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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 II 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 second volume focus in the main areas of TEACHING AND LEARNING and ORGANIZATIONAL ISSUES. 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 I, see ED604965. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]

This paper considers the question "What are good child outcomes?" from the perspectives of developmental psychology, economics, and sociology. Section 1 of the paper examines good child outcomes as characteristics of stage-salient tasks of development. Section 2 emphasizes the acquisition of "human capital," the development of productive traits such as cognitive ability, educational achievement, practical risk-taking, delayed gratification, and occupational decision-making. This section discusses critical constructs such as delayed gratification, risk tolerance, and career construction. Section 3 deals with social capacity, the ability to interact positively in intimate relationships and demonstrate positive concern and caring in a larger social arena. This section discusses central social relationships and suggests markers of successful development at each stage. Section 4 discusses points of overlap among the three perspectives. Drawing upon the three perspectives, this section suggests that good child outcomes would include the presence of: trust; security; exploration and self-regulation; competent language use; cognitive development and general knowledge; physical well-being and motor development; social problem-solving skills; personal identity; connections with parents and friends; empathy and caring; reading and math skills; the ability to delay gratification; the ability to take practical risks and develop an occupation choice; motivation toward entrepreneurship; the extension of attachments from family members to others; concern for other social groups; and volunteer efforts on behalf of others. The paper concludes by suggesting that identifying positive goals for children with significantly alter the nature of discussions about children and families and have implications for data collection. Contains 91 references. (KB)

This paper reports preliminary research into the nature of relative expertise in economic problem solving. Specifically, this report seeks to address the question of whether the presence of economic knowledge alone accounts for expertise in economic problem solving or whether both economic knowledge and the development and employment of economic problem solving strategies are necessary prerequisites for acquiring expertise in economic problem solving. The researchers examined literal transcripts generated from the "talk-aloud" protocols of 28 participants responding to three economic problems. Each sub-group contained four participants: (1) high school students who had taken economics and those who had not taken economics; (2) undergraduate economics majors and non-majors; (3) graduate students in economics; and (4) Ph.D. economists employed in public and private forecasting and academic Ph.D. economists. The study employed a causal-comparative design with members of the seven sub-sample groups identified by the researcher. Three economics problems were employed in the study with several phases of data gathering involved in the analysis of data. Extensive charts and graphs accompany the text. Contains 41 references. (EH)

This paper reports preliminary research into the nature of relative expertise in economic problem solving. The first section briefly describes why such research is needed in the context of research on expert and novice problem solving. It also presents the problem explored in this study in the context of the existing research. Subsequent sections present the methods, results, and conclusions of the study. The researchers examined literal transcripts generated from the "talk-aloud" protocols of 28 participants responding to three economic problems. Each sub-group contained four participants: (1) high school students who had taken economics and those who had not taken economics; (2) undergraduate economics majors and non-majors; (3) graduate students in economics; and (4) Ph.D. economists employed in public and private forecasting and academic Ph.D. economists. The study employed a causal-comparative design with members of the seven sub-sample groups identified by the researcher. Three economics problems were employed in the study with several phases of data gathering involved in the analysis of data. Extensive charts and graphs accompany the text. Contains 32 references. (EH)

The development of digital training platforms reflects a renewal of economic paradigm. The "platform model," however, refers to a plurality of strategies. This article aims to participate in understanding the strategic dynamics of platforms through analysis from the case of Coursera platform. The iterations of this platform with the emerging market of online training, can be analyzed as a strategy to bring out new value propositions and value networks. [For the complete proceedings, see ED590269.]

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).]

Despite the overwhelming amount of research on students' interpretations of rates of change in real-world physical science contexts, similar studies in real-world economic contexts are sparse. Contributing towards addressing this gap in knowledge, this study reports on how 12 pairs of business calculus students interpreted marginal change (marginal cost and marginal revenue) in different economic contexts and function representations while solving two optimization tasks. Analysis of task-based interviews conducted with the students revealed that a majority of the students interpreted marginal change as an amount (the difference) and not as a rate (the difference quotient). A few students interpreted marginal change as the derivative. Implications for instruction are discussed. [For the complete proceedings, see ED606531.]

This essay blends practical reflection on current efforts to develop a role-playing curriculum at the University of Pittsburgh with a theoretical investigation of role-playing as a pedagogic technique. This paper examines educational literature on role-playing pedagogy as the topic is treated in a variety of academic fields including medicine, education, industrial psychology, economics, and political science. A theoretical examination is woven into a discussion of practical efforts to utilize the role-playing approach as a tool to teach the rhetoric of medical ethics at the University of Pittsburgh. Discussion topics include: (1) the dynamics involved in role-playing simulations; (2) the potential benefits of role-playing; (3) the pitfalls and challenges involved in a role-playing curriculum; and (4) the potential of role-playing as a pedagogical tool for learning the rhetoric of medical ethics. Appendixes include a bioethics role-playing curriculum rhetoric and three activities involving role-playing. (CCM)

Because most countries in the western hemisphere have rejected authoritarian governments and economic policies for more democratic governments and freer economies, schools have a responsibility to help maintain democracy by teaching their students to take an active role in deciding both their political and economic futures. Healthy democracies demand students, who as adult citizens, understand, assert, and take responsibility for their fundamental political and economic rights. However, it is uncommon for students to learn about citizenship in terms of economic rights--the freedom to hold property, to earn a living and form associations, to operate a business, to invest one's earnings, to trade internationally, and to participate in the market economy. Traditionally, when it comes to the economy mainly abstract theoretical concepts (flow of money, goods, and services, supply and demand) are taught. Often lacking theoretical inclinations, students understand economic concerns better in terms of how to get jobs or how to borrow enough money to buy vehicles or other things they need. Wage and property concerns such as these can be used by teachers to educate students about the economic dimension of citizenship--the choices and limitations each individual has for participating in economic life as an individual and through trade unions, cooperatives, corporations, and other voluntary associations. Specific learning activities and classroom techniques for enhancing economic citizenship education are proposed in the following sections of the paper: "The Individual and the Market Economy"; "Economic Rights and Economic Freedom"; "The Conditions Required for Citizens to Exercise their Economic Rights"; and "Evaluating Economic Freedom." (CB)