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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.]

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2015 proceedings: (1) Local History and Local Culture at the Core of Elementary Social Studies Curriculum (C. Agcaoili and S. Oshihara); (2) An Analysis of Enrolment in Advanced Placement Classes in Florida from the 2010 to 2011 School Years (B. Bittman); (3) Looking Beyond the Textbook: Multimodal Intertextuality in a Secondary Social Studies Classroom (T. Brown and S. Nance); (4) School/Family Communication and Involvement: A Top Ten List for Elementary School Teachers (S. H. Bowden and C. Corlis); (5) Bi-epistemic Research in a Policy Context: Current Findings and Subsequent Studies (L. Cherubini); (6) Replacing the Birth Language for Internationally Adopted Children: Linguistic and Cognitive Effects (A. P. Davies); (7) Strategies for Managing Culturally Diverse Virtual Teams: Creating a Feeling of Globalness (M. Flammia); (8) Neoliberalism and Privatization of Urban Health Care Facilities in Bangladesh (K. S. Haq); (9) Engaging Students through the Dynamic Learning Approach (M. M. Hussein); (10) Role of Cultural Diplomacy in Strengthening Diplomatic Relations: A Case Study on U.S.-Bangladesh Relations (M. T. Islam and M. N. Nur); (11) Just Eat It: An Examination of the Sociological Factors that Influence the Eating Habits of College Students (A. Minnick); (12) Why We Should be Skeptical of Bandura's Bobo Dolls (A. Pulido); (13) Opportunity Costs of Planning with Mandated Assessments: A Case Study of Fourth Grade Social Studies (R. Reed); (14) RCAIntervention: An Intervention System for Traditional, Blended, and Online Courses (J. Reynolds and C. Cummings); (15) Millennials at the Ballot Box: Where Have All the Young Voters Gone? (M. L. Rogers); (16) Impacts of Socio-Economic Background on Participation in Various Sport Types (H. I. Sengör); (17) Using Film to teach Character Education and Social Justice Education in Social Studies (C. Van Zandt); (18) Creating lessons with the C3 Framework and Digital Literacy (C. Van Zandt and L. Smith); and (19) Examining Students' Patterns Based on Their Historical Knowledge and Ability by Cluster Analysis (D. Yongjun). (Individual papers contain references.) [For the 2014 proceedings, see ED565293.]

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 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. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2019), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2019 received 547 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 135 submissions (25% acceptance rate), from which, 114 submissions are published in full text in these volumes. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Denise Whitelock, Professor of Technology Enhanced Assessment and Learning, Institute of Educational Technology, The Open University, UK, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This is the Volume I of the book "Education and New Developments 2019" and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of TEACHERS AND STUDENTS and PROJECTS AND TRENDS. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [For Volume II, see ED604966. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]

While much research has examined the role of individual and systemic racial bias in driving racial discipline disparities, less work has considered the significance of curricular environments in school discipline patterns. In this paper, I report on an ethnographic study of three kindergarten classrooms. Adopting a critical sociocultural perspective, I unpack how curricular contexts constructed norms for acceptable behavior, prioritized compliance over engagement, and disproportionately subjected historically marginalized students to heightened surveillance, unengaging instruction, and deficit explanations for behavior. I conclude that curricular environments shaped and impeded policy efforts to reduce racial discipline disparities, in part by disinvesting in relational ecologies.

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2018 received 624 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 168 submissions (27% acceptance rate). The conference also includes two keynote presentations from internationally distinguished researchers, Prof. Dr. Zoltán Rónay (Ph.D, Associate Professor) Research Group for Higher Education and Innovation, Institute of Education, Faculty of Education and Psychology, Eötvös Loránd University, Hungary, and Prof. Dr. Gyöngyi Bujdosó (PhD, Senior lecturer) Faculty of Informatics, University of Debrecen, Hungary, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2018: International Conference on Education and New Developments (Budapest, Hungary, June 23-25, 2018).]

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional sequence of tasks based on objectives concerning content and algebraic thinking practices; assessments; and posited levels of sophistication in children's reasoning about algebraic concepts within big ideas of early algebra. This research balances the goals of longitudinal research on supporting students' preparedness for algebra while attending to the practical goals of establishing connections among curriculum, instruction, and student learning. [This paper was published in: Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.) (2015). "Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education" (p201-204). East Lansing, MI: Michigan State University.]

The overall purpose of this study is to develop a measure of elementary mathematics teachers' curricular knowledge (Shulman, 1986) and curriculum use practices. In this paper, we present the first step in this larger effort--the piloting of one set of questions that document pre-service teachers' (PSTs') knowledge and practices for reading, evaluating, and adapting a Standards-based curriculum lesson. We present the range of responses elicited from 34 PSTs related to the goals and purposes of the lesson, the strengths and weaknesses of the lesson, and possible changes to the lesson. These survey questions and our findings about the range of PSTs' responses to the questions are intended to help researchers further develop the constructs of curriculum use and curricular knowledge. [For the complete proceedings, see ED584829.]

This paper describes a method of language intervention, Structured Methods in Language Education (SMILE), used with students having severe language disabilities due to such factors as autistic disorder, central auditory dysfunction, impaired hearing, or mental handicap. SMILE develops a hierarchy of skills leading from phonology to morphology to syntax. It starts with the smallest unit of language, the phoneme, which is immediately associated with its written representation, the grapheme. As soon as the sound system and a number of words have been learned, syntax is taught through linguistic string formulas and sentence patterns. The teaching progresses from simple to complex at each level of the curriculum. The SMILE approach also incorporates development of attention, specific and consistent teaching methodology, use of structure and routine, immediate reinforcement, successive approximations leading to exact repetition, pattern practice and substitution/transformation drills, and ongoing attention to generalization. Student learning and progress is shared with parents by means of individualized "books" showing new skills. (DB)

This paper discusses the ideas of Conrad Fiedler, a 19th century German philosopher of art, concerning art criticism, or the judging of works of visual art. In addition to a brief biography of Conrad Fiedler, the paper's main subject is Fiedler's ideas on art criticism as expressed in his book "On Judging Works of Visual Art" (1876, translated 1948). The paper also includes translation of some of Fiedler's aphorisms and statements from his other writings. Fiedler rejected the idea that art is based on contemplation of beauty. He strongly disagreed with the Kantian idea that art was only an undeveloped, rudimentary step in the acquiring of cognition. He saw art as a mental process involving another kind of cognition rather than abstract, conceptual cognition. Unlike the art educators and aestheticians of his day, Fiedler saw artistic consciousness as an inherent endowment of the human mind, that shows its presence already in the behavior of children. Fiedler identified an entire domain of the human mind, an intuitive domain consisting of artistic thinking, artistic cognition, and artistic configuration. These are holistic in their nature, being inherent endowments of gestalt, unifying lawfulness of the human mind. In accordance with Fiedler's views, using the term "aesthetics" without defining it, or treating it as an equal with art, or failing to realize the subjectivity of its criteria for art criticism may confuse and mislead art students. (DK)

The purpose of this study was to analyze principals' perceptions of middle grades programs in public middle and K-8 schools in North Carolina. A comparison of principals' perceptions of middle grades programs is made by grade configuration (middle vs. K-8) and by school type (Schools to Watch (STW) vs. non-Schools to Watch (non-STW)). A comparison of principals' perceptions of middle grades programs in this paper includes a comparison analysis of numerous school variables including: teacher access to technology, global awareness, curriculum aspects, importance of and level of implementation of middle level program aspects, the impact of high stakes testing, contributing factors to successful middle schools, and the advantages and disadvantages of K-8 schools as opposed to middle schools.

The aim of this study was to evaluate the feasibility of Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The feasibility was analyzed through a mobile learning framework, which includes the core characteristics of mobile learning. The study is part of a larger research where the aim is to develop a theoretical framework for mobile learning and mobile learning practices. QR codes were chosen in particular because teachers were interested in seeing how this relatively easy and versatile technology could be utilized in their classrooms. QR code implementations blended in and enriched the traditional teaching methods and classroom learning in a motivating and meaningful way. The core characteristics of mobile leaning were realized comparatively well. However, the study also indicated that the factors that should be added to the framework are the school curriculum, ICT integration strategies, teacher competencies, and technological, social and cultural change. [For the complete proceedings, see ED557171.]

At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness. [Additional funding was provided by New South Wales (NSW) Department of Education and Training, Victorian Curriculum and Assessment Authority, Catholic Education Office Melbourne and the Australian Curriculum Assessment and Reporting Authority. The project is collaboration between Monash University, Australian Catholic University, University of Sydney, University of Technology Sydney, University of Newcastle, and the University of Melbourne.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had 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-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

On July 28, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on the putative benefits of racial and ethnic diversity in elementary and secondary education. Four experts presented written statements to the Commissioners that assessed the social science literature on this issue. They also addressed whether or not racial and ethnic diversity in public schools should be mandated by the state and whether the net benefits of state-mandated diversity are different from the benefits that this diversity may yield when achieved through purely voluntary behavior. The experts also presented a number of studies to the Commission assessing the putative educational and social benefits of racial and ethnic diversity in elementary and secondary education. This volume presents the following papers: (1) The Outcomes of School Desegregation in Public Schools (David J. Armor); (2) Testimony Prepared for the U.S. Commission on Civil Rights Regarding the Educational Benefits of Diversity in Elementary and Secondary Education (Arthur L. Coleman); (3) The Benefits of Racial/Ethnic Diversity in Elementary and Secondary Education (Michal Kurlaender); and (4) Demographic Perspectives on Diversity, Racial Isolation, and the Seattle School Board's Plan to "Cure" Residential "Segregation" (Stephan Thernstrom). A bibliography is included. (Individual papers contain figures, tables, exhibits, footnotes, appendices, and references.)

Elementary preservice teachers in institutions certified by the National Council for the Accreditation of Teacher Education (NCATE) in the southern U.S. completed the Cultural Diversity Awareness Inventory. Results indicated that subjects exhibited cultural sensitivity in the areas of the culturally diverse family, cross-cultural communication, assessment, and creation of a multicultural environment using multicultural methods and materials. No statistically significant differences were found based on race; participation in a multicultural education course; or prior high school attendance at a private, public, or parochial institution. It is concluded that teacher education programs appear to be preparing preservice teachers to be culturally sensitive and separate multicultural courses added to the curriculum may not be needed. (Contains 52 references.) (JDD)

The StudyWorks Project was a 1-year unit of study designed for implementation with gifted/talented (G/T) students and developmentally handicapped (DH) students. The project involved four major areas of study (economic development, career education, social/interpersonal skills, and health/nutrition) and provided practical application of these areas of study. The practical application component consisted of planning, implementing, and maintaining a nutritious snack bar to serve intermediate-grade students during cafeteria lunch periods. The G/T class, consisting of seven third- and fourth-grade students, and the DH class, consisting of six fourth- and fifth-grade students, completed the units of study as separate classes and worked cooperatively on the snack bar project. This paper describes the project's rationale, content, goals and objectives for each unit of study, and procedures. The paper offers specific examples of procedures used in many aspects of program development and implementation: consultant support; funding; business plan; research; product selection; location; equipment; personnel; training; implementation; public relations; support study units; project closure, evaluations, and projections; and awards banquet. Appendices contain project forms and budgetary information. (13 references) (JDD)

The purpose of this study was to determine if elementary teachers' attitudes toward science and science education would become more positive if: (1) they participated in a four-week workshop on new science curricula; (2) the training they received was directed toward Elementary Science Study (ESS), Science Curriculum Improvement Study (SCIS), or Science - A Process Approach (SAPA); and (3) they served as model science teachers for preservice teachers who observed and taught in their classrooms. Thirty-six teachers who attended a four-week workshop on the new science curricula participated in the study. Twenty teachers were selected as model teachers on the basis of proximity of their schools to the university. Pre-service teachers were placed in 11 teachers' classrooms. Statistical analyses showed: (1) a significant positive change in attitude toward teaching science but not toward science as a result of the workshop; (2) no significant differences for the type of training received nor for the type of model teacher the workshop participant would become; and (3) for the pre-service teachers, no significant changes in attitude toward science or science teaching after observing the model teachers. (Author/MH)

Although computers have potential applications in the elementary and secondary physical education curriculum, current usage is minimal when compared to other disciplines. However, present trends indicate a substantial growth in the use of the computer in a supportive role in assisting the teacher in the management of instructional activities. Toward this end, computer programs can help solve problems such as the handling of data and the organization and scheduling of school facilities for physical education classes. Also, the information retrieval process may be used to record supplies maintained in the department. Computer data can also be used to analyze student performance in a particular activity. Athletic simulations of stop action games such as golf, softball, or volleyball are popular with secondary students and allow strategies of play to be tested and investigated for decisions. In addition, programs may be written by students to underscore the teaching of concepts. Many benefits are derived when the student via the program must teach the computer exactly what to do. Here, a necessary transition must be made from mental knowledge and benefits of an activity to the physical engagement of the activity. (WCM)

This manifesto outlines the purposes, instructional program, facilities, allocation of resources, financing, and implementation of a private elementary and middle school that is based on the concepts of professional accountability and individualized learning. The school would be organized around learning families that cross grade and ability levels and include approximately 125 to 150 students who would remain together for a number of years. Emphasis is placed on hiring only highly skilled teachers who would team together under one leader for each family. Learning aides would be used to reduce the number of teachers needed. The facilities for the school would be minimal to keep from taking money from instruction. Resource allocation would emphasize instruction--few teachers would be hired but they would be paid top salaries, tenure would be avoided but student success would be rewarded with sizable merit salary increases for the teachers, little would be spent on facilities, and all funds available would be spent on instructional resources. The alternative financial plans considered would result in tuition estimated to be between $900 and $1,000 a year. The plan would be implemented in stages. (Author/IRT)

The study, a seventh in a series of longitudinal studies, was an investigation of causal and other relationships among leadership, climate, teacher, and student variables in curriculum engineering. Quantitative measures included principals' leadership, organizational climate, teachers' attitudes, teachers' performance, and students' achievement. Additional teacher and student variables were used as control variables. A causal model showing block-recursive and reciprocal relationships was used to demonstrate linkages among variables. The significance of regression coefficients and the proportion of variance accounted for in the effects supported the assumptions of causal relationships among the four classes of variables. (Author)

This study was a sixth account of a longitudinal investigation of the effects of the operation of a curriculum engineering system in a school district. Specific objectives were to observe the effects of leadership, climate, and curriculum engineering on teacher attitudes and teacher performance in a curriculum system and on student achievement. A causal model and path analysis were used to demonstrate the effects of the research variable on each other and on student achievement. Where appropriate, the most recent data were compared with data from previous years and discussed in light of the longitudinal design of the study. (Author)

This document describes an empirical study on the patterns of teacher behavior and a comparison of student outcomes from two settings where different programs (types of curricula) were used. The two psychological positions identified within the curricula were stated to have been operationalized in the two programs developed for the elementary school, Elementary Science Study (ESS) and Science - A Process Approach (SAPA). The former reflects the cognitive restructuring approach and the latter, the behavioral approach. The paper presents briefly the procedural factors of the research to include instruments used and a brief report of the results of the study. It was concluded that the results of the study suggested that the two environments were perceived differently by teachers and functioned differently in practice; some objective evidence was obtained to indicate that student outcomes were sensitive to the two environments. (Author/EB)

In this paper some comparisons are made between the British Primary School system and the American school system. For example, the role of the British headmaster/mistress is considerably more powerful than the role of the American principal in areas concerning curriculum content, school personnel, use of auxiliary personnel, scheduling of classwork time, and daily activities. The British teacher's role--less participatory than in the United States--seems defined as a balance between providing ideas and facilitating independent work to reinforce direct teaching. British primary teachers, however, are now organizing to change some of the traditional power base. Curriculum content seems less structured and sequential; the teaching day is not as rigidly scheduled; and most schools do not appear equipped physically or intellectually to respond to total student choice of curriculum. Other differences from U.S. schools were observed in teacher tenure and retraining, student use of time, and organization of recesses. However, integration of the content areas does seem more prevalent than do interdisciplinary studies in the U.S. It is a myth that the British primary school system is an answer to American educational problems. Cultural differences make it impossible to superimpose British designs on American schools. This report concludes with references and an appendix containing reports by headmasters of three British schools. (Author/SH)

Five regional conferences designed for elementary supervisors and elementary mathematics educators were held in Ohio. The purposes of the conferences were: (1) to provide direction on the effective use of the calculator in the elementary school classroom; (2) to re-emphasize the importance of problem solving as a major curricular outcome; (3) to explore the interaction of the two areas and their relationship to the current emphasis on the basics; and (4) to establish links between supervisors and mathematics educators in each region for continuing curriculum development and improving instructional practice. Contents of this report include: (1) announcement and application forms; (2) sample schedules of the conferences; (3) conference evaluation forms and data from the evaluation; and (4) resource packets including papers presented or discussed at the conferences, sample materials, and transparency masters. (Author/MP)

This paper reports on findings from a 1990-93 PACE (Primary Assessment, Curriculum and Experience) study concerning the impact of the United Kingdom's Education Reform Act on teachers' professional perspectives and responses to change. Data are drawn from interviews with a national sample of 88 teachers and more intensive classroom study interviews with 9 teachers. The majority of teachers in 1990 felt the impact of the National Curriculum on their work and their role was largely negative, involving more administration, increased planning, and increased stress and anxiety. By 1992 and 1993, these negative feelings had intensified. From 1990 to 1993, an increasing proportion of teachers felt that their strengths and skills and their relationships with children were being eroded by the National Curriculum. However, about one-fifth of teachers saw the National Curriculum as enhancing their skills and providing the opportunity to develop them further. Nearly half the teachers felt a loss of autonomy in pedagogic decision making. A significant minority of teachers felt that a new professionalism involving creative ways of working with children and assessing them was possible, provided they had the confidence to shape the imposed changes to more professionally acceptable ends. Factors which enabled teachers to take control of the changes and selectively adapt them are examined. (Contains 19 references.) (JDD)

This study was designed to assess the effects of teaching the concept of interior volume, and methods of computing this volume, on the ability of fith-grade students to conserve volume. Conservation of volume was measured by an instrument developed by Lovell and Ogilvie. Instruction was in a mode compatible with the majority of elementary textbooks. Fifty-eight fifth-grade students were paired on the basis of age, sex, and responses to pretest questions. One member of each pair was randomly assigned to instruction on volume; the other received an equivalent amount of instruction on an unrelated topic. After instruction a posttest was administered; one month later a retention test was given. Results of the experiment indicated that instruction on volume did not affect conservation by those students who gave non-conservation responses on the pretest; 50 percent of these students could reproduce the volume formula on the posttest, but less than half of these showed retention. Students who were able to conserve volume were all able to calculate volumes on the posttest, but only one-third of them retained this ability. (SD)

The document contains 75 representative addresses from the American Industrial Arts Association's 36th annual conference. The number of addresses by each group are: three general sessions addresses; six by the American Council of Elementary School Industrial Arts; one by the American Council of Industrial Arts Supervisors; fifteen by the American Council of Industrial Arts Teacher Educators; and four by the American Industrial Arts College Student Association. These concerned issues pertaining to teacher education, change, specific subject areas, competency-based learning, and the future. Additional presentations in special interest subject areas are: four in the area of career education; one in communications; six in curriculum; three in electronics; two in foreign programs; five in futurology; three in humanism, one in individualized instruction; three in interdisciplinary studies; two in manufacturing; one in metals; two in plastics; five in teacher education; four in teaching aids; two in transportation; and two in wood. Reports regarding business of the association coucludes the volume. A chronological index for the conference and a comprehensive index are included. (NH)

The purpose of this study was to investigate whether success in the Science - A Process Approach (SAPA) process of classification designed for primary grade children is contingent upon the children's developmental level as defined by Piaget's theory. The investigators sought to determine whether children who had reached the concrete operational stage of intellectual development are more likely to succeed on SAPA exercises requiring multi-classification ability than their primary classmates who are at the defined pre-operational level. Thirty children were assigned to either pre-operational or concrete operational on the basis of two diagnostic instruments and their mental ages were determined with another instrument. Matched pairs, one from each developmental state, were formed with each child having a mental age score within one standard error of one another. These matched pairs were assigned randomly to one of two teacher instructional groups and taught nine sequentially-arranged classification exercises as prescribed by SAPA. A two-factor analysis of variance with developmental level crossed with teachers was used to analyze the scores from the nine individually administered competency measures accompanying the SAPA classification exercises. The concrete operational group performed significantly better than the pre-operational group in three exercises requiring hierarchical classification and in four exercises requiring exhaustive sorting. (Author/MH)

The presentation explores the efficiency of the Moulton-Blake managerial Grid as the theoretical base for a decision simulation focusing on the leadership styles practiced by elementary principals. Three decision areas--organization, curriclum, and interpersonal relations--are identified as key areas in which elementary principals are expected to provide or foster leadership. Through heightened awareness of their typical leadership styles, principals can become more skillful decision-makers. The presentation describes the theoretical framework for a simulation game, The Elementary School Principal Game. It documents the research process by which critical incidents and alternate solutions were identified. In addition it reports the results obtained from workshops that used the alternative decision simulation. (Author)

To obtain a realistic understanding of the supervisory role perception of the elementary principal, a 10-item questionnaire was sent to 400 elementary principals and teachers throughout Texas. They rank ordered both real and ideal role dimensions and agreed that the role is not what it should be. Principals now serve as disciplinarians but do not wish to do so. Both teachers and principals would like to see the principal as a staff selector/orientor. Neither group was too anxious to see the principal as an evaluator, although teachers felt that principals carry out this role more than principals believe they do. In conclusion, both principals (very strongly) and teachers want the principal's role as instructional and curriculum supervisor to be more pronounced than it presently is. (Author)

The papers in this collection focus on the integration of child language development research into curriculum and instruction, which was the general topic of four conferences held in conjunction with the 1979 and 1980 annual conventions of the International Reading Association and the National Council of Teachers of English. Section one, on child language research, contains five papers that provide up-to-date insights into learning oral as well as written language. Section two, concerning child language in schools, examines language and thinking-focused curriculum development, the interrelationships of oral and written language in the classroom, responses to literature in a school environment, and peer dialogues across the curriculum. Section three, on child language research and teachers, contains a description of an investigation of an inservice program for teachers and a discussion of nine principles of teaching applied within the context of two experimental teacher education programs. Section four offers comments about the four conferences from two people who attended all of them, and section five provides a list of readings for teachers and a bibliography of recent works cited by the contributors to this collection. (RL)

Discussed is the application of a psycho-reeducative approach to the teaching of history in a boarding school for bright elementary grade boys. Topics discussed include the historic process and the process of adaptation, historic activity in a reeducative context, the historic evolution of this approach (1961-1972), the integration of concepts to experience, the formulation of basic concepts in structuring history activities, and content of activities. (DB)

Ninety-two learning-disabled children, aged 5-13, participated in an evaluation of the efficacy of a television-based social problem-solving curriculum. The 52 children in the curriculum group viewed 10 episodes from the "Inside/Out" series and participated in teacher-led discussions. The episodes dealt with expressing feelings, making new friends, practical jokes, embarrassment, emotional abuse at home, responsibility at home, peer acceptance, coping with bullies, positive thinking, etc. The Teacher Blaming and Peer Inclusion subtests of the Social Problem Analysis Situation Measure were administered as pre-posttests. Other data were gathered through peer ratings, teacher ratings, and observation of problem-solving ability during an arts and crafts activity. The "Inside/Out" curriculum was not found to be an effective means of changing learning-disabled children's social problem-solving knowledge, peer relations, or behavior. The curriculum-group children were not rated as more popular or less aggressive than control-group children. Several suggestions for improving the curriculum are offered. (Author/JDD)

The purpose of this study was to investigate the more effective decision rule set between the goal oriented and the treatment oriented approach within the context of alterable and unalterable elements of instruction. Students (n=343) identified as learning disabled by their schools from grades 1 through 6 in 35 schools in a large city school district participated. Results of descriptive statistics and regression analyses revealed students with learning disabilities did make progress in reading proficiency, although there were no significant differences in effectiveness between the two decision rules in terms of student progress. A related finding was that both initial level of performance and instructional group size were important factors influencing student reading progress. That is, larger group size and low initial level performance were negatively related to the student's progress. Despite no difference in effectiveness between two decision rules, teachers who used the treatment oriented approach made more instructional changes throughout the year. Implications for student progress in reference to alterable and unalterable elements of instruction are included. (Author)

In this paper, the science program for preservice elementary school teachers at the University of Arizona, Tucson, is described. The philosophic rationale behind the program and descriptions of one-semester, three-unit courses in the Departments of Mathematics, Physics, Chemistry, Geology, Astronomy, and Biology are provided. (CP)

The teacher education program at the University of Houston is described which stresses accountability and competency based teacher education. Accountability is defined as a process for increasing the efficiency and effectiveness of education through measurement of progress toward specified goals. Objectives in Houston's teacher preparation program are competency based, criterion-referenced, humanized, and personalized. Assumptions concerning social studies teaching are set forth within this general framework of teacher training assumptions. The four-semester, elementary level competency based teacher education (CBTE) program introduces the student to basic teaching skills, provides knowledge about the foundations of education, offers field experience, and teaches students to organize information for elementary school pupils. In addition to describing the teacher education program at the University of Houston, the paper argues that competency based education is the most promising technological process for professional development of teachers. CBTE is a process which helps students develop teacher competencies, holds them accountable for demonstration of these competencies, and holds faculty accountable for assessing student competencies. The process of identifying competencies for a CBTE program involves development of assumptions which can be assessed and developed through properly designed instructional systems. (Author/DB)

This position paper is an extension of a presentation delivered to the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics at their annual meetings in San Diego, 1978. Four limits in test design are discussed: focus on low-level skills, general adherence to randomness, filling in blanks, and right answers. These limits are suggested as having been transferred to the instructional and learning program in elementary school mathematics. A discussion of areas that might be productive in attacking this problem centers around topics such as children as learners, different kinds of speech, uncertainty and intervention, patterns and language, and memory. (MP)

The relationship between intrinsic motivation for school learning and school achievement was investigated. An intrinsic motivation inventory was developed to test the hypotheses that intrinsic motivation is differentiated into specific subject areas for school learning; and for specific subjects is positively, significantly, and differentially correlated with achievement in corresponding subject areas. A self-report inventory, measuring pleasure inherent in school learning within subjects, was administered to fourth and seventh graders and correlated with their Stanford Achievement Test scores. Results supported the predictions, suggesting that intrinsic motivation for school learning is differentiated by subject area and that intrinsic motivation within specific subjects is a significant component of school achievement beyond the variance attributable to IQ. The intrinsic motivation inventory proved to be reliable and valid. (Author)

The nature of thinking as perhaps the most basic of all intellectual skills and the neglect of thinking as a valuable skill to teach in formal educational settings are discussed in the first two sections of this paper. The third section provides a rationale for teaching effective thinking skills in school. (Author/RH)

A survey was made of parental expectations of secular and religious teachers at a Jewish day school in a large metropolitan area located in the Ohio Valley. The school, with a student population of 108 students, employs 6 secular and 4 religious teachers. A high response rate (61 percent) was received from the parents. Findings indicated that there was a high degree of agreement among parents concerning their expectations of teachers in the school. Of major concern was that teachers be well-trained and hold a college degree, be concerned with the individual student, and be capable of using a variety of teaching styles and techniques. There was a feeling among parents that all teachers should be able to relate subject matter content to the ethical aspects of religion. There was also high agreement that secular teachers stress reading, math, science, and social studies in the curriculum. The most important curriculum area to be stressed by religious teachers was "Bible," followed by tradition and culture and Hebrew. A description is given of the demography of the study and the format of the survey questionnaire. Tables present information on specific responses to questionnaire items. (JD)

A workshop to develop a program for training primary school teachers was convened in 1969 by the Regional Centre for Education in Science and Mathematics (RECSAM) in Penang, Malaysia. Countries participating in the conference were Indonesia, Malaysia, Singapore, South Vietnam, Thailand, Phillipines, and Ceylon; consultants from the United States and Britain were also in attendance. The major outcome of the conference was a detailed description of a course designed to improve teachers' understanding of the new content and approach to teaching primary mathematics. The course was also intended to examine philosophical, pedagogical and methodological issues related to instruction, and to prepare key personnel from participating countries to organize programs in their home states. In addition to an outline of this course, this volume includes several working papers and documents related to the overall goals and projects of RECSAM. (SD)

This study involved the participants of a four-week, National Science Foundation-sponsored workshop who were interested in piloting the life science phase of Science Curriculum Improvement Study (SCIS) materials in six school districts in Northeast Kansas. The purpose of the study was to investigate the progress of participant usage of SCIS and to identify concerns of the participants so that help could be provided. For this purpose, a "Concerns Questionnaire" was administered to the participants before and after the workshop, and was also administered to teachers who had attended the workshop the previous year and had been using SCIS for one year. Among the results of the study were: (1) the teachers who had been using SCIS for one year were less concerned about the management of SCIS than the inexpereinced teachers; (2) the workshop participants were more concerned about management of SCIS after the workshop than before the workshop; and (3) there was no difference between the scores of the participants on the instrument "Science Teaching Attitude Scales" before and after the workshop. (MLH)

Over the past several decades, there has been considerable concern for improving industrial arts education. The process of program and curriculum improvement involves not only the improvement of instructional content, but also the improved utilization of available information concerning the growth conditions of the learners a program is intended to serve. The concept of developmental tasks can provide the curriculum developer and educational practioner a useful tool to help identify what students are internally attempting to accomplish at their specific stage of development. A number of states have adopted new guidelines for industrial arts curriculum revision and improvement. The "Maryland Industrial Arts State Guide" identified four stages of development associated with the majority of the state's industrial arts programs. During the 1977-78 school year and summer, several local education agencies in Maryland conducted county-wide curriculum development workshops for industrial arts teachers to apply the foundation presented in the Maryland "Guide." Using a five-step process, the teachers were able to develop and revise instructional programs according to the growth and development of the students. (JH)

This address, presented to the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics at their 1978 annual meetings, discusses poor mathematics scores in elementary grades and argues that they are the result of an outdated and outmoded elementary school mathematics curriculum. The origin of the standard mathematics curriculum is outlined and the challenges involved in changing it pointed out. Some of the needs for change are suggested and the general directions they must take indicated. Efforts being made in these directions are described. (MP)

Four papers focus on the following questions and issues in research on teaching mathematics: environment, desired outcomes, learner, and implications of research for teachers and teacher education. Formal reactions follow each paper presented by individuals from an educational discipline other than mathematics education. Samples of discussions from conference sessions are also included. An overview of research on teaching mathematics served to introduce the conference. (MP)

There is a need for leadership in the development of effective middle level schools in the United States. Despite the increasing numbers of schools that call themselves middle schools, there has not been much change in the educational program for pupils in grades 6, 7, and 8. Leaders in middle grades education need to examine current data about the physical, intellectual, and personality development of the early adolescent and to identify the implications of this data for the middle school curriculum, school organization, the role of the teacher in the middle school, and other related areas. A curriculum model that is responsive to the needs of the early adolescent learner should be used in developing middle school curricula. While research indicates no single best way to organize the middle school for instruction, teaching teams offer an excellent way to be flexible in providing various instructional situations that meet students' needs. It should be recognized that all possible components of a middle school program cannot be implemented in the first year of a program; a limited number of goals should be determined for the first year. Staff development is essential in starting the program and then expanding the middle school to its fullest potential. (Nine characteristics of an effective middle school are listed in the text of the address.) (Author/RH)

A study was conducted concerning the reduced and limited curricula which tests may represent. Observations were made at 18 different elementary and middle school classrooms in four school districts in central Pennsylvania during the language arts instructional period. All of the teachers were involved in promoting a holistic approach to literacy. Through hours of observation and conversations with the teachers, several themes were recurring: high levels of performance displayed by low ability learners; inadequacies of report cards; and teachers' frustrations about reducing children's learning to a letter grade. A major theme with teachers was how to educate parents and the public about the learning that was occurring in the classroom. Results indicated that teachers were effectively mediating learning activities so their students could become actively involved and owners of their learning. These rich curricula are undocumented because they do not explicitly inform the general public about the highly skilled, sophisticated performances and growth students display through the daily activities they perform. They are unstandardized because there is no handbook with a script for the teachers to repeat back to their students. The main reason for a lack of public knowledge is there is no formal outlet to report learners' performance and learning growth, except grades and test scores which do not capture the richness of the curricula. (Twenty references are attached.) (MG)

A conference of mathematics educators from Australia and New Zealand was convened in the summer of 1975; five specific objectives were addressed: (1) to review developments in primary mathematics education during the past decade, (2) to examine current approaches to teaching primary mathematics, (3) to recommend appropriate changes, (4) to examine potential implications of change, and (5) to arrange for ongoing consultation among curriculum personnel and teacher educators. A list of 20 expected outcomes of primary mathematics education was generated. Four working groups, organized within the conference, developed recommendations with regard to aims, content and materials for primary mathematics, preservice and inservice teacher education, and evaluation. Twenty-five papers (included in this volume) were presented to the conference. These concerned views of professional mathematicians, curriculum officers, secondary teachers, and teacher educators toward primary school mathematics, among other topics. (SD)