol and other drugs. Presented first is a brief background of the program, the Family Focused Early Intervention System (FFEIS). The program uses consultants to serve both as advisors and liaisons to regional and state authorities. Consultants who specialize in the areas of inclusion, developmentally appropriate practices, assistive technology for babies, toddlers, and preschoolers, and programs for children and families affected by alcohol and drugs. Additionally, data from various hospitals, agencies, and state and local health departments were analyzed with an eye toward social diagnosis, epidemiological diagnosis, educational and organizational diagnosis, and administrative and policy diagnosis. Data analysis revealed that the development of strong linkages between community early intervention providers, alcohol and drug treatment programs, health care providers, and public education activities was necessary to enable a seamless system of referral activity and services. It is also argued that pupil services personnel in schools can enhance these kinds of programs. Schools at both the building level and the district level must be more attuned to the needs of children and families affected by alcohol and other drugs. Contains three references. (RJM)

This outline presents a program designed to teach children "how" to think, not what to think--so as to help them solve typical interpersonal problems with peers and adults. Through games, stories, puppets, illustrations, and role plays, children learn a pre-problem solving vocabulary, feeling word concepts, and ways to arrive at solutions to problems and consequences to actions. These problem-solving concepts are then applied to real life. The program was founded on the idea that if children could be taught to think straight when confronted with problems, then such thought would help relieve emotional tension. Included in this outline are details on the program's implementation period (approximately 4 months if conducted 20-30 minutes daily or 6 months if conducted three times a week); characteristics of the program site (interventions were conducted in preschools and elementary schools, up to grade six); the targeted population and the number of students served; the services provided; the type of staff available and the amount of time devoted to the program; cost of the program; funding sources; problems encountered and solutions to these problems; program accomplishments/reported outcomes; and evaluation data. It is hoped that children, through the use of dialogue, will think about their own and others' feelings, the consequence of their behavior, and various ways that their problems can be solved. Contains a list of three publications that describe/evaluate the program and availability information of the programs for schools and parents. (RJM)

It is estimated that, on average, three out of ten school (or as high as seven out of ten) children experience some type of school adjustment problem. This paper outlines a program designed for children who have mild school adjustment difficulties in the early grades (K-3) and who are at risk of more serious difficulties as they become older. This is an integrated services program, both school-based and community-linked, and it represents a cooperative effort between the local mental health agency and the local school district. Each child receives a 30 to 40 minute weekly play session in a specially equipped playroom at the school. Using play techniques and reflective listening, aides help the children with school adjustment problems such as shyness, aggression, or inattentiveness. Implementation of the program is best accomplished after a year of preparation. Activities during the preparation year include securing funding, identifying key players in planning the program, establishing policies and timelines, scheduling project start-up meetings, selecting and equipping the playroom, para-professional selection, and scheduling student sessions. Described here are characteristics of the elementary school where the program was initiated, the services provided, the type of staff needed, program costs, some program problems and solutions, program accomplishments, and evaluation data. Contains a list of two publications that describe/evaluate the program. (RJM)

This paper outlines a primary prevention program begun in the spring of 1993 through the efforts of School Social Workers of the Albuquerque Public Schools Special Education Department, that serves at-risk Hispanic special education elementary school students and their families. It is a collaborative project that recruits Hispanic students from a local university to become a Big Brother or Big Sister to an Hispanic 3rd or 4th grader for 3-5 hours each week for at least a 9-month period. A local Big Brothers/Big Sisters program provides the screening of the college students, helps with the matches, and monitors the matches. Hispanic special education students, those from single-parent homes, and those with inadequate social skills, low self-esteem, or other difficulties are the targeted population. Potential candidates are referred by school staff. The children are then screened by School Social Workers, which includes a home visit. The program emphasizes a team approach and it is shown how such an approach can benefit numerous other components of the larger community. Provided here are characteristics of the program site, the various types of support from the community, the type of staff available for the program, program costs and funding, problems encountered and the solutions to these problems, program accomplishments, and evaluation data. (RJM)

Television programming has long been recognized as an effective method of educating children. This paper investigated the degree of exposure an educational children's program, Sesame Street, gave to female and male characters and the extent to which these characters were stereotypically portrayed. Children's Television Workshop produces 110 episodes of Sesame Street each year. A random sample of 15 episodes was selected from the pool of episodes aired between November 1992 and May 1993. Teams of observers viewed each episode and recorded the number of characters appearing within each segment. For each character, they recorded gender, whether the character played a primary or secondary role, the presence of stereotypical attributes, and the character's portrayal in a stereotypical role. Results revealed that male characters appeared twice as often as female characters. Furthermore, there was a significantly greater tendency for males to appear in primary roles. Across both genders stereotypical attributes were portrayed five times more frequently than non-stereotypical attributes. The total number of characters portrayed in stereotypical roles was 10 times greater than characters portrayed in non-stereotypical roles. Such stereotypic gender roles may place unnecessary restrictions on a child's ability to investigate and absorb what the world has to offer. Six tables provide statistical summaries. Contains 37 references. (RJM)

Although many clinicians use drawing tasks to assess children who have been exposed to family violence, few professionals are aware of current research in this area. Professionals should be apprised of the graphic indicators of child abuse in drawings, reliable art-based assessment tools, and legal and ethical principles surrounding the use of drawing tasks in the clinical setting. This article presents general principles for the use of drawings in the assessment of children from violent homes. Because of a lack of detailed knowledge in these areas, clinicians may misinterpret children's art expressions and may be insensitive to the unique qualities of art expression in the assessment of child abuse and neglect. The paper offers resources on the use of drawings in assessment as well as suggestions for enhancing clinical skills in this area. The use of drawings for client appraisal is a complex task which requires understanding in many aspects of art expression. The clinician must uncover what the art product says about a child as well as what the child says about the creative act. The professional should consistently update his or her interpretation skills and when in doubt, should consult with a professionally credentialed art therapist. (RJM)

If, by looking more closely at word identification, knowledge of word meanings, and reading comprehension, some interesting similarities and differences are found between children and adults who are learning to read, then the approaches that work best with each group can be identified. When children learn to read, fluency of word identification follows the development of accuracy quite closely, with the initial period of fluency completed by the fourth grade. For adults, however, it is not unusual to find that the level at which they are able to read fluently lags several grade levels behind their level of accuracy. At about the fourth grade level, children can read all words the meanings of which they know, and they begin to see words in print that they can read but which are unfamiliar to them. Adults at the fourth grade level and beyond are much less likely than children to encounter words in print that are totally new to them. In contrast to children, it is not at all unusual to find that adults' grade levels in reading comprehension are higher than the grade levels of words they are able to recognize in print. Children's ability to comprehend by listening exceeds their reading comprehension up until about the eighth grade. Adults, however, differ very little between their reading and listening levels. Building on what is already known may help develop literacy in adults. (Twenty-one references are attached.) (RS)

This study examines the effects of the summer period on value-added assessment (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer, depending on the outcome. Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles. Extensive statistical controls for student background and classroom and school context reduce these differences, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Besides misclassifying teachers and schools, including summer created biases in VAA estimates against schools with concentrated poverty. The results suggest that addressing these issues will require biannual achievement assessments.

Two experiments investigated developmental differences in attention allocation and attention-sharing in a dual-task paradigm using Performance Operating Characteristics (POC) as an innovative data analysis method. In Experiment 1, attention allocation was assessed. Two visual detection tasks were presented to 20 second- and 11 fifth-graders who indicated whether a target on each display was present or absent. Baselines of single-task performance were equated for each individual. After practice trials in which tasks were presented concurrently, subjects received instruction for each of five experimental conditions, which had different emphasis ratios. Accuracy was measured for 12 practice and 48 test trials. Experiment 2 assessed attention-sharing. Again, second- and fifth-graders participated. Procedures were identical to Experiment 1 except that baseline durations were obtained while both tasks were presented, participants received practice trials for the concurrent task before they performed baseline procedures, and only one emphasis ratio was employed. Results indicated that fifth graders could allocate their attention to different emphasis levels, but second-graders did not. Second-graders had a significantly slower baseline than fifth-graders. However, there was no age difference in attention-sharing. The POC analysis, which used performance functions in which performance on one task was plotted as a function of performance on a second task, allowed a more precise assertion of attention allocation and demonstrated the need to equate the baselines in developmental studies. (Contains 20 references.) (KDFB)

Researchers have found that family involvement in a child's education increases academic success. This study investigated the role of parents in children's education programs. Also examined were how these families perceived their own level of involvement in their child's education. Focus groups composed of African-American family members with children in early childhood special education programs were used to explore these issues. Preliminary results suggest that family involvement depends on the type and degree of communication and contact with school personnel. It was also found that the initial discovery and knowledge of a child's disability can be devastating for parents. Parents must then begin to work through the special education system starting out with little information. Social support, collaboration with school personnel, and availability of community agencies are necessary to help parents in order to enhance and ease the difficulty of raising a child with special needs. Implications for professionals in the field, such as how they can further involve families in their child's education, are also discussed. More investigation into how parents view availability and effectiveness of support is necessary. Contains 24 references. (RJM)

Studies investigating the impact of parent involvement programs on children's reading ability and children's self concept usually fail to use rigorous research methods. This study utilizes a pre-test/post-test experimental design to investigate the effects of a 12 week parent and child reading intervention on the reading ability and self perceptions of reading ability in second and third grade students. Twenty parents, randomly assigned to the experimental group, participated in the weekly program sessions. The sessions emphasized simple techniques that parents could use at home to help their child in reading, such as relaxed reading, paired reading, and praise and encouragement. The "Basic Reading Inventory" and "The Self Concept as Reader" subscale of the "Motivation to Read" scale were administered to the children before and after the intervention. Statistical analyses revealed significantly greater improvements in reading as measured by the number of errors made on graded passages for the experimental group. No significantly greater improvements were made by the experimental group in terms of the number of errors made on graded word lists or graded comprehension questions, or in self perceptions of reading ability. Findings support the notion of parental involvement in reading to improve reading ability. Contains 59 references. (RJM)

A study explored how children make decisions to use radio. Thirty 8-9 year olds were interviewed in depth and 71 9-12 year olds filled out a questionnaire. Results indicated that children were capable of describing their radio listening behavior on a day-to-day basis, and that listening processes appeared to be similar to that reported in studies of adult listening behavior. Findings provide support for the notion that children are capable of making their own decisions concerning media and are being allowed by parents to practice this autonomy. The listening process of children also appears to support social learning theory, which suggests that children use radio for social purposes and are dependent on radio to enable them to "fit in" with their elementary school friends. More research concerning children and their media activities is essential if educators are to deal with children and media consumption and learning in a knowledgeable manner. (Contains 52 references and a table of data. The questionnaire is attached.) (RS)

Little research has focused on children's loneliness or on the relationships between children's loneliness and depression. Children are typically labeled as lonely by the external behaviors they may or may not exhibit, rather than by their perceptions of their social relationships. This study examined the Children's Loneliness Questionnaire (CLQ) for stability over time and construct-related evidence of validity. Children (n=279) in grades three through six, from two rural midwestern schools, completed both the CLQ and the Reynolds Child Depression Scale (RCDS) two times, 6 weeks apart. The 24-item CLQ consists of 16 primary items which focus on children's feelings of loneliness. The RCDS's 30 items describe each symptom of depression. Results indicate that the CLQ and RCDS are reliable sociometric measures for children over the age of 8. Large group administration procedures may have hindered younger children's responses on the CLQ. Concurrent-related evidence of validity of both instruments was reasonably high for children in grades four through six. For children in grades four through six, the test-retest reliability coefficients for the RCDS over a 6 to 7 week period was found to be lower than in previously reported research using shorter test-retest periods. (RJM)

Attention-deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavior disorder among children in the United States. A frequently used and effective intervention for ADHD involves parent training for behavioral management. While parent training improves child compliance, parent-child interactions, and parenting skills, the effects of behavioral parent training on school behavior remain unclear. This study examines the effects of behavioral parent training on the behavior of ADHD children and their parents. The study sought to know whether conjoint behavioral consultation (CBC) enhanced behavioral parent training effects. Fourteen sets of parents with ADHD children participated in a 7-week behavioral parent training class. After the training class, four parent-child-teacher triads took part in follow-up CBC. All parents reported improved parental ratings of their own parenting skills as well as increased compliance in their children. Results also indicated that the addition of CBC, following behavioral parent training, resulted in further positive behavioral changes. The study draws three general conclusions: (1) behavioral parent training improves the behavior of ADHD children in the home; (2) behavioral parent training effects do not generalize to the school setting; and (3) CBC can promote generalization across settings as well as foster closer home-school collaboration and cooperation. (RJM)

These papers were collected from participants at a conference on young children, adults, and music. Papers include: (1) "Preschool Children's Responses to Music on Television" (Katharine Smithrim, Canada); (2) "Learning to Observe in Order to Join the Musical Activities Better to the Total Development of the Young Child" (Margre van Gestel, The Netherlands); (3) "Classroom Music for Non-Music Major Students in Kindergarten Teacher Training Fostering a Positive Attitude for Enjoyment of Music with Young Children" (Atsuko Omi, Japan); (4) "Emotional Growth through Musical Play" (Mary Stouffer, Canada); (5) "Action Research--Getting Involved" (Olive McMahon, Australia); (6) "Music as Mediator Element in the Mother-Baby Relationship" (Josette Silveria Mello Feres, Brazil); (7) "A Model for Enhancing Music Development Through the Inclusion of Informed parents and Other Primary Caregivers in Early Childhood Music Classes" (Kenneth K. Guilmartin and Lili Levinowitz, USA); (8) "Music in Early Childhood: The Search for Effective Models of Adult Participation and Interaction" (Carol Scott-Kassner, USA); (9) "Training of Early Childhood Music Educators at the Musical University in Heidelberg-Mannheim/Germany" (Maria Seeliger, Germany); (10) "Developing the Educational Connections in the Swedish Preschool: How Do We Integrate the Theories with Musical Practice?" (Berit Udden, Sweden); (11) "Effect of Pitch Relationship Between Text and Melody in Young Children's Singing" (Lily Chen, Hong Kong); (12) "Some Observations on the Singing Development of Five-Year-Olds" (Peta J. White, Desmond C. Sergeant, Graham F. Welch, England); (13) "Cross-Cultural Perspectives on Preschool Children's Spontaneous Music Behaviors" (Danette Littleton, USA); (14) "Using Jack Tales and Folk Music from Our American Appalachian Heritage to Involve the Young Learner, Including Those with Special Needs" (An Integrated Arts Approach Employing Folk Music, Folktales, and Puppets)" (Michelle Hairston, Linda High, USA); (15) "Doing What Comes Naturally: Generating A Music Curriculum for Young Children" (June Boyce-Tillman, England); (16) "Sound Mosaic: Young Children's Musical Development Program" (Eleonora Rybakova, Nikolai Kravtsov, Russia); and (17) "The Window of Opportunity" (Sheila C. Woodward, Republic of South Africa). (EH)