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This document presents the proceedings of the 28th Annual Research Forum held June 27, 2024, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eight action research papers: (1) College Athletics and the High School Athlete: Perspectives of High School Coaches (Michael Goehrig); (2) The Influence of Blogging on Self-Efficacy in Students' Writing (Jayna Palumbo); (3) Impacts of Environmental Justice Topics on Student Perception of their Identity in STEM (Samantha G. Reese); (4) Historical Thinking in Small Group Cooperative Learning (Sam Schectman); (5) The Effect of Adaptation on Student Engagement with Shakespeare (Savannah Smith); (6) Story Maps and Reading Comprehension in Second Grade Students (Emma Stein); (7) Poetic Composition's Influence on Student Attitudes Toward Poetry (Rachel Thomas); and (8) Student Engagement with Graphic Novels (Taylor Whitman). Individual papers contain references, tables, and figures.

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]

Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]

Can student performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) be considered equivalent measures of student knowledge? States and school districts are grappling with this question, and although studies addressing this question are growing, additional research is needed. We report on the performance of students who took either a PPT or one of two different CBT containing multiple-choice items assessing science ideas. Propensity score matching was used to create equivalent demographic groups for each testing modality, and Rasch modelling was used to describe student performance. Performance was found to vary across testing modalities by grade band, students' primary language, and the specific CBT system used. These results are discussed in terms of the current literature and the differences between the specific PPT and CBT systems.

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge mobile computing devices and Augmented Reality, as a means to engage student in collaborative learning towards the Aesthetical Periods of Music History. The Musical Peddy-paper proposes student to use their mobile computing devices (smartphones/ tablets) to find eight stations scattered in a set location, and then use their music literacy skills to find the correct answer in each station. Collaborative work is required to find the stations and the answers to the clues. The musical Peddy-paper was developed mixing Geo-location and Augmented Reality concepts. Geo-location Points of Interest (POI's) where set through Hoppala platform. Augmented Reality browsing and QRCode reading is supported by the LAYAR platform. In this paper, we introduce the concept of game-based activities as a tool to promote motivation and engagement towards learning, and fully explain the development process of the activity. We conclude this paper presenting the conclusions contemplating the use of this activity among a group of children from the 2nd Cycle of Basic Education in Basic School Maria Manuela de Sá, Matosinhos-Portugal. [For the complete proceedings, see ED557311.]

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.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that determined their knowledge of the concepts to be learned, were divided into three treatment groups. They were taught 14 concepts and given immediate posttests and delayed posttests of recall and recognition. On the immediate recall posttest, the PAC treatment results were superior to the word and PAL treatments. On the immediate recognition posttest, the PAC was superior to the other two and the word treatment was superior to the PAL. On the delayed recall posttest, there were no significant differences among the treatments. On the delayed recognition posttest, the PAC was superior to the PAL and word treatments. (TJ)

This book presents a selection of the research and papers presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pennsylvania in October, 2006. This Yearbook begins with Karen Bromley's presidential address, which explored the future of writing by discussing four predictions: the notion that pens and pencils will be collectors' items, the idea that writing will be electronic and people will read only digital text, the certainty that writing will be more challenging to learn and teach, and the idea that speech will replace writing. The papers comprising this Yearbook that follow Bromley's presidential address are: (1) Pedagogies of the Oppressors: Critical Literacies as Counter Narratives (Patrick Shannon); (2) A Few Words About Sentences (Allen Berger); (3) A Case Study of the Impact of Media Literacy Instruction on At-Risk Young Adolescent Females' Interpretations of Heterosexuality in Magazine Advertisements (Roberta Linder); (4) Preservice Teachers' Interactions While Tutoring Primary Grade Children (Beverly J. Timmons and Denise N. Morgan); (5) Reconnecting the Disconnect: Creating a Service Learning Experimental Program that Links Theory and Practice to Mentored Apprenticeships (Jennifer L. Bozeka, Susan Z. Turner, Jaclyn Prizant Gordon, and Judith M. Hendershot); (6) Using Graphic Organizers to Facilitate Elementary Students' Comprehension of Informational Text (Shirley Ermis); (7) The We Are Reporters Project: Developing an Appreciation and Purpose for Collecting, Recording and Recalling Data Using a Variety of Reporting Techniques (Karen M. Steuerwalt and Evelyn A. O'Connor); (8) Helping English Language Learners: Preparing Teachers to Promote Critical Thinking and Language Acquisition (Mayra C. Daniel); (9) Differentiated Instruction: Three Teacher's Perspectives (Jennifer P. Bailey and Thea Hayes Williams-Black); (10) Can You Hear Me Now? Providing Feedback Using Audio Commenting Technology (Allison Swan Dagen, Cheryl Mader, Steven Rinehart, and Philip Ice); (11) Confronting Teacher Education Issues Head-On: Increasing Our Knowledge and Choosing Our Options for Strengthening Teacher Education Programs (Angela M. Ferree, Francine Falk-Ross, Linda Gambrell, Richard Long, Mary Beth Sampson, Kathleen Mohr and Rona F. Flippo); (12) Using Multicultural Literature to Teach Culturally Responsive Instructional Approaches (Donna Glenn Wake and Virginia B. Modla); (13) Using Drawings by Secondary Preservice Teachers to Study Their Writing Process and Apprehension (Peggy Daisey); (14) Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools (William Dee Nichols, Robert J. Rickelman, Carl A. Young, and William H. Rupley); and (15) Helping Literacy Centers Come Alive for Teachers: Transitions into Use of Interactive Small Group Reading Stations (Francine Falk-Ross). (Individual papers contain tables, figures, references, and appendices.) [For the twenty-eighth yearbook, "Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook," see ED512603.]

This year's volume of the Central States Conference on the Teaching of Foreign Languages (CSCTFL) Report centering on the conference theme of MultiTasks, MultiSkills, and MultiConnections focused on the importance or world language use within the classroom and beyond with articles extending the conversation on target language use in instruction, on 21st century skills and accompanying Web 2.0 technologies that faculty and students can access and use to connect to the larger world, and applications of standards based instruction at K-16 levels of instruction. The profession's K-16 "Standards for Foreign Language Learning in the 21st Century" are well represented in this year's volume as all articles connect in some manner with one or more of the 5Cs in meaningful ways, demonstrating how the profession has embraced the national conversation on what "students should know and be able to do in a second or multiple language". The collection of articles in the MultiTasks section, share the theme of instructor target language (TL) use with recent attention placed on the role of the target language in instructed situations. In the MultiSkills section of this publication, readers will find a focus on the Partnership for 21st Century skills and technology integration in three articles. Articles in MultiConnections integrate various aspects of language learning usage for various purposes including connections to the Common European Framework of Reference (CEFR), to service learning for collegiate intermediate Spanish students not necessarily pursuing a major or minor in the language, and to innovations for providing more literature exposure into language learning. "Innovative Approaches to teaching Literature in the World language classroom," examines the need to provide and support literary texts in language instruction by bridging the gap between developing language proficiency for interpersonal communication and developing literary understanding of authentic literary texts.

The 2012 Central States Conference on the Teaching of Foreign Languages focused on ways to integrate culture into every facet of the World Language classroom. This publication presents a refereed volume of selected papers based on the theme and program of the Central States Conference on the Teaching of Foreign Languages. Those who attended the conference were reminded of the importance of recognizing the cultural spark that ignited their passion to teach and share world languages with future generations. At the same time a variety of strategies and opportunities that are available to educators through both physical and digital media were examined. More than 250 presenters at the 2012 conference shared their genius through sessions and workshops over the course of the three days. From a joint venture with the Wisconsin FLESFEST to support from the national language organizations, to professional development offerings ranged from pre-kindergarten to university with themes from advocacy to technology. Throughout the 2012 "Report," the authors have contributed a variety of articles to this publication. These scholars discuss how technology ties into the instruction of culture in the classroom and connecting students to the world. Teacher development and community involvement are also topics included that will help readers make connections with the world and the plethora of cultures that surround us. This 2012 "Report" addresses all levels of instruction from kindergarten to university to give the readers of this volume the highest possibility of making a connection with the articles.

The 2011 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Indiana Foreign Language Teachers Association, focused on trends, innovations, and national programs that are picking up steam as the first decade of the twenty-first century ends. Several innovations have the potential to unify world language goals with universal educational goals. The Partnership for 21st Century Skills, newly organized pathways in Career and Technical Education, and the adoption of national Common Core standards are just a few such initiatives that are building steam. At the 2011 conference, more than 165 workshop and session presenters brought information and expertise from across 17 states and across the nation to enlighten conference attendees. Trends and innovations on the themes of assessments, activities and strategies, technology, and the teaching of culture were especially well represented. This volume examines the ways of approaching language instruction with the new generation of students in mind and creating more learning opportunities to promote the acquisition of the twenty-first century knowledge and skills.

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The Republic of Slovenia, as well as a comment on the changes that were brought along by the new educational system in Slovenia. This Collection of papers (further in the text--Collection) also deals with the issues of students' satisfaction with their studies and students' study interests. There is also a mention of the influence of constructivism, a scientific approach in pedagogy, on education of pre-school teachers. Communication in teaching process has been examined, as well as the realistic situation in primary schools. Modern education requires students' active participation in the educational process, and Collection attempts to present the realistic situation in our schools. Theory and practice in teachers' education have also been presented here. Collection points to the necessity of a practical training in the education of future teachers and to the importance of keeping the pace with modern trends in their education. Modern teaching includes all factors of education; therefore Collection examines the importance of cooperation between parents and teachers. What is also stressed here is the irreplaceable role of teachers and parents in the upbringing process. Children's rights are foundation of modern teaching, and they have become one of the everyday-school problems. One of the tasks of the modern education is to develop intercultural awareness, tolerance and prevention of discrimination, stereotypes and prejudices. Modern teaching brings along different changes and challenges, and Collection demonstrates how it influences children's value system. Another important issue mentioned in Collection is the necessity of setting precise evaluation standards for all aspects of educational activities. Teaching mathematics, as well as other natural sciences, particularly requires the modernization of education of its teachers and introduction of the new teaching technologies. Art education is still an important part of education. The influence of gender in development of artistic skills has been also presented here. Papers include: (1) Teaching in a Nine-Year Primary School in the Republic of Slovenia (Milena Ivanus Grmek); (2) Students' Study Interests and Satisfaction with Study (Marko Palekcic and Izabela Soric); (3) Constructivism and Education of Pre-School Teachers (Nada Babic and Stanislava Irovic); (4) Teaching as a (Non-)Mutual Process (Adelka Peko and Marija Sablic); (5) Paradoxes in Teaching and Learning: Synthesis of Theoretical Knowledge, Practical Experience and Personal Reflection (Marija Bratanic); (6) Teachers and Parents as Promoters of Learning and Responsible Behavior in Children (Sofija Vrcelj and Jasminka Zlokovic); (7) Cooperation Between Parents and School (Vesnica Mlinarevic and Edita Boric); (8) Contemporary Teaching and Teaching Values (Emerik Munjiza and Blanka Skender); (9) Contemporary Teaching: Intercultural Paradigms (Neven Hrvatic); (10) Precise Evaluation Standards--Conditions for Successful Teaching (Edita Boric and Andelka Peko); (11) Initial Natural Science and the Use of Contemporary Educational Technology (Samo Fosnaric); (12) Teachers' Contribution to the Modernization of Teaching Mathematics (Margita Pavlekovic and Zdenka Kolar-Begovic); (13) The Role of Gender in the Innovative Approach to the Evaluation of Fine Arts in the Primary School (Matjaz Duh); (14) Art Education: About Students' Spacial Experience in Contemporary Visual Media World (Beatriz Tomsic-Cerke); (15) Didactic Foundations for Visual Art Education (Tonka Tacol); and (16) Effectiveness of Different Methods in Developing the Feeling for Common Meters (Janja Crcinovic Rozman). (Individual papers contain tables, graphs, and references.) [This proceedings was published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract modified to meet ERIC guidelines.]

For the twenty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, CA. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in volume 2 which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED496303. For Volume 1 of the 2002 proceedings, see ED496300. For Volume 2 of the 2002 proceedings, see ED496301.]

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

This document contains 10 commissioned papers presented at a research design symposium on family literacy. It also contains a summary of the symposium, which was structured around five themes: assumptions and perceptions about family literacy; what we know from research and practice and how we know it; defining the characteristics of family literacy programs; looking to the future--arguing for the top priorities for research and practice; and refining and articulating the top priorities for research and practice. The papers include the following: "Integrated Services, Cross-Agency Collaboration, and Family Literacy" (Judith Alamprese); "English Immigrant Language Learners: Cultural Accommodation and Family Literacy" (Richard Duran); "Designing and Conducting Family Literacy Programs that Account for Racial, Ethnic, Religious, and Other Cultural Differences" (Vivian L. Gadsden); "Family Literacy Programs: Creating a Fit with Families of Children with Disabilities" (Beth Harry); "Longitudinal Study of Family Literacy Program Outcomes" (Andrew Hayes); "Family Literacy: Parent and Child Interactions" (Larry Mikulecky); "Teaching Parenting and Basic Skills to Parents: What We Know" (Douglas Powell); "Intergenerational Transfer of Literacy" (Catherine Snow, Patton Tabors); "Informing Approaches to Serving Families in Family Literacy Programs: Lessons from Other Family Intervention Programs" (Robert St. Pierre, Jean Layzer); and "Meeting the Needs of Families in Family Literacy Programs" (Dorothy Strickland). Appendixes include a list of symposium participants and biographical sketches of commissioned authors. (KC)

The proposed paper utilizes teacher and student data from the 2014 U.S. National Assessment for Education Progress 8th grade Civics test (NAEP-Civics8) to explore the relationship between teacher pedagogical practices and other factors (i.e., teacher credentials, teacher professional characteristics, individual traits, and teachers' education preparation pathways) that support student short term civic outcomes and access to civic learning opportunities in schools of choice. This study revealed some aspects of teacher pedagogical practice and other limited factors that support student short-term civic outcomes and access to civic learning in these settings. School variance (i.e., schools of choice) did influence not only teacher pedagogical practice but also student access to civic learning opportunities.

This study was conducted to assess the first year of full implementation of a teacher incentive program (TIP) in South Carolina. The study examines the relationship between student achievement and teacher participation in one of several incentive model programs. The research also explores award winning teachers and their association with higher gains by students in reading and mathematics achievement scores. A stratified random sample of schools was selected from which all TIP award recipients and a matched control sample of nonparticipants were selected as subjects, limiting the study to classroom teachers of reading and/or math in grades 1-6 during the 1988-89 school year. Relevant characteristics for all teachers and their classes were recorded, along with achievement data for students. Results demonstrate that participants in TIP are associated with higher gain scores in reading and math than nonparticipants, and suggest that screening candidates for teaching awards is consistent with the goals of performance-based compensation programs. (LL)

Comparability studies between CBT and PPT studied if there were score differences between these two versions. However, there were no consistent results across studies and time. The purpose of this study is to summarize the testing mode effects for K-12 mathematics tests by conducting a meta-analysis. 103 effect sizes of 32 studies were collected across 1987 to 2013. Results find: (1) The estimated mean effect size was -0.11 with the standard error of 0.015. (2) Three moderator variables, grade, item type and source of studies, statistically significantly influenced the mean effect size. (3) A meta-regression showed that the relationship between the mean effect size and time of studies was statistically significant. (4) Sensitivity analysis indicated students with disabilities might get more disadvantages on CBT.

During summer 1992, 32 administrators of Catholic elementary schools participated in the 1992 Principals Academy in Washington, D.C. This document contains 21 articles related to issues on which the academy focused--leadership, public policy, school and society (responding to multicultural diversity), and educational technology. A list of priority directional statements is also included, which evolved from the National Congress on Catholic Schools for the 21st Century. (LMI)

This paper presents the use of the time-on-task analysis (TOTA) diagnostic model as an instrument to improve the efficient management of allocated academic time in schools and focuses on the descriptive analytics produced by the TOTA model. The model aims to analyse how time is spent during the school day to enable school leaders, managers, and teachers to identify opportunities for improving teaching and learning 'uptime' in their schools and classrooms. The theoretical underpinning of the TOTA model is overall equipment effectiveness (OEE), a powerful analytical productivity metric used widely in manufacturing, and thus provides a novel perspective on how time is spent in the school day. The descriptive analytics are based on a data set of 450 observations taken during a time-series classroom observation study in the intermediate-senior phase of a primary school. It is argued that the TOTA model can be a valuable tool for school managers and teachers to improve teaching and learning productivity through the efficient utilisation of allocated academic time. The time-on-task analysis presented in this paper further underscores the importance of teachers' classroom management competencies and has the potential to be a valuable tool to enhance the instructional and transformational leadership practices of school principals. [For the complete Volume 21 proceedings, see ED629259.]

The study reported in this paper is on the professional development (PD) of primary school mathematics teachers. Teachers from two primary schools participated in the PD for two years. High-stakes mathematics examination tasks were used to kick start awareness and thinking about teaching for big ideas. Teachers did the tasks and discussed their solutions focusing on how their instruction could facilitate the acquisition of mathematical ideas as a body of connected knowledge. Data presented in this paper show that the tasks teachers worked with at the start of the PD did impact their understanding and instructional practice specific to big ideas in mathematics. Some challenges the teachers faced during the PD are also noted.

The interactional role of language use in the mathematics classroom is explored in the last few decades. This paper adds to the knowledge base by exploring different ways of talking that children and their teacher use in a New Zealand primary geometry English-medium classroom. Bakhtin's concept of speech genres is used for an analysing transcript of one audiovisually recorded whole-class interaction episode from a geometry lesson in a Year 5/6 classroom. The analysis suggests that the teacher and children use various genres to participate in classroom interactions. The use of several genres provides insights into what children and the teacher construct as mathematical in the real sense. The paper finished with a few implications for teaching and research.

In today's modern age, digital technologies are an essential part of everyone's life, so students must learn to use them in primary school. The specific competences defined in the European Digital Competence Framework DigComp 2.1 (2017) are divided into six areas. The Ministry of Education of the Czech Republic has subsequently drawn on this document to add digital competences to its Framework Education Programme (FEP). For this reason, a research experiment was conducted in the context of primary school teaching, which included the design of several specific lessons. The aim of this experiment was to test the research question of whether online collaboration between students using the BYOD model would lead to the acquisition of the subject curriculum, as well as the acquisition of selected digital competences. Therefore, the aim of this paper is to present a design of a Geography teaching method in which students develop not only their subject knowledge but also selected digital competences, using the H5P application and the creation of a multimedia learning object, and to present the results of the research carried out. The paper includes a description of the individual lessons, the tasks set for the pupils and the methodology for the teachers. [For the full proceedings, see ED639391.]

For several decades, English language learners in P-12 setting were initially viewed from a deficit perspective (Valenzuela, 1999) in which they were unfairly and unjustly compared with the dispositions, experiences, skills, etc. of their native-speaking counterparts. In recent years, however, these learners are increasingly considered from an asset-based perspective (Bartlett & García, 2011) in which their cultural and linguistic resources are being identified, understood, and valued. This paper thus provides an overview of a course unit on the funds of knowledge approach embedded in a ESOL culture and education course for preservice elementary education teachers. The goal of the unit is to acquaint students with the funds of knowledge approach while also equipping them with specific strategies and techniques for incorporating English learners' funds of knowledge in their future classrooms. The paper begins with a summary of the history and principal tenets of the funds of knowledge approach and an overview of critical pedagogy, another theoretical framework which structured the course unit. The paper then outlines the readings, activities, and resources which constituted the multi-day course unit along with a rationale for including these resources in the unit. [For the full proceedings, see ED656038.]

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 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, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while students are solving math problems. This paper presents findings from qualitative analyses of 11 classroom observations, 10 observation follow-up chats, and 35 teacher interviews that were collected as part of a randomized control trial conducted in the northeastern United States. The analyses include teachers who used the program with their students (treatment group) and teachers who implemented math instruction as usual (control group). Teachers in the treatment group viewed analytic data on students' effort and progress, which informed the discussions they had with their students around SEL topics including setting goals, the importance of effort, and using productive problem-solving strategies. Findings from these analyses suggest that analytic data on effort and progress can inform teachers' discussions of math-related SEL concepts with their students. [This paper was published in: "The 14th Learning Analytics and Knowledge Conference (LAK '24), March 18-22, 2024, Kyoto, Japan," ACM, 2024.]

Perseverance is critical for students' achievement and may be particularly important after COVID-19. This paper includes analyses of teacher and principal interviews and student educational technology usage data to examine students' perseverance during math problem-solving across three cohorts of students during and after COVID-19. Data were collected as part of a randomized control trial examining the efficacy of an educational technology platform, MathSpring, in supporting students' math achievement. The results indicated that teachers and principals were concerned with their students' perseverance, and students' usage data similarly demonstrated that students may have reduced perseverance when solving math problems after COVID-19. Teachers and students may benefit from using tools that help foster perseverance in math class. MathSpring and other educational technology tools that support perseverance could be useful for encouraging students to put forth effort when solving math problems, which could in turn support students' math learning outcomes.

This paper explores the utilisation of "Twitter" as a dynamic language learning platform in order to create an authentic domain of use for learners of Irish as an Additional Language (IAL) in a primary school setting in Ireland wherein 20 fourth class children and their parents participated. The Irish language context is firstly introduced, which contextualises a rationale for utilising Twitter for language learning. Teacher, child, and parent engagement with "Twitter" is then outlined with reference to the action research methodology employed. The repository of class tweets, periodic participant advisory group discussions and questionnaires, coupled with teacher-researcher reflection informed a qualitative data analysis. Results indicate notable student engagement with and enjoyment of tweeting in class "as Gaeilge" [in Irish] whereby the class Twitter account emerged as a practicable language learning platform. Its affordances enabled the student composition and publishing of short texts (tweets) and the provision of authentic Irish tweets for class reading. Parent and child engagement out of class, while relatively low, also demonstrated a promising additional domain of use, subject to the negotiation of orientation-related and implementation-related challenges for learners in a blended setting. In conclusion, recommendations to support the use of Twitter in endangered language school contexts are suggested. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

In the effort to improve student outcomes, teachers are usually the focus of professional development efforts. However, research increasingly demonstrates the significance of administrators in influencing student outcomes, raising questions about how they too should be involved in such programs. The study involved interviews conducted with 12 administrators engaged in a large-scale professional development program dedicated to equitable math instruction for diverse learners. The paper reports on the different understandings they had regarding their role in supporting the innovation, including their perspective on diverse learners, perceptions of teacher needs, and approaches for teacher support. While conventional professional development programs might overlook administrators, this paper argues for a situated approach for engaging administrators in the complex process of leading change.

In a research study designed to investigate the emergence of collective creativity in elementary classroom settings, and in which teachers' decision-making practices were analyzed alongside both the teachers' observed teaching practices in their classrooms and their students' problem solving actions, the first author developed four metaphors for collective mathematical creativity and linked the entailments of these metaphors to teachers' actions. In this paper, we discuss in detail these entailments and teacher actions, present a framework for collective creativity, and reflect on the implications for practice and further research. [For the complete proceedings, see ED657822.]

As part of a longitudinal study focused on mathematical play, we (Melissa, Amy, and Anita) are often faced with questions about what counts as play and what mathematics (and other learning) we see in play, and whose play is most likely to be seen or dismissed. Rather than discuss our findings from classroom videos of kindergarten children engaged in mathematical play, we asked scholars who bring different lenses to research on play, young children, and teaching and learning mathematics to look at some of our data and provide their perspectives. In this session, we will share video and discuss with our panel (Nathaniel, Naomi, and Tran) various ways to interpret that video. This paper provides background on the potential of mathematical play and the details of the study that generated data for analysis. We conclude with a copy of a transcript that is associated with a video we will watch during the plenary with hopes that participants will watch prior to the session and come with their own questions/perspectives. [For the complete proceedings, see ED657822.]

Textbooks play an important role in teachers' instructional decisions (Jones & Tarr, 2007), which consequently affects students' learning. This paper reports on a comparison of the elementary mathematics textbooks used in Iran and the United States, the Go-Math textbook. I analyzed topic sequences, frequency of the tasks, and cognitive demands of the fraction task in second and third-grade textbooks, employing the framework developed by Smith and Stein (1998) regarding the Levels of Cognitive Demands (LCD). Findings showed that Iran's textbooks devoted more percentage of pages to fractions in second grade than Go-Math textbooks. LCD of the tasks in second grade in both courtiers were in lower levels. Also, the presentation of the fraction concepts varied in different countries and Go-Math covered more fraction concepts in third grade. Recommendations for future research were offered. [For the complete proceedings, see ED657822.]

German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. For teachers, this knowledge can be used to help students develop a better understanding of mathematics by making visible the central ideas, and connection across topics and across levels. For students, this knowledge can further be helpful affectively by engendering an appreciation of mathematics as a subject that is coherent and comprehensible. Although there has been much interest recently in the understanding of Big Ideas, there is little research done in the assessment of Big Ideas thinking. In this paper, we discuss our development of an instrument to measure the Big Ideas of equivalence and proportionality. Our analysis of some pilot items suggests that Big Idea thinking is a multidimensional construct within most school environments.

Place value is one of the 'big ideas' in number and plays a critical role in helping students develop their number sense, problem solving and computation skills. Yet, the elegant simplicity of our place value system belies the abstract nature of the construct. This paper presents data from 606 Year 3-6 students (ages 8-12) from two metropolitan Melbourne primary schools who completed the Place Value Assessment Tool (PVAT). Each student's place value knowledge was categorised according to the Place Value Developmental Progression (PVDP). The results highlight the wide range of understanding in each year level and challenge the efficacy of a number magnitude-based progression in place value.

In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.

This conceptual paper discusses two frameworks, developed independently by the lead author, that will provide the conceptual foundation for the identification and evaluation of mental computation strategies students demonstrate during an upcoming research project entitled Mental Computation in Year 5. These frameworks will be used by the lead author during an intervention to investigate the application of mental computation strategies in problem solving tasks involving duration of time. It is an intended outcome of the project that the two frameworks will be useful for teachers and students in upper primary school to provide feedback regarding the teaching and learning of mental computation.

This paper describes results from a case study about how a primary pre-service teacher (PST) used curriculum materials (CMs) when planning for a mathematics lesson during her final practicum. The data is drawn from a doctoral study (in progress) and results show how the PST initiated an active process of searching for and sifting through CMs on a familiar website to make selections for a lesson. Selections were based on several aspects, including the mathematics focus of her lesson, curriculum connections, her chosen teaching approach and mathematical representation for teaching multiplication. Implications for mathematics Initial Teacher Educators (ITEs) are discussed.

This paper reports on students' experiences of describing and representing variation in hypothetical data. Fifty-six students (8-9 years-old) experienced collecting and working with quantitative data for two years as part of a STEM education project. The task described here was an end-of-year survey question, with three parts about a hypothetical context for surveying students in two different Australian cities: recording the data, describing the potential variation in the data, and creating a representation of what the data might look like when only a descriptive account of the context and variables were provided. The data analysis framework utilised provides a means of determining students' readiness for further development of statistical ideas.

Worldwide interest in Lesson Study (LS) and the opportunities offered for student learning through the use of a Structured Problem-Solving Approach (SPSA), as typically adopted in Japanese LS research lessons in mathematics, have left largely unanswered questions about the extent to which these can be replicated elsewhere. This paper presents a case study of one primary school teacher's learning experiences, and his views about LS and SPSA, as a result of participating in a project introducing SPSA through LS in three Fijian primary schools. The results reveal that engaging in the LS process was instrumental in supporting this teacher's implementation of SPSA in his mathematics classroom. The findings are important for teacher professional learning (PL) in Pacific cultural contexts.