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This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 2), are presented. This Action Research Project includes: (1) Second Language Acquisition and Vocabulary Instruction in an ESOL Classroom: Which Model Works Best? (Bradley Balthrop); (2) Action Research Study of Classical Teaching Methods vs. Active Learning Methods in the Middle School Social Studies Classroom (Brian Bass); (3) A Case Study Documenting the Effects of Response to Intervention Practices on Mathematics Success in Elementary Education (Jessica Kane); and (4) The Different Approaches to Teaching English as a Second Language in Japan and the U.S. and How this Affects the Student's English Skills (Asami Nakano). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016," see ED573167.]

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).

This volume is a collection of selected refereed papers presented at the Association of Teachers of Japanese Annual Spring Conference held at the University of Hawai'i at Manoa in March of 2011. It not only covers several important topics on teaching and learning spoken and written Japanese and culture in and beyond classroom settings, but also includes research investigating certain linguistic items from new perspectives. Following a preface, chapters include: (1) Development of Narrative Writing Ability and Language Proficiency in Young JHL Learners in a Japanese Immersion Program (Masako O. Douglas, Kiyomi Chinen, and Hiroko C. Kataoka) [written in Japanese]; (2) Using N Desu in Small Talk: JFL Learners' Pragmatic Development (Tomoko Iwai); (3) Effects of Dynamic Written Corrective Feedback on JFL Students' Homework (Yuka Akiyama and Mayumi Fleshler); (4) Theories and Practices of Content-Based Language Instruction: Toward "Critical" Japanese Language Education (Shinji Sato, Atsushi Hasegawa, Yuri Kumagai, and Uichi Kamiyoshi) [written in Japanese]; (5) Social Network Development during Study Abroad in Japan (Spencer A. Ring, Daniel Gardner, and Dan P. Dewey); (6) Grammar and Interactional Discourse: Marking Non-topical Subject in Japanese Conversation (Michiko Kaneyasu); (7) A Study of the No-Clause Construction in Japanese: Internally Headed Relative Clauses and Beyond (Xiaoman Miao) [written in Japanese]; and (8) Transmissive Feminism: The Evolutive Mind as Displayed in the Overseas Letters of Yamada Kakichi to Yamada Waka (Rika Saito).

EUROCALL 2013's theme was "20 Years of EUROCALL: Learning from the Past, Looking to the Future." The conference seeked to establish an overview of EUROCALL's twentieth anniversary. As a professional organization, EUROCALL has been aiming, along its 20 years of existence, to promote innovative research, development and practice in the area of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) in education and training. During 20 years the organization has brought together educators, researchers, PhD students, administrators, designers of software and language learning systems, government representatives, equipment and software suppliers and other professionals involved in CALL and TELL. Some of the areas covered during the conference were: (1)???? Recent developments in mobile learning; (2)???? Language learning in virtual environments; ????(3) Synchronous communication in language learning; (4) European Language Portfolio, self assessment and ICT; ????(5) Challenges of e-learning: the role of the institution; ????(6) E-learning: student expectations and experience; ????(7) Successes of e-learning through the eyes of the student; ????(8) The use of new technologies for language teaching in schools; ????(9) Promoting the use of new technologies amongst language teaching professionals; ????(10) Developments in the pedagogy of online learning; ????(11) Corpora and language learning; (12) Courseware design; ??(13) Cross-sector collaboration through e-learning; ????(14) Supporting less widely taught languages through CALL; ????(15) Improving intercultural competence through language learning; ????(16) Managing multimedia environments; ????(17) Distance and collaborative learning; and (18) Self access and learner autonomy. An author index and a name index are included. (Individual papers contain references.)

From 3rd to 5th March 2008 the International Association of Technology, Education and Development organised its International Technology, Education and Development Conference in Valencia, Spain. Over a hundred papers were presented by participants from a great variety of countries. Summarising, this book provides a kaleidoscopic view of work that is done, all over the world in (higher) education, characterised by the key words "Education" and "Development." The editor wishes the reader an enlightening experience. This book contains the following chapters: (1) Professional Prerequisites for Japanese Sea Officers--Professional Training School Requirements (Olivia C. Ogawa); (2) Improving General Cross-Curricular Skills in Attendance and Virtual Environments (Guadalupe Ortiz); (3) Smart Classroom Technology (Ciaran O'Driscoll); (4) Adaptive M-Learning (Ivan Carlos Alcantara de Oliveira and Jose Roberto de A. Amazonas); (5) Dynamic Mathematical Learning Tools: Does It Work For Malaysian Classroom Learners? (Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub and Kamariah Abu Bakar); (6) On the Return to Geometry in Lecturing Technology (Francisco Mesa, Luis M. Marin and Antonio Gamez); (7) Delivering Synchronous and Asynchronous Educational Material in Conservation Science Using Various Communication Channels (Ioannis A. Kozaris and Evangelia A. Varella); (8) Impact of the New Economy on Business Informatics Education (Pere Tumbas, Otilija Sedlak and Predrag Matkovic); (9) Applying New Educational Methodologies in Overcrowded Groups: Experiences in Basic Mechanics (Marta C. Mora-Aguilar, J. L. Sancho-Bru and J.L. Iserte-Vilar); (10) The Use of SCORM in a Community Based Learning Management System (Luigi Colazzo, Andrea Molinari and Nicola Villa); (11) Product Design Teaching Processes Worldwide Analysis and Comparison for a Future On-line Design Studio (Serena Selva); (12) Longitudinal Analysis of Students' Readiness for b-Learning Courses: Implications for the European Higher Education Area (Jose Manuel Ortega Egea, Maria Victoria Roman Gonzalez, Pedro Eugenio and Gracia Vitoria); (13) Learning and Teaching Strategic Management: a Continuous Improvement (Cesar Camison-Zornoza, Montserrat Boronat-Navarro and Ana Villar-Lopez); (14) A Multidisciplinary Experience in the European Context (Maria Amalia Trillo Holgado, Roberto Espejo Mohedano and Cristina Maria Gamez-Fernandez); (15) ECTS: Teaching Innovation Experience in Business Administration at the Escuela Superior de Ingenieria (College of Engineering) in Cadiz (Angel Cervera Paz, Victor Perez Fernandez and Francisco Rubio Cuenca); (16) Adapting to the EHEA: a Case Study (Miguel Arevalillo-Herraez, Jose Manuel Claver and Alfredo Rosado-Munoz); (17) The Importance of Cooperative Work in the Faculty and in the Classroom (M. G. Montoya, R. Herrada, C. Gil, F. G. Montoya and A. Alias); (18) The Evaluation Carrousel: an Assessment Tool for Interdisciplinary Science Innovation Education (Adri Proveniers and Jan Westra); (19) Common Mistakes in the Application of Continuous Evaluation Methodologies in Spanish Universities (Juan M. Sanchez and Enriqueta Antico); (20) Verbal and Pictorial Stimulus of Package Design in Right-to-Left Languages According to Brain Laterality (Kambiz Heidarzadeh Hanzaee); (21) Research, Development and Technology Transfer (R & D & TT) in the Field of Engineering Materials and Related Technologies (Jaroslav Jerz); (22) How to Develop a University Educational Guide? Some Suggestions for its Graphic Design (Begona Jorda-Albinana, Olga Ampuero-Canellas, Jimena Gonzalez-del-Rio and Jose Armijo); (23) Providing Quality Research Supervision in Contemporary Graduate Schools: Empowering Research Graduates to Perform in the Knowledge Economy (Janet Carton, Steve Jerrams and Anthony Betts); (24) Knowledge in Technology Networks: A Case Study Based Institutional Approach (Michael Steiner, Christian Hartmann and Michael Ploder); (25) Higher Education Systems: Postsecondary Vocational & Technical Education Developments in Comparison (Peter A.J. Englert and Wolf Dieter Grossmann); (26) The Role of Diaspora Entrepreneur in the Advancement of Science and Technology: Knowledge Economy Perspective (Mervat Hatem Sharabati-Shahin); (27) Exploratory Investigation into Preservice Teachers' Career-Goal Contents and Their Relationships with Class Participation Motivation in Higher Education in South Africa (Byron Brown and Ntonghanwah Forcheh); (28) Automatic Classification of Language Learner Sentences into Native-like or Non-Native-like Based on Word Alignment Distribution (Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi and Ichiko Sata); and (29) Analysis of the Students' Socio-Demographic Profile (Oto Tezak).

This book offers 21 papers in three parts. After (1) "Introduction" (Jacques Maurais and Michael A. Morris), Part 1, "Global Communication Challenges," includes (2) "Towards a New Global Linguistic Order?" (Jacques Maurais); (3) "The Geostrategies of Interlingualism" (Mark Fettes); (4) "Language Policy and Linguistic Theory" (Douglas A Kibbee); (5) "Babel and the Market: Geostrategies for Minority Languages" (Jean LaPonce); and (6) "Forecasting the Fate of Languages" (William F. Mackey). Part 2, "Major Areas," includes (7) "Language Geostrategy in Eastern and Central Europe: Assessment and Perspectives" (Ferenc Fodor and Sandrine Peluau); (8) "Languages and Supranationality in Europe: The Linguistic Influence of the European Union" (Claude Truchot); (9) "Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America" (Rainer Enrique Hamel); (10) "Effects of North American Integration on Linguistic Diversity" (Michael A Morris); (11) "Sociolinguistic Changes in Transformed Central Asian Societies" (Birgit N. Schlyter); (12) "Language and Script in Japan and Other East Asian Countries: Between Insularity and Technology" (Stefan Kaiser); (13) "Sub-Saharan Africa" (Roland J. L. Breton); and (14) "Australasia and the South Pacific" (Richard B. Baldauf, Jr. and Paulin G. Djite). Part 3, "Language of Wider Communication," includes (15) "The International Standing of the German Language" (Ulrich Ammon); (16) "Arabic and the New Technologies" (Foued Laroussi); (17) "Russian in the Modern World" (Vida Io. Mikhalchenko and Yulia Trushkova); (18) "Geolinguistics, Geopolitics, Geostrategy: The Case of French" (Robert Chaudenson); (19) "Towards a Scientific Geostrategy for English" (Grant D. McConnell); and (20) "On Brazilian Portuguese in Latin American Integration" (Maria Da Graca Krieger). The conclusion offers (21) "The Search for a Global Linguistic Strategy" (Humphrey Tonkin). (SM)

The nine papers included in this book are: "The Why, What and How of Educational Reform in Japan" (Roger Goodman); "Why Reform Japanese Education?" (William K. Cummings); "Destruction and Reconstruction: A Comparative Analysis of the Education Reform in Japan and Germany under the U.S. Military Occupation After World War Two" (Masako Shibata); "The Third Great Reform of the Japanese Education System: Success in the 1980s Onwards" (Christopher P. Hood); "Japanese Educational Reform: Developments and Prospects at Primary and Secondary Level" (Peter Cave); "Japanese Nationalism and the Reform of English Language Teaching" (Robert W. Aspinall); "Globalisation and the Recent Reforms in Japanese Higher Education" (Yoko Tsuruta); "Changes in Mathematics Teaching in Japan: Are They Real or Rational?" (Julia Whitburn); and "Postscript. Reflections on British Interest in Education in Japan" (David Phillips). (Papers contain references.) (SM)

This volume provides an overview of some of the outstanding features of the work of the Norwegian sociologist and comparative educationist, Jon Lauglo. After an introduction, "'It Ain't Necessarily So!': Theories and Observations in Jon Lauglo's World of Education and Training" (Se-Yung Lim and Klaus Schaack), essays and studies are presented in five sections. Section 1, "Teachers and Social Contexts," includes "Teachers' Social Origins, Career Commitment during University, and Occupational Attitudes"; "Upper-Secondary Teaches in Norway: Organizational Participation and its Correlates"; and "Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries." Section 2, "Technical and Vocational Education and Training," includes"Concepts of 'General Education' and 'Vocational Education' Curricula for Post-Compulsory Schooling in Western Industrialised Countries: When Shall the Twain Meet?"; "Diversified Secondary Education in Kenya: The Status of Practical Subjects and Their Uses after School" (Jon Lauglo and Anders Narman); "Technical Secondary Students in Kenya: Origins, Achievement and Destinations"; and "Vocational Training: Analysis of Policy and Modes--Case Studies of Sweden, Germany and Japan." Section 3, "Control of Education," includes "Soviet Education Policy 1917-1935: From Ideology to Bureaucratic Control"; "Populism and Education in Norway"; and "Forms of Decentralization and Their Implications for Education." Section 4, "The 'Agency' for Education and Social Capital among Immigrant Youth," includes"Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools" and "Social Capital Trumping Class and Cultural Capital? Engagement with School among Immigrant Youth." Section 5, "A Case for Adult Basic Education in Developing Countries," includes "A Case for Renewed Engagement with Adult Basic Education in Africa." (Papers contain references.) (SM)

This book contains 16 papers on learner support in distance education in an international context. The following papers are included: "Constructivism or Confucianism? We Have the Technology, Now What Shall We Do With It?" (Louise Aylward); "Exploring Informal Study Groups in a South African Teacher Education Programme" (Carol Bertram); "Supporting the Masses? Learner Perceptions of a South African ODL (open and distance learning) Programme" (Norma Corry, Tony Lelliot); "Addressing the Learning Skills Needs of Students at a Distance: A Dual Medium Approach" (Margaret Johnson, Clive Barrett); "Supporting the Student in New Teaching and Learning Environments" (Brian Kenworthy); "The Importance of the Tutor in Open and Distance Learning" (Helen Lentell); "Remembering Our Common Work: Institutional Support for Open Learning" (Alan Mandell, Lee Herman); "On-line Learning and Supporting Students: New Possibilities" (Robin Mason); "The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking" (Roger Mills); "Distance Higher Education and Library Services in Japan" (Chieko Mizoue); "Changing Entrenched Learner Support Systems: Vision and Reality" (Evelyn Pulane Nonyongo); "Lost and Found: Open Learning Outside the Doors of Academe" (Jennifer O'Rourke); "Challenges in Adjusting to New Technology in Supporting Learners in Developing Countries" (Jason Pennells); "Delivering Learner Support On-line: Does the Medium Affect the Message?" (Marion Phillips); "Rethinking Learner Support in the Open University UK; A Case Study" (Alan Tait); and"Collaborative On-line Learning: Transforming Learner Support and Course Design" (Mary Thorpe). All papers include substantial bibliographies. (MN)

These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM)

This book examines how culturally specific aspects of Japanese preschool children's narrative discourse skills develop and eventually lead to literacy. It discusses how language shapes and is shaped by culture-specific experiences, analyzing how young Japanese children develop narrative structure and how Japanese parents guide their children in the acquisition of culture-specific styles of narrative and literacy. The book is based on research involving 20 preschool children ages 4 and 5 years and their mothers. Data consisted of children's and mothers' monologic narratives that were elicited by a neutral researcher; mother-child interactions, with a focus on mothers' utterances when they verbally interacted with their children during narrative elicitation; and mother-child interactions in the context of book reading activities. Part 1 of the book provides a theoretical and ethnographic background to the study. Part 2 analyzes the personal narratives told by Japanese preschool children and adults. Part 3 studies mother-child narrative discourse interactions, not only in Japan, but also in North America, using categories of meaning that emerge from the data. Part 4 examines the relationship between sociocultural background and young Japanese children's literacy development. (Contains approximately 400 references.) (SM)

This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal English Discourse" (Farzad Sharifian); (8) "Language, Literature and Culture--and Their Meeting Place in the Dictionary" (Susan Butler); (9) "Even Obituaries Reflect Cultural Norms and Values" (Maya Khemlani David and Janet Y. Yong); (10) "Recent Research into the Pronunciation of Singapore English" (Low Ee Ling and David Deterding); (11) "Languages in Contact: Hong Kong English Phonology and the Influence of Cantonese" (Tony Hung); (12) "Canon and Pedagogy: The Role of American Colonial Education and Defining Standards for Philippine Literature" (Isabel Pefianco Martin); (13) "ASEAN and Asian Cultures and Models: Implications for The ELT Curriculum and for Teacher Education" (Andy Kirkpatrick); (14) "From TEFL to TEIL: Changes in Perceptions and Practices: Teaching English as an International Language in Chinese Universities" (Xy Zhichang); (15) "Reflective Discourse in Teacher Education in Brunei Darussalam" (David Lochmohr Prescott); (16) "Alternative English: Vernacular Oral Art among Aboriginal Youth" (Ian Malcom); (17) "A Study of the Language of Pre-School Malaysian Children" (Kow Yip Cheng); (18) "Communication Behaviours of EFL Learners in a Native English-Speaker Teacher's Class: A Case in Hong Kong" (Jasmine Luk); and (19) "Multilingual Practices in Rural Malaysia and Their Impact on English Language Learning in Rural Education" (Hazita Azman). (Papers contain references.) (SM)

This volume presents 6 papers by 22 labor economists who examine and address worker displacement in 10 industrialized countries (Australia, Belgium, Canada, Denmark, France, Germany, Great Britain, Japan, Netherlands, United States). "Summary and Synthesis" (Peter J. Kuhn) discusses these four categories of lessons learned from panel data analysis: (1) institutions affecting displaced workers; (2) methodological lessons for study of displaced workers and cross-national labor market research; (3) exceptions to and universals about within-country patterns; and (4) patterns across countries. "Displaced Workers in the United States and the Netherlands" (Jaap H. Abbring et al.) discusses relevant institutions and provides an empirical analysis of the incidence of displacement and labor market transitions and earnings changes induced by displacement. "Worker Displacement in Japan and Canada" (Masahiro Abe et al.) describes main modes of labor adjustment, situating worker displacement in the broader context of how firms adjust to declines in product demand; describes legal and social institutions most likely to affect the displacement process and prevalent general labor market conditions; and analyzes frequency of displacement and its consequences. "They Get Knocked Down. Do They Get Up Again?" (Jeff Borland et al.) highlights which groups in Britain and Australia are most likely to experience displacement, which are most likely to get back into work, and earnings changes associated with reentry into work. "Worker Displacement in France and Germany" (Stefan Bender et al.) focuses on workers whose separation results from closure of the employing firm (France) or plant (Germany); considers non-employment durations; and describes earnings changes. "Employment Protection and the Consequences for Displaced Workers" (Karsten Albaek et al.) compares outcomes of workers in Belgium and Denmark displaced from a long-tenure job to identify how they differ and whether they can be attributed to differences in firing provisions (higher firing costs in Belgium). Cited author and subject indexes are provided. (YLB)

This collection of papers examines, from an international perspective, opportunities and challenges of societal bilingualism in the new millennium. The 18 papers include the following: "Introduction: Opportunities and Challenges of Bilingualism" (Li Wei, Jean-Marc Dewaele, and Alex Housen); "'Holy Languages' in the Context of Societal Bilingualism" (Joshua A. Fishman); "Forlorn Hope?" (John Edwards); "When Languages Disappear, are Bilingual Education or Human Rights a Cure? Two Scenarios" (Tove Skutnabb-Kangas); "Core Values and Nation-States" (J.J. Smolicz); "French Language Policy: Centrism, Orwellian 'Dirigisme,' or Economic Determinism" (Harold F. Schiffman); "The Non-Linearity of Language Maintenance and Language Shift: Survey Data from European Language Boundaries" (Peter H. Nelde and Peter Weber); "Language Shift Among Siberian Estonians: Pro and Contra" (Juri Viikberg); "On Attitudes Towards Croatian Dialects and On Their Changing Status" (Damir Kalogjera); "Ethnolects: Between Bilingualism and Urban Dialect" (Wolfgang Wolck); "The Development of Navajo-English Bilingualism" (Bernard Spolsky); "Language Ideology, Ownership and Maintenance: The Discourse of the 'Academic Mayor de la Lengua Quechua'" (Tim Marr); "Xhosa as a 'Home Appliance'? A Case Study of Language Shift in Grahamstown" (Vivian de Klerk); "Japan's Nascent Multilingualism" (Florian Coulmas and Makoto Watanabe); "Managing Multilingualism in Singapore" (Xu Daming and Li Wei); "Managing Languages at Bilingual Universities: Relationships Between Universities and Their Language Environment" (Bjorn H. Jernudd); "Using Descriptive Inquiry to Transform the Education of Linguistically Diverse U.S. Teachers and Students" (Ofelia Garcia and Cecelia Traugh); and "Changing Paradigms in the Study of Bilingualism" (William F. Mackey). (Papers contain references.) (SM)

This document contains 11 papers on technological entrepreneurship, with particular focus on the following topics: the context of technological entrepreneurship; value creation and opportunity recognition in turbulent environments; venture capital in technological entrepreneurship; and managing in turbulent environments. The following papers are included: "Introduction" (Philip H. Phan); "Strategic Value Creation" (David H. Gobeli, Harold F. Koenig, Chandra S. Mishra); "Entrepreneurs' Opportunities in Technology-Based Markets" (Steve Walsh, Bruce Kirchoff); "Beyond the Boundaryless Organization: The Value of E-Commerce Technologies in Entrepreneurship Behavior" (Lisa K. Gundry, Jill Kickul); "Tertiary Education and Entrepreneurial Intentions" (Clement K. Wang, Poh Kam Wong, Qing Lu); "Regional Innovation Resources for Environmental Management" (Gregory Theyel); "Allocation of Attention within Venture Capital Firms: A Queuing Network Model" (Dean A. Shepherd, Michael J. Armstrong, Moren Levesque); "Venture Capital Firms and the Monitoring of Entrepreneurial Firms: The Case of Japan" (Toru Yoshikawa); "Venture Capital Firm Internationalization and Monitoring High Tech Entrepreneurship: The Case of India" (Mike Wright, Sarika Pruthi, Andy Lockett); "Critical Incidents in High-Tech Start-ups: A Singapore Study" (Maw Der Foo, Hwee Hoon Tan); "A Process Study of New Venture Creation at an Internet Start-up Company" (Rueyllin Hsiao, Chee-Leong Chong); and "From Flypaper to Globalization: Zobele Chemical Industries (1919-2001)" (Pier A. Abetti). Most papers include substantial bibliographies. (MN)

This booklet presents two activities that received awards in the First Contest of Internet Application to Educational Activities in Japan. The first paper describes CHaTNet (Children Homes and Teachers Network) at the Tamagawa Gakuen school, winner of the Prime Minister's Award. CHaTNet is a network of 4,500 participants, including parents, students in grades 4-12, and faculty members. It is developing into a community crossing departmental boundaries in providing information on everyday education activities and acting as a forum for the collection of information and the exchange of ideas. The second paper describes the development of the "Yago-kyu" (dragonfly larvae saving) Net Project at Keio Yochisha Elementary School, winner of the Minister for Education, Culture, Sports, Science and Technology Award. In this project, 38 schools and groups nationwide made an investigation of the aquatic insects living in school swimming pools, and the "Yago-kyu" Net Project World Wide Web page was opened as a site for these activities. This Web page presents a simple way to carry out an investigation and view the data, and it provides a place where the organizations can communicate with each other. (MES)

This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3) how the transition from higher education to employment is organized. Of the 10 countries discussed, 7 are longtime members of the European Union. Poland is included as an example of a country of the former Eastern block that is currently undergoing significant transformation, and Japan and Sri Lanka are included to illustrate the completely different Asian cultures. Despite the far-reaching structural similarities that are evident in the Western European countries examined, it is particular national characteristics rather than common features that dominate the individual country reports. The following papers are included: "Introduction" (Holger Ehlert, Heidi Cordier); "France" (Valerie Canals, Claude Diebolt); "Germany" (Holger Ehlert, Heidi Cordier); "Great Britain" (Heidi Cordier); "Ireland" (Conor Geiselbrechtinger); "Italy" (Lorenzo Fischer); "Japan" (Ulrich Teichler, Kerstin Teicher); "Netherlands" (Roland Richter); "Poland (Heidi Hein); "Sri Lanka" (Charles Fernando); and "Switzerland" (Martin Teichgraber). Most papers include substantial bibliographies or substantial numbers of endnotes. (MN)

The Dublin Core Metadata Initiative has helped to create a community of people united in the common purpose of promoting cross-disciplinary resource discovery. DC-2001, the International Conference on Dublin Core and Metadata Applications 2001, is the first annual Dublin Core meeting in Asia, recognizing the growth of activities in the Asian metadata community as well as the growing contributions and importance of metadata developments in this region. In this event, researchers and practitioners exchange new ideas and demonstrate practical aspects of metadata standardization and applications by means of technical presentations, tutorials and discussions. This proceedings captures some of the vitality and diversity of the Dublin Core community-the DC-2001 Program Committee received submissions from more than 20 countries. Papers are presented in this document by the following Paper Sessions: (1) Queries; (2) Metadata for Learners; (3) Domain Profiles I; (4) Complexity and Granularity; (5) Models; (6) Domain Profiles II; (7) Tools; and (8) Application Architectures. Papers in three Special Sessions follow: (1) Metadata in Education; (2) Government Information; and (3) Geographic Information Systems. Included with these proceedings is a separate booklet of "Presentation Materials" from the conference. (Includes an author index.) (AEF)

This book was written with the intention of presenting meaningful and interesting information about education in Japan in a way so that readers will obtain a more complete understanding of it. There are three characteristic ways the Japanese think about education: (1) there is an emotionally charged "penchant for education," which is not necessarily logically based; (2) the fundamental purpose of education is toward the cultivation of character or "kokoro"; and (3) there is a push toward "equality" in education in that all children can and should develop in the same manner. The teaching of knowledge and skills is referred to as "training" and is given a status lower than that given to character development. The history of education in Japan is presented to provide context for the maintenance of these values and their selective evolution that helped the country recover from World War II and eventually become an economic superpower. The various values and facets of education in Japan present both strengths and hindrances to modernization in ways that can be difficult for somebody outside the country's culture to understand. It is hoped that this book will shed light on these traits, values, strengths, and problems that make Japanese education distinctively unique. (RT)

This collection of papers explores sociocultural influences on motivation and learning across a broad range of settings and content areas. There are 16 papers in five sections. "Introduction" includes: (1) "Modern Education Needs Cross-Cultural Psychology" (Harry Triandis). Part 1, "The Motivation Context," includes: (2) "Beyond Dichotomous Characterizations of Student Learning: New Directions in Achievement Motivation Research" (Janine Bempechat and Beth A. Boulay); (3) "A Comparison of Motivational and Critical Thinking Orientations Across Ethnic Groups" (Tim Urdan and Carol Giancarlo); and (4) "The Contexts of Individual Motivational Change" (Judith MacCallum). Part 2, "The Learning Context," features: (5) "Social Representations of School Failure in Brazilian Public Schools: A Framework for Understanding and Change" (Elizabeth Gama and Denise Meyreles de Jesus); (6) "The Impact of Sociocultural Context on Future Goals and Self-Regulation" (Stephanie Brickman and Raymond Miller); and (7) "Uncovering Sociocultural Influences Leads to a Call for Personalized Learning" (Glenn Fay). Part 3, "The Family Context," includes: (8) "Perceived Parenting Success of Mothers in Japan" (Robert Strom, Shirley Strom, and Paris Strom); (9) "Fathers' Role in the School Success of Adolescents: A Singapore Study" (Ong Ai Choo and Esther Tan); and (10) "Correlates of Achievement in the United Arab Emirates: A Sociocultural Study" (Maher M. Abu-Hilal). Part 4, "The Curriculum Context," features: (11) "Engaged Reading: A Multi-Level Approach to Considering Sociocultural Factors with Diverse Learners" (Robert Rueda, Laurie Macgillivray, Lilia Monzo, and Angela Arzubiaga); (12) "Adolescent Second Language Writers in China: A Sociocultural Analysis" (Kerri-Lee Krause and Dan O'Brien); (13) "Achievement in Mathematics and Language Arts: A Comparative Study of Canadian and German Preservice Teachers' Beliefs" (Erika Kuendiger, David Kellenberger, and Siegbert Schmidt); (14) "Native American Influence on Curriculum and Instruction" (Scott Sparks); (15) "Sociocultural Context and Service Learning Inside and Outside of the University Classroom" (Valerie McKay); and (16) "Play and Learning in School: A Motivational Approach" (Ole Fredrik Lillemyr). (Papers contain references.) (SM)

This book presents papers, written in both English and French, from a symposium entitled "Promoting Learner Autonomy: New Insights." After "Introduction" (Leni Dam), the eight papers include the following: "Examining the Discourse of Learner Advisory Sessions" (David Crabbe, Alison Hoffman, and Sara Cotteral); "Approaches to Advising for Self-Directed Language Learning" (Richard Pemberton, Sarah Toogood, Susanna Ho, and Jacqueline Lam); "From Awareness to Counselling in Learner Autonomy" (Beverly Ann Carter); "Towards an Analytic Approach to Assessing Learner Autonomy" (Jose Lai); "The Assessment of Learner Autonomy and Language Learning" (Marie-France Champagne, Terry Clayton, Nicholas Dimmitt, Matthew Laszewski, William Savage, Jonathan Shaw, Richmond Stroupe, Myint Myint Thein, and Pierre Walter); "Discourse Behaviour in an Autonomous Learning Environment" (Lienhard Legenhausen); "Group Work for Autonomy in Asia: Insights from Teacher Research" (Richard C. Smith); and "The Institutional and Psychological Context of Learner Autonomy" (Naoko Aoki). (Papers contain references.) (SM)

This collection of papers shows how intercultural competence can be realized in the classroom. The 17 chapters include the following: (1) "The International Partnership Project" (Carol Morgan); (2) "Teaching Intercultural Communicative Competence through Literature" (Eva Burwitz-Melzer); (3) "'Up the Hills of Identity'" (Elena Tarasheva and Leah Davcheva); (4) "Visual Codes and Modes of Presentation of Television News Broadcasts" (Maria Metodieva Genova); (5) "An Approach to Implementing a Cultural Studies Syllabus" (Iskra Georgieva); (6) "'Family Life' and 'Regional Identity'--Comparative Studies While Learning French" (Sylvia Duffy and Janet Mayes); (7) "'It Must Be Cultural because I Don't Do It': Cultural Awareness in Initial TESOL Teacher Education" (Mary Williams); (8)"Virtual Intercultural Competence: A Programme for Japanese Elementary School Students" (Lynne Parmenter and Yuichi Tomita); (9) "Students as Virtual Ethnographers: Exploring the Language Culture-Connection" (Sheila Carel); (10) "Working in Tandem: An Anglo-French Project" (Clare Dodd); (11) "New Tools for Old Tricks: Information and Communication Technology in Teaching British Cultural Studies" (Paul Whittaker); (12) "Tandem Learning as an Intercultural Activity" (Jane Woodin); (13) "'Why Do Danes Put Their Elderly in Nursing Homes?'--Working Outside the Classroom with Adult Second Language Learners" (Judith Parsons and Peter Junge); (14) "Cultural Understanding in Danish Schools" (Leon Aktor and Karen Risager); (15) "'I Thought My Teacher Fancied Me'" (Tanya Madjarova, Magdalena Botsmanova, and Tanya Stamatova); (16) "British and Bulgarian Christmas Cards: A Research Project for Students" (Krassimira Topuzova); and (17) "Study of Landscapes as an Approach to Openness to Others" (Francoise Vigneron). (Papers contain references.) (SM)

This volume contains 12 papers originally presented at the 14th Rutgers Invitational Symposium on Education in 1999. The symposium explored contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. Papers include: (1) "Reconceptualizing Ethnicity and Educational Achievement" (Douglas E. Foley); (2) "Confucianism and the Educational Process: A Comparative Analysis of Chinese and Chinese American Identity Development in Education" (Vivian Ota Wang); (3) "Multicultural Identities and the Adaptation of Young Immigrants in Israel" (Gabriel Horenczyk and Uzi Ben-Shalom); (4) "Buraku Students and Cultural Identity: The Case of a Japanese Minority" (Hiroshi Ikeda); (5) "Culture, Race, and Ethnicity in Education in South Africa" (Crain Soudien); (6) "Teachers, the South African State, and the Desegregation of Schools in the 1990s" (Volker R. Wedekind); (7) "Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models" (James B. Stewart and Fatima Abrahams); (8) "Education and Identity within a Psychological and Sociocultural Context" (Saundra Tomlinson-Clarke); (9) "Educational Reform and Language Issue in Ukraine" (Petro P. Kononenko and Ivan Z. Holowinsky); (10) "Local Identity and National Systems: The Case of Wales" (John Fitz); and (11) "Bilingualism and Bilingual Education in China" (Teng Xing and Weng Yanheng). Information on the contributors as well as an author index and subject index are included. (Individual papers contain references.) (SM)

This document contains three papers on managerial performance issues. "Managerial Skill Requirements: Evidence from the Scottish Visitor Attraction Industry" (Sandra Watson, Martin McCracken) presents the findings from an exploratory study of those skills that managers in the Scottish visitor attraction sector considered most important to success as a manager in the sector. The study established that most managers focused on operational-level skills and gave little credence to strategic/general, technological, and self-management skills, thus accentuating the need for training and development to equip managers with the skills needed to deal with rapid change. "An International Assignment and Managerial Performance: Job-Related Variables Relative to Effective Performance of Japanese Expatriates" (Kiyoe Harada) discusses a study that identified a significant relationship between the effectiveness of Japanese expatriates and job-related variables and explored the human resource development implications of the identified relationship. "Modeling the Impact of Managerial Behavior in a Store Environment" (Allan H. Church) reports on a study that provides an applied example of linkage research leveraging various sources of organizational data and uses the framework to model a predictive relationship between managerial behavior and internal performance measures across 500 different stores in a retail organization. All three papers include substantial bibliographies. (MN)

This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for Negotiation of Meaning" (Terefumi Fubata); (4) "Noticing Output and its Effects on Learner Production" (David Aline); (5) "Implicit and Explicit Instruction of L2 Complex Request Forms" (Satomi Takahashi); (6) "Literacy as an Anchor for the Spoken Language: Evidence from Adult Attriters of L2 Japanese" (Lyne Hansen and Jesse Newbold); (7) "Relationships among Attitudes, Motivation, Anxiety and English Language Proficiency in Japanese College Students" (Amy Yamashiro and John McLaughlin); (8) "Investigating the Role of Aptitude in an EFL Course in Japan" (James Sick and Kay Irie); (9) "The Role of the Language Teacher: Cross Cultural Perspectives" (Stephen M. Ryan and Veronica Makarova); and (10) "Japanese Secondary Students Attaining Oral Proficiency: Interviews with More and Less Proficient Individuals" (Jacqueline Beebe). (Papers contain references.) (SM)

This collection of papers includes: "Language Learning Motivation: The Student, the Teacher, and the Researcher" (Robert C. Gardner); "The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL" (Robert Johanson); "Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2 Writing and Classroom Practices" (Charles P. Nelson, Mi-Kyung Kim); "Constructivist Inspiration: A Project-Based Model for L2 Learning in Virtual Worlds" (Rebekah Taveau and Marina Bolotin); "Inquiry Cycles in a Whole Language Foreign Language Class: Some Theoretical and Practical Insights" (David Schwarzer and Chris Luke); "Task-Sequencing in L2 Acquisition" (Rafael Salaberry); "Knowledge of English Collocations: An Analysis of Taiwanese EFL Learners" (Li-Szu Huang); "Vowel Quality and Consonant Voicing: The Production of English Vowels and Final Stops by Korean Speakers of English" (Mi-Lim Ryoo); "Functions of Discourse Markers in Japanese" (Yasuko Fujita); and "Cross Cultural Varieties of Politeness" (Junko Hondo and Bridget Goodman). (Individual papers contain references.) (SM)

This collection of abstracts and papers includes: "Classroom Lesson Planning Using Constructivist Principles" (Richard K. Gordon, Stephen Lee, and Joel Colbert); "Students' Perception of Experiential Learning and Assessment of Own Learning at the Physically Handicapped School" (Shigeru Shimizu; Minoru Umezawa, and Yumiko Ono); "Constructivist Teaching Practices in Japan and the United States: A Preliminary Comparative Study" (Richard K. Gordon, Laura Sicola, and Sharon Durall); "Sustained Reform in Mathematics: A Commentary on the American Perspective of 'What Works' in Japanese Education" (John Woodward and Carol Merz); "Improving Science and Mathematics Education" (Donald E. Pierson); "The Pragmatics of Problem Behavior: Turning Trouble into Teaching" (Richard S. Neel);"Classroom Disruption in Japanese Elementary Schools" (Yasutada Takahashi); "The New System of Teacher's Work Performance Appraisal: The Case of the Tokyo Metropolitan Board of Education" (Yutaka Shiraishi); "The Role of Higher Education in Teacher Professional Development" (Inez Rovegno and Carol Donovan); "Educational Leadership in the Asia/Pacific Region: The Evolution and Structure of a Professional Development Master's Program for Teachers throughout the Asia/Pacific Region" (David P. Ericson); "Recent Developments in the Continuing Education of Teachers in the United States: The Growth of the For-Profit Sector" (Ann Intili Morey); "Teachers' License in the Credential Society, (2)" (Keijiro Tanaka, Norihisa Hashimoto, Kiyoharu Hara, and Yoshitaka Tanigawa); "Teacher Induction/Career Transition: Implications for Japanese and U.S. Teacher Preparation Programs" (Mark W. Clark); and "The Present Situation and Problems of Continue Education of School Teachers in Hokkaido Prefecture" (Yoichi Yazawa, Hiromi Kitamura, Hiroshi Morita, Mika Kamidochi, Yoshiyuki Takehara, and Takanobu Nakamura). (SM)

Three presentations are provided from Symposium 14, Workforce Diversity, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Cross-Organizational vs. Localized Participation: A Case Study on Workplace Diversity Dialogues Implementation" (Martin B. Kormanik, Daniel A. Krieger, Timothy E. Tilghman) compares dialogue from participants drawn from across the organization with others drawn from one organizational component. Discussion highlights strategies for implementation in the workplace, implications for practitioners, and suggestions for research. "Evaluation of Diversity Initiatives in Multinational Corporations" (Rose Mary Wentling) describes a study of eight multinational corporations and reports that, despite difficulty in determining the impact of diversity initiatives, corporations are making efforts to come up with measurements that can lead them to confirm the value that diversity initiatives have to the organization's profitability. "Change: The Japanese Workplace and the Aging Workforce" (Mary E. Repass, Letitia A. Combs) explores new trends that are occurring and have developed in the Japanese workplace; contributes to the understanding of changes occurring in the lives of the Japanese older worker; highlights the challenges and choices of future work for older adults in Japan; and generates research questions on the roles and workplace options for older adults. The papers contain reference sections. (YLB)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This document consists of 12 papers that, together, summarize the key issues underpinning future research and policy development related to intergenerational programs (IPs). "Introduction" (Alan Hatton-Yeo) discusses the project out of which the papers developed. "A General Assessment of IP Initiatives in the Countries Involved" (Ann-Kristin Bostrum, Alan Hatton-Yeo, Toshio Oshako, Yukiko Sawano) considers the historical and cultural roots of IPs, the role of IPs as instruments for solving priority social problems in given countries, the status of IPs, the training of IP professionals, and future needs and assessment of IPs. "Public Policy and Research Recommendations: An International Perspective" (Alan Hatton-Yeo, Jumbo Klerq, Toshio Oshako, Sally Newman) presents general recommendations, recommendations concerning four specific impact areas of IPs in public policy (economy and employment, society, lifelong learning, health), and recommendations concerning IP development and implementation strategies. The remaining papers, which focus on the past, present, and future of IPs in specific countries, are as follows: "China" (Sun Maintao); "Cuba" (Raul Hernandez Castellon); "Germany" (Ludger Veelken); "Japan" (Yukiko Sawano); "The Netherlands" (Jumbo Klerq); "Palestine" (Nora Kort); "South Africa" (Cathy Gush); "Sweden" (Ann-Kristin Bostrum); "The United Kingdom" (Alan Hatton-Yeo); and "The United States" (Sally Newman). The bibliography contains 47 references. (MN)

This book, which is designed primarily for undergraduate and graduate students of education, contains 12 papers devoted the New Labour's policies for schools in the United Kingdom. "Introduction" (Jim Docking) presents an overview of the book's contents and lists questions to help evaluate the effectiveness of New Labour's educational policies. "What Is the Problem?" (Jim Docking) examines the background to the standards debate and the government's rationale for increasing investment in education and intervention to raise standards. "What Is the Solution? An Overview of National Policies for Schools, 1979-99" (Jim Docking) recaps successive governments' policies to raise standards. "Target Setting, Inspection and Assessment" (Derek Shaw) explains how standards are monitored and considers problems of benchmarking. "Curriculum Initiatives" (Jim Docking) reviews national programs to raise standards in literacy, numeracy, and information and communication technology. "The Revised National Curriculum" (Jim Docking) traces the curriculum's development. "Early Years Education" (Peter Jackson) explores issues and developments in early years education. "Special Educational Needs and Inclusion" (Ron Letch) discusses the drive to place more special needs children in mainstream schools. "14-19 and Lifelong Learning" (Roger Marples) examines the complexities of provision for learners aged 14-19 and the policy to improve provisions for of lifelong learning. "The Teaching Profession" (Graham Welch, Pat Mahony) looks at policies for reforming the teaching profession. "The Role of Local Education Authorities" (Ron Letch) focuses on the changing role of local education authorities. "Choice, Diversity and Partnerships" (Peter Jackson) outlines New Labour's policies regarding choice, diversity, and development of partnerships. "Disengagement, Truancy and Exclusion" (Jane Lovey) is devoted to New Labour's policies to arrest pupil disengagement and reduce the incidence of truancy and exclusion. All papers contain substantial bibliographies. (MN)

This book proposes a new, multidisciplinary theory for explaining and predicting current and future patterns of women's choice between employment and family work. Chapters 1 and 2 present main tenets of preference theory and explain the need for the theory. Chapters 3 through 8 elaborate four principal tenets of preference theory. Chapter 3 identifies five historical changes producing a qualitatively new scenario for women in prosperous societies in the 21st century. Chapter 4 looks at polarization of sex-role preferences and behavior. Chapter 5 looks at the same topics to see if younger generations display less polarization and then considers whether longitudinal studies reveal stability of work-lifestyle preferences across life history. Chapter 6 sets out principal differences among three preference groups (home-centered, adaptive, and work-centered); considers sources of differences; explores contextual constraints; and outlines consequences for differential policy-responsiveness. Chapter 7 reviews research evidence on marriage markets, especially how women use them as avenues for marital mobility and alternative "career ladders" to labor markets. Chapter 8 considers national and international governmental fiscal and social policies, identifying those that support each preference group, and family-friendly policies developed by employers and trade unions to see whether they are, or could be, designed to offer benefits to all groups. Chapter 9 offers a preliminary outline of how the theory applies to men. Chapter 10 summarizes results, suggests the theory offers a new perspective on theoretical and research puzzles, and argues for a new approach to cross-national comparisons of women's employment. An author index and a subject index are also included. (Contains 744 references and 31 tables.) (YLB)

This volume is a collection of papers focused on a single theme, cooperative learning, written by classroom teachers of varying experience levels. This book introduces cooperative learning and gives examples of cooperative learning activities, units, and systems created by teachers in Japan, The United States, and Canada, who are currently using these methods. Cooperative learning is a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. The book is divided into sections highlighting systems, units, and activities. Systems, the largest form of cooperative learning, describes an entire way of presenting any language item or content. These systems are independent of any content and can be used to teach anything. Units are an example of extended cooperative learning activity or sets of activities with a single theme or goal that stretch over several classes, a semester, or a whole year. Activities are short cooperative learning bits that can be as short as ten minutes or cover a complete class period. The book ends with a section on evaluation. An instant index is included which presents key words for topic, institutional level, skills practiced, an abstract, and author contact information for each of the 14 chapters of text. An annotated bibliography is appended, covering books, commercial and non-profit organizations, newsletters, and web resources. Topics include: cooperative learning in Japan; implementing cooperative learning in language learning setting; an EFL-NGO forum integrating cooperative learning and global issues; developing oral fluency and interactive group skills through cooperative learning techniques; generating ideas cooperatively in a writing class; cooperative learning and assessment and evaluation. (KFT)

This collection of 22 papers offers a detailed record of the development of the field and its modern extension. Part 1, "The Dutch Contribution: 'Little Arrows'," includes: (1) "Informant Classification of Dialects" (W.G. Rensink); (2) "Dialects" (Jo C. Daan); and (3) "The Netherlands-German National Border as a Subjective Dialect Boundary" (Ludger Kremer). Part 2, "The Japanese Controversy: 'Subjective' and 'Objective'," includes: (4) "Consciousness of Dialect Boundaries" (Takesi Sibata); (5) "Consciousness of Linguistic Boundaries and Actual Linguistic Boundaries" (Kikuo Nomoto); (6) "Dialect Consciousness and Dialect Divisions: Examples in the Nagano-Gifu Boundary Region" (Yoshio Mase); (7) "On Dialect Consciousness: Dialect Characteristics Given by Speakers" (Yoshio Mase); (8) "The Discussion Surrounding the Subjective Boundaries of Dialects" (Willem A. Grootaers); (9) "On the Value of Subjective Dialect Boundaries" (Antonius A. Weijnen); and (10) "Dialects and the Subjective Judgments of Speakers: Remarks on Controversial Methods" (A.C.M. Goeman). Part 3, "Images, Perceptions and Attitudes," includes: (11) "Classification of Dialects by Image: English and Japanese" (Fumio Inoue); (12) "Subjective Dialect Division in Great Britain" (Fumio Inoue); (13) "Geographical Perceptions of Japanese Dialect Regions" (Daniel Long); (14) "Mapping Nonlinguists' Evaluations of Japanese Language Variation" (Daniel Long); (15) "The Perception of Post-Unification German Regional Speech" (Jennifer Dailey-O-Cain); (16) "Variation and the Norm: Parisian Perceptions of Regional French" (Lawrence Kuiper); (17) "The Perception of Turkish Dialects" (Mahide Demirci and Brian Kleiner); (18) "Regional Variation in Subjective Dialect Divisions in the United States" (Donald M. Lance); (19) "A View from the West: Perceptions of U.S. Dialects by Oregon Residents" (Laura C. Hartley); (20) "'Welshness' and 'Englishness' as Attitudinal Dimensions of English Language Varieties in Wales" (Nikolas Coupland, Angie Williams, and Peter Garrett); (21) "Dialect Recognition" (Angie Williams, Peter Garrett, and Nikolas Coupland); and (22) "A Language Attitude Approach to the Perception of Regional Variety" (Dennis R. Preston). (Contains approximately 350 references.) (SM)

This book contains 17 papers devoted to the following four aspects of the transition to adulthood: effects of alterations in the structure of opportunity; effects of prior experiences in the family; effects of prior experience in the workplace; and career development and marriage formation during a period of rising inequality. The following papers are included: "How Has the Changing Structure of Opportunities Affected Transitions to Adulthood?" (Martha S. Hill, W. Jean Yeung); "Twenty-Something: Down and Out in the Other America" (J. Lawrence Aber); "Alterations in the Opportunity Structure: A Criminological Perspective" (John H. Laub); "Sure, I'd Like to Get Married...Someday" (Lynn White); "How Do Prior Experiences in the Family Affect Transitions to Adulthood?" (Kelly Musick, Larry Bumpass); "Marital Conflict, Parent-Child Relationships, Gender, and Outcomes for Young Adults in Families" (Martha Cox); "Family Inputs and the Transition to Adulthood" (Ronald R. Rindfuss); "Values and Beliefs as Determinants of Outcomes in Children's Lives" (William G. Axinn, Jennifer S. Barber, Arland Thornton); "How Do Prior Experiences in the Workplace Set the Stage for Transitions to Adulthood?" (Jeylan T. Mortimer, Carolyn Harley, Pamela J. Aronson); "What Work Fosters Adolescent Development?" (Stephen F. Hamilton); "Rethinking the Young Adult Life Stage: Prolonged Dependency as an Adaptive Strategy" (William S. Aquilino); "Having the Time of Their Lives: All Work and No Play?" (D. Wayne Osgood); "Career Development and Marriage Formation in a Period of Rising Inequality: Who Is at Risk? What Are Their Prospects?" (Valerie K. Oppenheimer, Alisa Lewin); "When History Is Omitted" (John Modell); "Sequence and Timing among Young Adult Transitions: The Impact of Poverty on Developmental Course" (Julia A. Graber); "Changing Marital Patterns: Consequences of Economic Distress?" (Sheldon Danziger); and "Conclusion: The Economies of Young Adulthood--One Future or Two?" (Jennifer Tanner, Scott Yabiku). Most papers include substantial bibliographies. (MN)

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)