142 results on '"CONFERENCE papers"'
Search Results
2. Languaging and Language Awareness in the Global Age 2020-2023: Digital Engagement and Practice in Language Teaching and Learning in (Post-) Pandemic Times
- Author
-
Michiko Weinmann, Rod Neilsen, and Carolina Cabezas Benalcázar
- Abstract
This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventually held online, a first in ALA's conference history. The current paper engages with contemporary debates of language teaching and learning in two ways. Firstly, it traces recent discussions by presenting key findings from five papers given at the conference, and secondly, via a scoping review of literature focusing on critical lessons from the pandemic regarding language teaching and learning. The review captures recent research from the Australasian region. Key debates identified in the literature include the needs of teachers and learners during the transition to online learning, and how student engagement was affected. The literatures highlight that both educators and students have been developing new practices in teaching and learning resulting from the shift to online and blended modes, which may continue to shape language education and new pedagogies in the future.
- Published
- 2024
- Full Text
- View/download PDF
3. Beyond Disciplinary Engagement: Researching the Ecologies of Interdisciplinary Learning
- Author
-
Lina Markauskaite, Baruch Schwarz, Crina Damsa, and Hanni Muukkonen
- Abstract
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts toward understanding interdisciplinary learning in its complexity. It simultaneously aims to (1) advance ecological perspectives that encompass concepts and methodologies for studying complex heterogeneous learning practices and (2) apply these perspectives to the research of interdisciplinary learning - of how people learn across and beyond disciplines. This introduction provides a historical context for interdisciplinary learning, introduces an ecological stance toward researching learning across and beyond disciplines, and reviews critical theoretical and methodological challenges within interdisciplinary learning, arguing that the field of the learning sciences is well-positioned to address these challenges. It discusses how the contributions presented in this special issue shed light on theoretical, methodological, empirical, and design aspects of interdisciplinary learning and offer a basis for further design work and research.
- Published
- 2024
- Full Text
- View/download PDF
4. Less than One Percent Is Not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008 to 2019
- Author
-
Panos, Alexandra and Damico, James
- Abstract
This paper considers a twelve-year period (2008-2019) and examines to what extent conference presentations and journal publications from three leading literacy and language professional organizations addressed the topic of climate change. Despite it being perhaps the most significant "mega-problem" of the 21st century (Martin, 2007), findings from this study demonstrate that climate change was largely invisible across the thousands of presentations and publications in this data set. It is time literacy and language educators and corresponding professional associations reckon with this troubling reality.
- Published
- 2021
5. Content and Language Integrated Learning in Latin America 2008-2018: Ten Years of Research and Practice
- Author
-
Banegas, Dario Luis, Poole, Paige Michael, and Corrales, Kathleen A.
- Abstract
Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
- Published
- 2020
6. The Status of Educational Sciences in Vietnam: A Bibliometric Analysis from Clarivate Web of Science Database between 1991 and 2018
- Author
-
Vuong, Quan-Hoang, Do, Minh-Trang, Pham, Thi-Van-Anh, Do, Thi-An, Doan, Phuong-Thuc, Hoang, Anh-Duc, Ta, Thu-Hang, Le, Quynh-Anh, and Pham, Hiep-Hung
- Abstract
Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.
- Published
- 2020
7. Building a Research Community, Developing a Coherent Field of Study
- Author
-
Berg, Jill Harrison, Carver, Cynthia L., and Mangin, Melinda M.
- Abstract
While many researchers have studied teacher leaders, a corresponding field of research on teacher leadership has been slow to develop. This narrative account charts our strategic efforts to build a community of scholars capable of strengthening teacher leadership as a field of study. It documents the parallel development of two entities, the Teacher Leadership Congress, a grassroots movement, and Division K, Section 2, a formal, institutional structure embedded within the American Educational Research Association. Using a community of practice lens (Wenger, 1998), we examine the ways in which these two entities complemented each other and galvanized a collection of individuals into a research community. We found that coordination between the Teacher Leadership Congress and Division K has resulted in a professional community that has facilitated co-construction of new understandings and identities, furthered teacher leadership research, and enhanced researchers' capacities to guide practice in ways that are urgently needed.
- Published
- 2018
8. NAPDS Trends and Themes: Data from the National Association of Professional Development Schools Annual Meetings, 2002-2014
- Author
-
Shiveley, James M. and Pond, Gavin
- Abstract
The concept of a Professional Development School (PDS) is not recent phenomenon. A more recent outgrowth of the Professional Development School movement has been an annual national conference dedicated to sharing and showcasing the work of various schools and universities engaged in PDS work. The University of South Carolina in Columbia originated and sponsored the National Professional Development School Conference from 2000 until 2015. During this time the membership of the National Association of Professional Development Schools (NAPDS), a national organization for schools and universities engaged in school-university partnerships, would meet annually at this conference and participate as co-hosts. This paper examines the presentations given at the National Professional Development School Conference over a 13-year period from 2002 through 2014. It was during this time that the conference was firmly established as a national outlet for sharing the work and research being conducted in PDS settings throughout the country. A content analysis of the number and types of sessions provided at the NAPDS annual conference was conducted to see what an examination of the current topics and key areas of debate among those engaged in PDS work around the country would reveal about the nature of the work being done in PDS environments. This study quantified a steady rise in conference presentations over a 12-year span, indicating a growing scope of interest and participation among schools and universities in PDS work. Also of interest was a gradual coalescing of topics that were similar to the original objectives of a PDS, as set forth by the Holmes Group (1990). Researchers also found the lack of representation in conference sessions on topics dealing with school organization or community engagement curious, and worthy of further investigation.
- Published
- 2017
9. Current Business and Economics Driven Discourse and Education: Perspectives from around the World. BCES Conference Books, Volume 15
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]
- Published
- 2017
10. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
- Author
-
International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
- Published
- 2016
11. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, April 9-11, 2016)
- Author
-
International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.
- Published
- 2016
12. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (39th, Las Vegas, Nevada, 2016). Volume 1
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]
- Published
- 2016
13. Examination Malpractice in Nigeria: Causes and Effects on National Development
- Author
-
Onyibe, C. O., Uma, Uma U., and Ibina, Emmanuel
- Abstract
Education, being a process of teaching and learning is evaluated through examination at the end of the learning period. Examination not only serves as a feedback for the trainer to ascertain the level of knowledge acquisition but also serves as a measure of knowledge retention by the trainee. Any misconduct or irregularity distorts this feedback mechanism and gives a false outcome of the learning process. This paper examines the causes and forms of examination malpractice in Nigeria, the consequences on the national development, previous efforts made at curbing it and recommended ways of eradicating examination malpractice in the country. Relevant journals and conference papers consulted, and the writers' personal experiences during examination invigilation were the sources of data used in the paper. It is discovered that the perennial lack of political will on the part of government to enforce the Decree 20 of 1984 and now, Examination Malpractice Act 33 of 1999 has caused the examination misconduct to remain on the increase in Nigeria. This paper recommends strongly that the Examination Malpractice Act of 1999 should be amended to incorporate that section of Decree 20 of 1984 which stipulated twenty-one years imprisonment without option of a fine for a convicted culprit. And the Act should be diligently enforced no matter whose ox is gored.
- Published
- 2015
14. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
- Author
-
International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
15. Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6
- Author
-
McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, Childs, Peter E., McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, and Childs, Peter E.
- Abstract
This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]
- Published
- 2019
- Full Text
- View/download PDF
16. Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2012 Du Groupe Canadien D'étude en Didactique Des Mathématiques (36th, Québec City, Québec, Canada, May 25-29, 2012)
- Author
-
Canadian Mathematics Education Study Group (CMESG), Oesterle, Susan, Allan, Darien, and Liljedahl, Peter
- Abstract
This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]
- Published
- 2013
17. Taking Action: Navigating the Common Core State Standards and Assessments. Policy Notes. Volume 21, Number 2, Fall 2013
- Author
-
Educational Testing Service, Policy Information Center and Yaffe, Deborah
- Abstract
This issue of ETS Policy Notes (Vol 21, No. 2) highlights the discussion from "Taking Action: Navigating the Common Core State Standards and Assessments," a conference co-convened by ETS and the National Urban League (NUL) in February 2013. Part of the Saturdays at ETS series, the conference brought together researchers, funders, advocates and local school officials to discuss the progress of the NUL's Equity and Excellence Project.
- Published
- 2013
18. Our Schools--Our Hope: Reflections on Catholic Identity from the 2011 Catholic Higher Education Collaborative Conference
- Author
-
O'Connell, David M., Harrington, Donald J., and Monsegur, Barbara L.
- Abstract
These proceedings include selected presentations on Catholic identity by six participants of the 2011 Catholic Higher Education Collaborative (CHEC) Conference on Catholic Identity at The Catholic University of America (CUA). The conference, jointly sponsored by CUA and St. John's University, is the fourth in a series of five national conferences sponsored by the collaborative. Each of these presentations looks at Catholic identity from a different perspective, including collaborative partnerships between K-12 schools and higher education; school policies that promote Catholic identity; curriculum; research into Catholic social teaching; and leadership. Contributors include Bishop David M. O'Connell, C.M., 14th president of CUA and current Bishop of Trenton, New Jersey; Reverend Donald J. Harrington, C.M., president of St. John's University; Sr. Barbara L. Monsegur, CFMM, principal of Lourdes Catholic High School, Arizona; Karen Vogtner, principal of St. John the Evangelist School, Georgia; Thomas W. Burnford, secretary for education, Archdiocese of Washington; and, Mary Jane Krebbs, associate dean for graduate studies in the School of Education, St. John's University.
- Published
- 2012
19. Host Presidents' Address: A Discussion on Ways Catholic Higher Education Institutions Can Assist Catholic Elementary and Secondary Schools
- Author
-
Leahy, William P. and McShane, Joseph M.
- Abstract
As part of the third Catholic Higher Education Collaborative Conference (CHEC), an event cosponsored by Boston College and Fordham University, the host university presidents, Rev. William P. Leahy, S. J., and Rev. Joseph M. McShane, S. J., addressed conference attendees and discussed ways higher education institutions can assist Catholic elementary and secondary schools. This article contains a transcript of their remarks. Fr. Leahy, the 25th president of Boston College, has a keen interest in Catholic schools, understanding their importance for the nation and for handing on the Catholic tradition to the next generation. Through his efforts, the Center for Catholic Education at Boston College, now the Roche Center for Catholic Education, was established. Fr. McShane, the 32nd president of Fordham University, shares a strong commitment to Catholic education. He has become one of the most powerful voices in New York City speaking on behalf of the need for Catholic schools. The work of Fordham's Graduate School of Education and Center for Catholic School Leadership with Catholic schools throughout the metropolitan region has received support from Fr. McShane.
- Published
- 2011
20. Keynote Address: Rev. Mark Massa
- Author
-
Massa, Mark S.
- Abstract
Rev. Mark S. Massa, S.J., is the dean and professor of Church history at the School of Theology and Ministry at Boston College. He was invited to give a keynote to begin the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by Boston College and Fordham University. Fr. Massa's address posed critical questions about whether Catholic identity and Catholic Intellectual Tradition are still the focal points for academic excellence in Catholic schools. This question was continually revisited throughout the conference.
- Published
- 2011
21. Educators Flock to NPS amidst Concerns about Budget Cuts
- Author
-
Emeagwali, N. Susan
- Abstract
At a time of intense politicking on Capitol Hill as legislators work feverishly to cut federal spending, and amidst more threats to slash Perkins funding, career and technical education (CTE) professionals from around the country converged on Washington, D.C., to attend the Association for Career and Technical Education's National Policy Seminar (NPS), March 7-9, 2011. Brenda Dann-Messier, assistant secretary of the Office of Vocational and Adult Education (OVAE), and Jane Oates, assistant secretary of the Employment and Training Administration (ETA), were keynote speakers. In addition, panels of congressional staffers and other experts provided CTE professionals with an overview of federal programs and initiatives that relate to CTE and workforce development, and information about proposed funding cuts.
- Published
- 2011
22. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 24-25, 2011). Volume 2011, Issue 1
- Author
-
Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2010 proceedings, see ED509647.]
- Published
- 2011
23. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology - Volume 1 and Selected Papers on the Practice of Educational Communications and Technology - Volume 2 (34th, Jacksonville, Florida, 2011)
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]
- Published
- 2011
24. 21st Century Schooling: The Globalised Challenge
- Author
-
Specialist Schools and Academies Trust and Vacher, Kai
- Abstract
Schools are now re-designing their curricula to include knowledge and understanding of globalisation. For many schools this is a an extension of the curriculum innovation work focussed on providing more personalised learning pathways for their students. This publication is aimed to support school leaders and teachers in their journey to personalise learning for all their students. This publication has drawn together the perspectives of an impressive line-up of leading global commentators with the first time firsthand insights of teachers and students, to be a resource for educators in the UK. Together they bring alive why it is so essential to equip the young people who are students today to be the global citizens of tomorrow. A list of resources is included.
- Published
- 2010
25. A Catholic Higher Education Collaborative: Focusing on New Ways of Supporting Catholic Elementary and Secondary Schools
- Author
-
Montejano, Frank
- Abstract
This article discusses highlights from the Catholic Higher Education Collaborative conference (CHEC) held at Loyola Marymount University (LMU) in January 2009. The conference, a result of a 2007 dialogue on Catholic schooling hosted by the Carnegie Foundation for the Advancement of Teaching, was the first of six to be held at Catholic colleges and universities throughout the country. The purpose of the conference was to seek new and creative ways for Catholic higher education to partner with the nation's K-12 Catholic schools. The theme of the LMU conference was "Catholic Schools and The Immigrant Church: Lessons from the Past and a Bridge to the Future." This article includes information about the development of CHEC, a brief review of the history of immigrants and Catholic schools, an overview of conference keynote talks, and concludes with future initiatives developed from the conference in support of Catholic schools. (Contains 1 footnote.)
- Published
- 2010
26. Intercultural Education: Proceedings of the 2nd International Scientific Conference=Obrazovanje za interkulturalizam: Zbornik radova S.2 Medunarodne znanstvene konferencije
- Author
-
Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Peko, Andelka, Sablic, Marija, and Jindra, Ranka
- Abstract
The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]
- Published
- 2010
27. USAID Worldwide Education and Training Workshop (Arlington, Virginia, August 17-21, 2009)
- Author
-
United States Agency for International Development
- Abstract
The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.
- Published
- 2009
28. Literacy Issues During Changing Times: A Call to Action. The Thirtieth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2007]
- Author
-
College Reading Association., Falk-Ross, Francine, Szabo, Susan, and Sampson, Mary Beth
- Abstract
This Yearbook begins with the article representing Ellen Jampole's presentation to the CRA membership. In her presidential address, Ellen had the audience alternately laughing, considering, and reminiscing about how she and other academics understand and develop the knowledge they carry. She shares these same themes in her narrative, "Traditions, Storying, and Crossroads" that follows the conference theme and introduces the "Issues in Changing Times" that organizes this edition. The papers comprising this Yearbook that follow Jampole's presidential address are: (1) Getting the Facts Right in Books for Young Readers: Researching "Mailing May" (Michael Tunnel); (2) Teachers of English Learners: Issues of Preparation and Professional Development (MaryEllen Vogt); (3) Teacher Knowledge and Teaching Reading (Mia Callahan, Vicki B. Griffo, and P. David Pearson); (4) Contextualizing Reading Courses Within Political and Policy Realities: A Challenge to Teacher Educators (Jerry Johns); (5) The Lost Art of Teaching Reading (Tim Rasinski); (6) Critical Inquiries in Oral Language Production: Preservice Teachers' Responses to Students' Linguistic Diversity (Donna Glenn Wake); (7) Case Study of a Middle School Student Attending a Separate Reading Class (Amy Alexandra Wilson); (8) Collaboration and Discovery: A Pilot Study of Leveling Criteria for Books Written in Spanish for K-3rd Grade (Mayra Daniels and Verna Rentsch); (9) Teachers' Talk: Teachers' Beliefs About Factors Affecting Their Classrooms (Merry Boggs and Susan Szabo); (10) "Most of the Focus Was on Reading": A Comparison of Elementary Teachers' Preparation in Reading and Writing (Brandi Gribble Mathers, Carolyn Shea, and Sara Steigerwald); (11) Teaching Expository Text Structures: Using Digital Storytelling Techniques to Make Learning Explicit (Donna Glenn Wake); (12) The Strategy Debate: How Teacher Educators and Textbooks May Contribute to Confusing Terminology (Margieren Larmon Whalen); (13) Investigating Alternative-Certification Teacher Candidates' Self-Efficacy and Outcome-Expectancy Beliefs Toward the Teaching of Reading (Agnes Stryker and Susan Szabo); (14) Consensus Building Through the Lens of Q Methodology: Defining Profiles for Effective Models of Professional Development (Kristin Lynn Still and Jaclyn Prizant Gordon); (15) School Reform: An Inside View of Professional Development (Linda E. Martin and Sherry Kragler); (16) Teachers' Perceptions of Effective Professional Development Activities in a Case Study School (Aimee I. Morewood and Rita M. Bean); (17) Free Book Programs from Birth to Five: A Preliminary Look at the Data Regarding Preschool Reading Readiness (Ronald S. Reigner); (18) The Tale of Three States' Reading Tests: Commonalities, Differences, and Implications (Mary F. Roe, Jane Ellen Brady, and Kara Riebold); (19) Guided Reading: It's for Primary Teachers? (Jackie Fergeson and Jenny Wilson); (20) English Language Learning and Reading Comprehension: What We Know and What We Need to Know (Ana Toboada); and (21) The Bookstore Project: How One ELL Teacher Used Project Work to Promote Reading (Jennifer Pool Cheatham and Martha M. Foote). (Individual papers contains tables, figures, and references.)
- Published
- 2009
29. Addressing Achievement Gaps: Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations. ETS Policy Notes. Volume 17, Number 1, Winter 2009
- Author
-
Educational Testing Service, Policy Information Center, Yaffe, Deborah, Coley, Richard J., and Pliskin, Richard
- Abstract
Annual standardized testing lies at the heart of the accountability system that American education reformers and policymakers have established during the past decade in an effort to ensure equal opportunity for all students, no matter their race, ethnicity or wealth. The new testing regime has brought national attention to the schooling of disadvantaged children, and in some states and school districts, achievement gaps between low-income and minority students and their middle-class, White peers have begun to narrow. Critics charge, however, that high-profile annual testing has also shaped the education system in ways that sometimes hurt the very students who most need help. And educators and policymakers have begun to realize that the essential task of closing achievement gaps will require new kinds of accountability systems, and new kinds of tests. This emerging consensus, along with its implications for research and policy, was the focus of the "Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations," conference, held September 8, 2008, in Washington, D.C.. Thirteen researchers and policymakers were featured as speakers, panelists and respondents. This issue of "ETS Policy Notes" provides an overview of the conference, which included six symposium presentations: (1) State Assessments Today: What State Are We In?; (2) Assessment, Learning, Equity: What Will It Take to Move to the Next Level?; (3) Classroom Assessment FOR Learning and the Achievement Gap; (4) Redesigning K-12 Assessment Systems: Implications for Theory, Implementation and Policy; (5) Lessons Learned from Industry: Achieving Diversity and Efficacy in College Success; and (6) Enhancing Noncognitive Skills to Boost Academic Achievement. (Contains unnumbered figures.)
- Published
- 2009
30. Presenters at NASP 2013-2016: Where Are the Practitioners?
- Author
-
Aspiranti, Kathleen B. and Jackson, Carrie
- Abstract
Although one of the main functions of school psychology research is to inform practice, there remains a large research-to-practice gap. Both practitioners and scholars are crucial in ensuring that research within the field is comprehensive and well represented. In the current study, presenter, contributor, and presenter affiliation demographics from the 2013 to 2016 NASP annual conventions were collected. All mini-skills sessions, symposia, and poster, paper, and practitioner conversation sessions were analyzed. Results showed that of the 10,120 presenters, 85% were university affiliated, while only 15% were practitioners. Implications of results regarding this research-to-practice gap are discussed. Suggestions to help practitioners become more involved in research activities are also provided.
- Published
- 2018
31. The Catholic School According to the Code of Canon Law
- Author
-
Grocholewski, Zenon Cardinal
- Abstract
For close to three decades, his Eminence Zenon Cardinal Grocholeski, worked at the Supreme Tribunal of the Apostolic Signatura as notary, chancellor, secretary and prefect. A professor, scholar, and canonist of exceptional ability, he is considered one of the world's most prominent experts on the Code of Canon Law. In light of his competence and experience, The Servant of God Pope John Paul II, appointed his Eminence as Prefect of the Dicastery for Catholic Education in 1999. This rare combination and manifestation of intellect, expertise, and dedication is witnessed in the oration presented for publication, The Catholic School According to the Code of Canon Law delivered by His Eminence, as Prefect of the Congregation of Catholic Education on May 28, 2008 at Fordham University, New York. (Contains 19 footnotes.)
- Published
- 2008
32. Proceedings of the Conference on Graduate Student Research in Engineering and Technology Education (Minneapolis, Minnesota, May 22, 2008)
- Author
-
National Center for Engineering and Technology Education (NCETE)
- Abstract
As part of the usual end of year meeting that has been a feature of the National Center for Engineering and Technology Education (NCETE) project, a conference intending to provide a forum for young voices in an outside of the Center was organized. The basic model for the gathering was borrowed from track and field. This was to be an intellectual conference meet, to which teams of scholars and their coaches/mentors would come, drawn from university programs where scholars worked at the intersection of engineering education and technology education, to share ideas and to engage each other. The conference theme was to be Research in Engineering and Technology Education (RETE). These proceedings summarize ideas from the presentations made during the day. One group of papers focused upon exploring "teachers' knowledge and dispositions to" science, technology, engineering, and mathematics (STEM) curriculum and instruction. A second set of papers focused upon "dealing with ill-defined problems and complex systems." A third set of papers "examine problem solving predisposition in children and adolescents." Three of the papers explore student interest in STEM careers. Beyond papers that cluster thematically are a few that pursue interesting lines that were influenced by cognitive and creativity considerations. This publication presents the following papers: (1) Engineering byDesign[TM] Professional Development Evaluation Summary Report (Jenny Daugherty); (2) Knowing What Engineering and Technology Teachers Need to Know: A Content Analysis of Pre-service Teachers' Engineering Design Problems (Todd D. Fantz); (3) Strategies for Integrating STEM Content: A Pilot Case Study (Fred Figliano); (4) High School STEM Educators' Self-Efficacy Beliefs at Various Career Stages (Brent Holt); (5) Investigating Middle School Teachers' Engineering Subject Matter and Pedagogical Content Knowledge (Morgan Hynes); (6) Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education (Todd R. Kelley); (7) Comparing Question Posing Capability Across High School Curricula: A Research Proposal (Benjamin Franske); (8) The Efficacy of Cross-discipline Representations for Ill-defined IAS Concepts (Steven Rigby); (9) Complex Systems in Engineering and Technology Education: A Mixed Methods Study Investigating the Role Software Simulations Serve in Student Learning (Douglas J. Walrath); (10) Effects of Metacognitive Journaling on Academic Achievement of High School Students (Katrina M. Cox); (11) Aspects of Problem Solving in Children Prekindergarten to Ninth Grade: Focus on Functional Fixedness (Michael Nehring); (12) Divergent Thinking Skills in Science and Engineering: Influence of Gender and Grade Level (Leah C. Roue); (13) Design Twice, Build Once: Teaching Engineering Design in the Middle and High School Classroom (Shawn Jordan and Nielsen Pereira); (14) Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education (Nathan Mentzer); (15) A Study of Factors Affecting Career Decision-Making Self-Efficacy and Engineering Related Goal Intentions Among African American High School Students (Chandra Austin); (16) Impact of Mentorship Programs on African-American High School Students' Perceptions of Engineering (Cameron D. Denson); (17) Student Interest in STEM Careers: Development of Instrument for High School STEM-Based Programs (Mark Patrick Mahoney); (18) Children's Multiple Representations of Ideas in Science (Brian Gravel); (19) The Cognitive Processes and Strategies of an Expert and Novice in the Design of a Wireless Radio Frequency Network (Matthew D. Lammi); and (20) Perceptions of Creativity in Art, Music and Technology Education (David Stricker). Individual papers contain tables, figures, footnotes and references.
- Published
- 2008
33. Colloquium on Large Scale Improvement: Implications for AISI
- Author
-
Alberta Education and McEwen, Nelly
- Abstract
The Alberta Initiative for School Improvement (AISI) is a province-wide partnership program whose goal is to improve student learning and performance by fostering initiatives that reflect the unique needs and circumstances of each school authority. It is currently ending its third cycle and ninth year of implementation. "The Colloquium on Large Scale Improvement: Implications for AISI" took place in Edmonton, October 20-22, 2008. The purposes of the colloquium were to share information about AISI from multiple perspectives and to set a strategic direction for the future of the program. The colloquium brought together three perspectives on the program--that of AISI partners, school authorities, and experts in areas of strategic importance to AISI. Representatives from these groups made presentations, participated in the deliberations, and wrote chapters for this report. This report divides into three parts. Part 1: Partner Perspectives, contains: (1) AISI: from Inception to Transformation (Nelly McEwen and Dianna Millard); (2) Has AISI Run Out of Gas? (Heather Welwood); (3) ASCA Thoughts on AISI--Past, Present, and Future (Tina Boymook); (4) Getting to the Heart(h) of AISI (J.C.. Couture); (5) Experiencing AISI from a School Business Officials Perspective (Christine L. Lee and Alberta Hutchings); (6) AISI: The College of Alberta School Superintendents Perspective (Paulette Hanna;) and (7) Enhancing Professional Practice and Mobilizing Knowledge (Philip McRae). Part 2: School Authority Perspectives, contains: (8) AISI --Winds of Change: Shifting to Collaboration (Ian Osborne and Sheldon Rowe); (9) AISI: Growing from Good to Great (Jenise Bidulock, Corrie Ziegler, and Debbie Jackson); (10) AISI Footprints in Pembina Hills (Judy Lefebvre and Richard Harvey); (11). From the Inside Out: An AISI Journey (Del Litke and Gerry Varty); (12) Looking Back / Planning Forward (Judy MacKay and Lucy Miller); and (13) Systemic Change for School Improvement (Brian Andjelic). Part 3: External Perspectives, contains: (14) Evidence for Educational Policy and Practice: What is Credible? What is Useful? (Robert Crocker); (15) The Present and Possible Theory of Change for AISI (Andy Hargreaves); (16) I Have a Dream: School Improvement for Enriching Communities (Pasi Sahlberg); and (17) Educational Innovation and Complexity 2.0: Some Implications for AISI (Brent Davis and Dennis Sumara). (Contains 53 footnotes and 27 figures.)
- Published
- 2008
34. Intergovernmental Approaches for Strengthening K-12 Accountability Systems
- Author
-
Nelson A. Rockefeller Institute of Government and Armour-Garb, Allison
- Abstract
This volume contains an edited transcript of the Rockefeller Institute's October 29, 2007 symposium (Chicago, IL) entitled "Intergovernmental Approaches to Strengthen K-12 Accountability Systems" as well as a framework paper circulated in preparation for the symposium. The transcript begins with a list of the forty state and federal education officials, testing experts, and educational researchers and education policy experts who participated, as well as introductory remarks by Michael McPherson, president of the Spencer Foundation (which co-sponsored the event with the Joyce Foundation). The morning panel was devoted to possible institutional models for setting K-12 standards. The lead speakers were Michael Cohen, president of Achieve, Inc., and Chester E. Finn, Jr., president of the Thomas B. Fordham Foundation; this section was moderated by Education Week's Lynn Olson. The afternoon panel was devoted to intergovernmental approaches to the oversight of testing. The lead speakers were Robert Linn of the National Center for Research on Evaluation, Standards, & Student Testing and Thomas Toch of Education Sector; the moderator was John Merrow of Learning Matters. A framework paper by the Rockefeller Institute's director of education studies, Allison Armour-Garb, was circulated in advance of the Symposium to participants and is also included in this volume. The paper describes structural problems in educational accountability and explores possible functions and institutional models for an intergovernmental collaborative entity. Appended to the document are the following: (1) Lessons from Previous Federal Efforts; (2) Previous Efforts to Establish Oversight of Testing; and (3) Achieve. (Contains 63 footnotes.)
- Published
- 2007
35. The Future of Children's Media: Advertising
- Author
-
Children Now, Oakland, CA.
- Abstract
American companies currently spend $15 billion a year on marketing and advertising to children under the age of 12. Annually, children influence $500 billion in spending on fast food, junk food, toys and other advertised products, and the average child sees thousands of ads on television alone. From video games and the Internet to cell phones and iPods, new and emerging media are changing the ways in which advertisers reach consumers. On July 20, 2006, Children Now hosted a conference in Washington, D.C., that brought together the nation's leading children's media executives, policymakers, academics and advocates. The full-day conference explored how new advertising and marketing methods are being used to reach children. It also examined what is on the horizon and possible steps to better ensure children's well-being in a rapidly evolving media environment, including potential policy and voluntary industry solutions. The report includes highlights from addresses by Senator Hillary Rodham Clinton and Senator Sam Brownback, and comments from FCC Commissioners Michael J. Copps, Deborah Taylor Tate, and Jonathan Adelstein. Two panel discussions are summarized: (1) Surveying the Landscape: Advertising and Marketing to Kids in the Digital Age; and (2) Strategies to Address Advertising and Marketing Concerns. Following the conference, Children Now charted a five-year agenda, including research and policy goals, and ways to work together with media, advertising, food and other industries to achieve voluntary change. (Contains 3 endnotes.) [Additional support provided by the Otto Haas Charitable Trust.] ["The Future of Children's Media: Advertising" is the first in a series of national Children Now conferences that will proactively address pressing issues in the media environment that can have both positive and negative implications for children. The conference structure is based on the belief that, in order to create a healthy and diverse media environment, children must both be provided with content that supports their healthy development and protected from potential harm.]
- Published
- 2007
36. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 4
- Author
-
International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik, and Seo, Dong-Yeop
- Abstract
This fourth and final volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Na- through Zod-. Reports include: (1) Mathematically Gifted Students' Problem Solving Approaches on Conditional Probability (GwiSoo Na, DaeHee Han, KyungHwa Lee, and SangHun Song); (2) Students Engaged in Proving--Participants in an Inquiry Process or Executers of a Predetermined Script? (Talli Nachlieli and Patricio Herbst); (3) Exploring the Idea of Curriculum Materials Supporting Teacher Knowledge (Jihwa Noh and Ok-Ki Kang); (4) What Is the Price of Topaze? (Jarmila Novotna and Alena Hospesova); (5) Designing Unit for Teaching Proportion Based on Cultural-Historical Activity Theory: Process of Symbolizing through Collective Discourse (Minoru Ohtani); (6) Prototype Phenomena and Common Cognitive Paths in the Understanding of the Inclusion Relations between Quadrilaterals in Japan and Scotland (Masakazu Okazaki and Taro Fujita); (7) A Study of Gender Differences in Language Used by Parents and Children Working on Mathematical Tasks (Melfried Olson, Judith Olson, and Claire Okazaki); (8) Students' Motivation and Achievement and Teachers' Practices in the Classroom (Marilena Pantziara and George Philippou); (9) Using a Multiplicative Approach to Construct Decimal Structure (Irit Peled, Ruth Meron, and Shelly Rota); (10) If You Don't Listen to the Teacher, You Won't Know What to Do: Voices of Pasifika Learners (Pamela Perger); (11) Fostering Generalization in Connecting Registers of Dynamic Geometry and Euclidean Constructions (Norma Presmeg, Jeff Barrett, and Sharon McCrone); (12) Addressing the Issue of the Mathematical Knowledge of Secondary Mathematics Teachers (Jerome Proulx); (13) Abduction in Pattern Generalization (F. D. Rivera and Joanne Rossi Becker); (14) An Activity for Development of the Understanding of the Concept of Limit (Kyeong Hah Roh); (15) Early Access to Algebraic Ideas: The Role of Representations and of the Mathematics of Variation (Teresa Ceballos Rojano and Elvia Maximo Perrusquia); (16) The Role of Cognitive Conflict in Belief Changes (Katrin Rolka, Bettina Rosken, and Peter Liljedahl); (17) Factors Affecting Seventh Graders' Cognitive Perceptions of Patterns Involving Constructive and Deconstructive Generalizations (Joanne Rossi Becker and F. D. Rivera); (18) Mathematically Gifted Students' Spatial Visualization Ability of Solid Figures (HyunAh Ryu, YeongOk Chong, and SangHun Song); (19) Genetic Approach to Teaching Geometry (Ildar S. Safuanov); (20) On Primary Teachers' Assessment of Pupils' Written Work in Mathematics (H. Sakonidis and A. Klothou); (21) Qualities Co-Valued in Effective Mathematics Lessons in Australia: Preliminary Findings (Wee Tiong Seah); (22) Resolving Cognitive Conflict with Peers--Is There a Difference between Two and Four? (Hagit Sela and Orit Zaslavsky); (23) Explicit Linking in the Sequence of Consecutive Lessons in Mathematics Classrooms in Japan (Yoshinori Shimizu); (24) On the Teaching Situation of Conceptual Change: Epistemological Considerations of Irrational Numbers (Yusuke Shinno); (25) Posing Problems with Use the "What If Not?" Strategy in NIM Game (SangHun Song, JaeHoon Yim, EunJu Shin, and HyangHoon Lee); (26) Embodied, Symbolic and Formal Aspects of Basic Linear Algebra Concepts (Sepideh Stewart and Michael O. J. Thomas); (27) The Application of Dual Coding Theory in Multi-Representational Virtual Mathematics Environments (Jennifer M. Suh and Patricia S. Moyer-Packenham); (28) Interactions between Teaching Norms of Teacher's Professional Community and Learning Norms of Classroom Communities (Wen-Huan Tsai); (29) Analysis of a Learning Case: Jasmine (Zelha Tunc-Pekkan); (30) Elementary Teachers' Linguistic Inventions and Semantic Warrants for Mathematical Inferences (Janet G. Walter and Christine Johnson); (31) How Do Mentors Decide: Intervening in Practice Teachers' Teaching of Mathematics or Not (Chih-Yeuan Wang and Chien Chin); (32) Exploring an Understanding of Equals as Quantitative Sameness with 5 Year Old Students (Elizabeth Warren); (33) Classroom Teaching Experiment: Eliciting Creative Mathematical Thinking (Gaye Williams); and (34) Is a Visual Example in Geometry Always Helpful? (Iris Zodik and Orit Zaslavsky). (Individual papers contain references.) [For other volumes in the series, see ED499416, ED499417, and ED499419.]
- Published
- 2007
37. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 3
- Author
-
International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
- Abstract
This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T. E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.]
- Published
- 2007
38. The Second IEA International Research Conference: Proceedings of the IRC-2006. Volume 2: Civic Education Study (CivEd), Progress in International Reading Literacy Study (PIRLS), Second Information Technology in Education Study (SITES)
- Author
-
International Association for the Evaluation of Educational Achievement and Wagemaker, Paula
- Abstract
As part of its mission, the International Association for the Evaluation of Educational Achievement (IEA) is committed to the development of the community of researchers who work in the area of assessment both nationally and internationally. The association also has a commitment to provide policymakers with the types of data and analyses that will further their understanding of student achievement and the antecedent factors that are implicated in student learning. As part of a larger strategy to achieve these broad goals, the IEA sponsors a research conference every two years as a means of providing opportunities for new researchers and more experienced scholars to meet, discuss, and present the findings of their work as it relates to the secondary analysis of IEA studies. The proceedings of the Second IEA International Research Conference, which was held in Washington DC, November 2006, and hosted by the Brookings Institution, are published in two volumes. Volume 2 brings together papers that focus on the Progress in International Reading Literacy Study (PIRLS), the Second Information on Technology in Education Study (SITES), and the Civic Education Study (CivEd). Contents include: (1) Foreword (Hans Wagemaker); (2) Civic knowledge of high-school students in Israel: Personal and contextual determinants (Orit Ichilov); (3) Factors that distinguish the most from the least effective schools in reading: A residual approach (Constantinos Papanastasiou); (4) Innovative pedagogical practices using technology: Diffusion patterns within schools (Alona Forkush-Baruch and Dorit Tubin); (5) Examining literacy, gender, and the home environment in PIRLS 2001 countries (Kathleen Trong and Ann Kennedy); (6) A comparison of fourth-graders' academic self-concept and attitudes toward reading, mathematics, and science in PIRLS and TIMSS countries (Ann Kennedy and Kathleen Trong); (7) Equating errors in international surveys in education (C. Monseur, H. Sibberns, and D. Hastedt); (8) Sociological perspectives on youth support for social movements (Oren Pizmony-Levy); (9) Online data collection in SITES 2006: Design and implementation (Ralph Carstens, Falk Brese, and Barbara N. Brecko); (10) Political attitudes and behaviors across adolescence and early adulthood: A comparison of IEA and European Social Survey findings (Marc Hooghe and Britt Wilkenfeld); (11) School climate for citizenship education: A comparison of England and the United States (Gary Homana and Carolyn Barber); (12) Home reading environments and children's reading performance: A comparative study of 25 countries (Hyunjoon Park); (13) Student government and voluntary organizations: A comparative study of Australia and the United States (Gary Homana and Jeff Greene); (14) Predicting the political involvement of European adolescents (Rainer H. Lehmann); (15) Reading achievements in urban and rural communities: A comparative analysis of equity in education (Aiste Elijio); (16) Secondary analysis of PIRLS 2001 Norwegian data (Victor H. P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Ader); (17) The effect of multilingual policies on performance and progression in reading literacy in South African primary schools (Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder); (18) Equity of achievement: A matter of education structures? (Ariane Baye and Christian Monseur); (19) Characteristics of United States Grade 4 language minority students in an international context: Findings from PIRLS 2001 (Laurence T. Ogle, David C. Miller, and Lydia B. Malley); (20) Teachers' practices in relation to students' civic engagement in three countries (Carolyn Barber); (21) Relationships between parental factors and children's reading behaviors and attitudes: Results from the PIRLS 2005 field test in Taiwan (Chia-Hui Chiu and Hwa-Wei Ko); (22) Online data collection in SITES 2006: Paper survey versus web survey--do they provide comparable results? (Barbara Neza Brecko and Ralph Carstens); (23) Schools that exceed expectations: A cross-country comparison (Marjet Doupona Horvat and Alja Krevh); (24) Changes in reading variations and their relationship with socioeconomic status at school and individual levels in trend countries (Kajsa Yang-Hansen); (25) Analyzing trends in levels of reading literacy between 1970 and 2001 in Sweden (Monica Rosen); and (26) A cross-country comparison of direct and indirect effects of parents' level of education on students' reading achievement (Eva Myrberg and Monica Rosen). Individual papers figures, tables, footnotes and references. [For "The Second IEA International Research Conference: Proceedings of the IRC-2006 Volume 1", see ED510139.]
- Published
- 2007
39. Teacher Academy: Preparing the Next Generation of Public School Teachers. Luncheon Series
- Author
-
Center for Educational Innovation - Public Education Association and Botman, Selma
- Abstract
On September 14, 2006, Dr. Selma Botman, CUNY's (City University of New York's) Executive Vice Chancellor for Academic Affairs, spoke at a Center for Educational Innovation-Public Education Association (CEI-PEA) Luncheon about the Teacher Academy and its strategy for success. Dr. Botman's remarks demonstrated the optimism and accomplishments that CUNY, under the leadership of Chancellor Matthew Goldstein, has brought to the New York City educational community over the past decade as the University has gone through a renaissance that places it as one of the most successful public universities in the nation. This paper presents an edited version of the transcript.
- Published
- 2006
40. From Best Research to What Works: Background Knowledge & Reading Proficiency
- Author
-
Albert Shanker Institute, Washington, DC
- Abstract
This publication is a transcription of a forum held at the National Press Club in Washington, D.C. on May 19, 2006 on background knowledge and reading proficiency. This topic goes to the heart of the education reform agenda, according to the first speaker, Eugenia Kemble, executive director of the Albert Shanker Institute, the sponsor of this forum. This forum was moderated by Nat LaCour (Secretary-Treasurer of the American Federation of Teachers) and featured speakers E.D. Hirsch, Jr. (author, "The Knowledge Deficit") and Donald Deshler (Director, Center for Research on Learning, University of Kansas). Research has demonstrated that students' vocabulary and background knowledge are vital to reading comprehension, and that poor children and struggling readers are disproportionately disadvantaged by this fact. Forum participants discussed the implications of these findings for improving curriculum and instruction at the elementary and secondary levels, including ideas of how schools might impart this knowledge to students who do not read well enough to acquire it from the written word.
- Published
- 2006
41. New Visions in Action: National Assessment Summit Papers
- Author
-
National K-12 Foreign Language Resource Center and Rosenbusch, Marcia Harmon
- Abstract
The National Assessment Summit was designed to bring together users and producers of assessments and engage them in a discussion of unmet assessment needs and untapped assessment capacities. The meeting was truly a summit in that national foreign language organizations and associations were asked to nominate representatives to bring their organization's perspective to the forum and also to take back to their organization ideas for action. Specifically, the National Assessment Summit aimed to identify a set of priorities for the next two years (2005-07). At a follow-up National Assessment Summit in 2007 in Portland, Oregon, under the sponsorship of the Center for Applied Second Language Studies (CASLS) at the University of Oregon and the Center for Advanced Research in Language Acquisition (CARLA) at the University of Minnesota, these organizations will gather to report on progress made and to consider an agenda for the following two years (2007-09). The National Assessment Summit identified seven priorities for the coming two years. Each priority is addressed in a section of this series of papers and is authored by one of the participants. These priorities are: (1) Articulation; (2) Assessment Literacy; (3) Suite of Assessments; (4) Test Database; (5) Models and Anchors; (6) Research; and (7) Advocacy. Taken as a whole, these papers describe state-of-the-art language assessment and articulate a two-year agenda for improving assessment and educational practice. This publication includes: (1) Introduction (Carl Falsgraf); (2) Achieving Articulation through Assessment (Jacque Bott Van Houten); (3) Assessment Literacy (Peggy Boyles); (4) Suite of Assessments (Ann Tollefson); (5) Foreign Language Assessment Database (Margaret E. Malone and David W. MacGregor); (6) Models and Anchors (Elvira Swender); (7) Assessments Research (Ursula Lentz); (8) Promoting Language Advocacy Through Assessment (Martha G. Abbott); and (9) Conclusion (Paul Sandrock). Individual papers contain references and footnotes.
- Published
- 2006
42. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 2
- Author
-
International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
- Abstract
This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)
- Published
- 2005
43. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 4
- Author
-
International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
- Abstract
This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu: (1) Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study (Joanne Mulligan, Michael Mitchelmore, and Anne Prescott); (2) A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations (Ricardo Nemirovsky and Chris Rasmussen); (3) The Construction of Proportional Reasoning (Stephen Norton); (4) The Transition of a Secondary Mathematics Teacher: From a Reform Listener into a Believer (Jo Clay Olson and Karmen Kirtley); (5) Substantive Communication of Space Mathematics in Upper Primary School (Kay Owens); (6) Transforming Korean Elementary Mathematics Classrooms to Student-Centered Instruction (JeongSuk Pang); (7) The Effect of Improved Automaticity and Retrieval of Basic Number Skills on Persistently Low-Achieving Students (John Pegg, Lorraine Graham, and Anne Bellert); (8) Degrees of Freedom in Modeling: Taking Certainty out of Proportion (Irit Peled and Ronit Bassan-Cincinatus); (9) "I Know That You Don't Have to Work Hard": Mathematics Learning in the First Year of Primary School (Bob Perry and Sue Dockett); (10) Disentangling Mentors' Role in the Development of Prospective Teachers' Efficacy Beliefs in Teaching Mathematics (George Philippou and Charalambos Y. Charalambous); (11) Linear Functions and a Triple Influence of Teaching on the Development of Students' Algebraic Expectation (Robyn Pierce); (12) Engaging the Learner's Voice? Catechetics and Oral Involvement in Reform Strategy Lessons (Adrian J. Pinel); (13) Teaching Projectile Motion to Eliminate Misconceptions (Anne Prescott and Michael Mitchelmore); (14) An Investigation of a Preservice Teacher's Use of Representations in Solving Algebraic Problems Involving Exponential Relationships (Norma Presmeg and Rajeev Nenduradu); (15) On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking (Luis Radford, Caroline Bardini, Cristina Sabena, Pounthioun Diallo, and Athanase Simbagoye); (16) Generalization Strategies of Beginning High School Algebra Students (Joanne Rossi Becker and Ferdinand Rivera); (17) Synchronizing Gestures, Words and Actions in Pattern Generalizations (Cristina Sabena, Luis Radford, and Caroline Bardini); (18) Analyzing Student Modeling Cycles in the Context of a "Real World" Problem (Roberta Y. Schorr and Miriam Amit); (19) Negotiating about Perceived Value Differences in Mathematics Teaching: The Case of Immigrant Teachers in Australia (Wee Tiong Seah); (20) Development of Mathematical Norms in an Eighth-Grade Japanese Classroom (Yasuhiro Sekiguchi); (21) Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation (Ana Coelho Vieira Selva, Jorge Tarcisio da Rocha Falcao, and Terezinha Nunes); (22) From the Everyday, through the Authentic, to Mathematics: Reflecting on the Process of Teaching Mathematics through the Everyday (Godfrey Sethole); (23) Personal Experiences and Beliefs in Early Probabilistic Reasoning: Implications for Research (Sashi Sharma); (24) Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? (Atara Shriki and Ilana Lavy); (25) Student Thinking Strategies in Reconstructing Theorems (Tatag Yuli Eko Siswono); (26) A Comparison of How Textbooks Teach Multiplication of Fractions and Division of Fractions in Korea and in U.S. (Ji-Won Son); (27) Mathematical Knowledge of Pre-Service Primary Teachers (Beth Southwell and Marina Penglase); (28) Analysing Longitudinal Data on Students' Decimal Understanding Using Relative Risk and Odds Ratios (Vicki Steinle and Kaye Stacey); (29) Girls Journey toward Proportional Reasoning (Olof Bjorg Steinthorsdottir); (30) University Student Perceptions of CAS Use in Mathematics Learning (Sepideh Stewart and Michael O. J. Thomas); (31) Prospective Teachers' Understanding of Proof: What if the Truth Set of an Open Sentence Is Broader than that Covered by the Proof? (Andreas J. Stylianides, Gabriel J. Stylianides, and George Philippou); (32) Planning and Teaching Mathematics Lessons as a Dynamic, Interactive Process (Peter Sullivan, Robyn Zevenbergen, and Judy Mousley); (33) Teacher Factors in Integration of Graphic Calculators into Mathematics Learning (Michael O. J. Thomas and Ye Yoon Hong); (34) Students' Overreliance on Linearity: An Effect of School-Like Word Problems (Wim Van Dooren, Dirk De Bock, Dirk Janssens, and Lieven Verschaffel); (35) A Process of Abstraction by Representations of Concepts (N. C. Verhoef and H. G. B. Broekman); (36) Argumentation Profile Charts as Tools for Analysing Students' Argumentations (Jill Vincent, Helen Chick, and Barry McCrae); (37) Characterizing Middle School Students' Thinking in Estimation (Tanya N. Volkova); (38) Reviewing and Thinking the Affect/Cognition Relation (Margaret Walshaw and Tania Cabral); (39) Young Children's Ability to Generalise the Pattern Rule for Growing Patterns (Elizabeth Warren); (40) Consolidating One Novel Structure whilst Constructing Two More (Gaye Williams); (41) Spreadsheets, Pedagogic Strategies and the Evolution of Meaning for Variable (Kirsty Wilson, Janet Ainley, and Liz Bills); and (42) A Study of the Geometric Concepts of the Elementary School Students Who Are Assigned to the van Hiele Level One (Der-bang Wu and Hsiu-Lan Ma). (Individual papers contain references.)
- Published
- 2005
44. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (28th, Orlando, Florida, 2005). Volume 1
- Author
-
Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499963.]
- Published
- 2005
45. The LSS Review. Volume 3, Number 2
- Author
-
Mid-Atlantic Lab. for Student Success, Philadelphia, PA., Page, Stephen, and Shaw, Danielle
- Abstract
Beginners in many disciplines learn that correlation never proves causation, but sometimes, even in public health, correlation, mistaken for causation, becomes the basis for policy and great expenditures of public and private money. "True experiments" with random assignment to experimental and control groups hold a special place in the realm of scientific research. The results of such experiments, particularly when replicated under many, varied conditions, provide the most dependable basis for policy and practice, as clearly demonstrated and even required for definitive conclusions in agronomy and medicine. The case for experiments is pressing in K through 12 education, which lacks a strong foundation of causal research, particularly disciplined-based control group experiments and large-scale, well-controlled statistical studies. Given the strong consensus among policymakers about the need for improved academic performance on the part of our nation's students--as evidenced by the federal No Child Left Behind Act and more stringent state testing and accountability systems--educators want to know how to raise achievement and efficiency. Without causal confidence, their efforts may be on shaky scientific ground. Given this need for knowledge about what works, the Laboratory for Student Success, the mid-Atlantic Regional Educational Laboratory at Temple University, and the American Psychological Association convened a national invitational conference, "The Scientific Basis of Educational Productivity," on May 13 and 14, 2004, in Arlington, Virginia. The commissioned conference papers, written by nationally recognized experts and summarized in this issue of "The LSS Review"--exhibit a variety of scientific approaches to research, emphasizing the special credibility of multiple methods and multiple studies converging on policy-and practice-relevant results. The following papers are summarized in this issue: The Scientific Basis of Educational Productivity: Proceedings and Recommendations from a National Invitational Conference (Rena F. Subotnik and Herbert J. Walberg); Experimental and Quasi-Experimental Research Designs (Susan J. Paik); Scientific Formative Evaluation: The Role of Individual Learners in Generating and Predicting Successful Educational Outcomes (T. V. Joe Layng, Greg Stikeleather, and Janet S. Twyman); Blending Experimental and Descriptive Research: The Case of Educating Reading Teachers (Elizabeth S. Pang and Michael L. Kamil); The Enhancement of Critical Thinking (Diane F. Halpern); Improving Educational Productivity: An Assessment of Extant Research (Herbert J. Walberg); The Scientific Basis for the Theory of Successful Intelligence (Robert J. Sternberg); Science, Politics, and Education Reform: The National Academies' Role in Defining and Promoting High-Quality Scientific Education Research, 2000-2004 (Lisa Towne); American Board for Certification of Teacher Excellence: Applying Research to Develop a Standards-Based Teacher Certification Program (Kathleen Madigan); Evidence-Based Interventions and Practices in School Psychology: The Scientific Basis of the Profession (Thomas R. Kratochwill); The Institute of Education Sciences' What Works Clearinghouse (Robert Boruch and Rebecca Herman); and Conclusions and Recommendations (Herbert J. Walberg and Rena F. Subotnik). ["The LSS Review" is a product of the Mid-Atlantic Regional Educational Laboratory, the Laboratory for Student Success (LSS), one of ten regional educational laboratories funded by the Institute of Education Sciences (IES) of the U.S. Department of Education. For "The LSS Review. Volume 3, Number 1," see ED497188.]
- Published
- 2004
46. The LSS Review. Volume 3, Number 1
- Author
-
Mid-Atlantic Lab. for Student Success, Philadelphia, PA. and Hoag, Lydia
- Abstract
A growing number of American students are nonnative English speakers. These students are vulnerable to early school exit and schools are facing more and more such students each year. Presently, about 56% of all public school teachers in the United States have at least one English language learner (ELL) student in their class, but less than 20% of the teachers who serve ELLs are certified English as a second language (ESL) or bilingual teachers. What are the best methods and policies to help ELLs attain academic success? What are the most effective methods one can use when teaching ELLs? More broadly, what kind of training are teachers receiving or should they receive in order to help ELLs meet high academic standards? These questions were discussed at a National Invitational Conference, "Improving Teacher Quality for English Language Learners", convened November 13-14, 2003 in Arlington, Virginia. Sponsored by The Laboratory for Student Success (LSS), the Mid-Atlantic Regional Educational Laboratory, at Temple University Center for Research in Human Development and Education, the purpose of the conference was to provide insights and research-based information on how to improve the quality of teachers for all ELLs. The conference papers, general discussion, and work groups pointed to the conclusion that teaching informed by knowledge about language acquisition, cultural differences, and the social context of schooling can improve outcomes for English language learners and that increasing such knowledge among teachers, administrators, researchers and policymakers is both necessary and achievable. Strengthening links between evidence-based research and classroom teaching can benefit the growing population of English language learners in U.S. schools and those who share responsibility for educating them. This issue of "The LSS Review" contains the following: (1) Improving Teacher Quality for English Language Learners: Reports and Next-Step Recommendations from a National Invitational Conference (Hersh Waxman, Kip Tellez, and Herbert J. Walberg); (2) Critical Issues in Developing the Teacher Corps for English Language Learners (Patricia Gandara and Julie Maxwell-Jolly); (3) Training Teachers through Their Students' First Language (Liliana Minaya-Rowe); (4) Quality Instruction in Reading for English Language Learners (Margarita Calderon); (5) Successful School Leadership for English Language Learners (Elsy Fierro Suttmiller and Maria Luisa Gonzalez); (6) Lessons Learned from a Research Synthesis on the Effects of Teachers' Professional Development on Culturally Diverse Students (Stephanie Knight and Donna L. Wiseman); (7) Reculturing Principals as Leaders for Cultural and Linguistic Diversity (Augustina Reyes); and (8) National, State and Local Policies: Issues for the Preparation of Quality Teachers for Linguistically and Culturally Diverse Students (Eugene Garcia and Tom Stritikus). [For "The LSS Review. Volume 2, Number 4," see ED497148.]
- Published
- 2004
47. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (27th, Chicago, Illinois, 2004). Volume 2
- Author
-
Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499961.]
- Published
- 2004
48. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, North Carolina, January 10-13, 2002).
- Author
-
Association for the Education of Teachers in Science., Rubba, Peter A., Rye, James A., and DiBiase, Warren J.
- Abstract
This document contains the proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science which was held in Charlotte, North Carolina, January 10-13, 2002. Papers include: (1) "Teaching Science Methods Courses with Web-Enhanced Activities" (Alec M. Bodzin); (2) "How Is Your Lawnmower Working? Understanding Scientific Inquiry through Metaphors" (William S. Harwood, Rebecca R. Reiff, and Teddie Phillipson); (3) "Teacher Explanations for Discourse Variations in Elementary Science Methods" (William J. Newman Jr., Paula D. Hubbard, and Sandra K. Abell); (4) "Strategies Enabling Teachers to Critically Analyze Learning and Teaching" (Donna R. Sterling); (5) "A Quantitative Comparison of Instruction Format of Undergraduate Introductory Level Content Biology Courses: Traditional Lecture Approach vs. Inquiry Based for Education Majors" (Jennifer L. Willden, David T. Crowther, Alan A. Gubanich, and John R. Cannon); (6) "Examining the Influence of a Graduate Teaching Fellows Program on Teachers in Grades 7-12" (Stephen L. Thompson, Vicki Metzgar, Angelo Collins, Melvin D. Joeston, and Virginia Shepherd); (7) "Preservice Secondary Science Teacher Apprenticeship Experience with Scientists" (Sherri L. Brown, Kim Bolton, Nancy Chadwell, and Claudia T. Melear); (8) "Views of Science Teachers One-Three Years After a Pre-Service Inquiry-Based Research Course" (Leslie Suters, Claudia T. Melear, and Leslie G. Hickok); (9) "Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge" (Alicia C. Alonzo); (10) "Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science" (Juanita Jo Matkins, Randy Bell, Karen Irving, Rebecca McNall); (11) "An Extended Examination of Preservice Elementary Teachers' Science Teaching Self- Efficacy" (Patricia D. Morrell and James B. Carroll); (12) "Science, Creationism and Religion: Responses from the Clergy" (Alan Colburn, Laura Henriques, and Michael Clough); (13) "A Card Sorting Task To Elicit Science Teaching Orientations" (Patricia J. Friedrichsen and Thomas M. Dana); (14) "Managing Student/Teacher Co-Construction of Visualizable Models in Large Group Discussion" (John Clement); (15) "Voices in a Reservation School: A Sonata-Form Narrative from a Professor and a Dakota Pre-Service Teacher about Their Professional and Practical Knowledge Teaching Science in Culturally Responsive Ways" (Jo Anne Ollerenshaw and Delberta Lyons); (16) "Discrepant Questioning as a Tool To Build Complex Mental Models of Respiration" (Mary Anne Rea-Ramirez and Maria C. Nunez-Oviedo); (17) "The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' View of Nature of Science" (Fouad Abd-El-Khalick); (18) "Developing an Authentic Language for a Web-Searchable, Hypermedia Teacher-Education Database" (E. Barbara Klemm); (19) "Professional Development Models: A Comparison of Duration and Effect" (David T. Crowther and John R. Cannon); and (20) "Chemistry Students' Challenges in Using MBLs in Science Laboratories" (Hakan Yavuz Atar). (MVL)
- Published
- 2002
49. Freedom & Responsibility: A Glorious Counterpoint. AMI/USA Conference (Boston, Massachusetts, July 20-23, 2000).
- Author
-
American Montessori International of the United States, Inc., Rochester, NY.
- Abstract
This conference proceedings compile presentations from a 2000 meeting of the American Montessori International of the United States, focusing on the Montessori view toward freedom and responsibility and addressing other issues of importance in Montessori education. The papers presented at the conference are: (1) "Strategies for You and Your School" (Charles Snowden, Jr.); (2) "Action-Oriented Agenda Keeps Board Meetings Moving" (Charles Snowden, Jr.); (3) "Forming and Charging the Board Committees" (Charles Snowden, Jr.); (4) "The Annual Agendas" (Charles Snowden, Jr.); (5) "The Intimacy of Responsibility" (Renilde Montessori); (6) "Freedom and Responsibility" (Margaret E. Stephenson); (7) "The Importance of Freedom in Our World Today" (Silvia Dubovoy); (8) "Active Discipline" (Silvana Montanaro); (9) "Theoretical Tenents [sic] of Freedom and Responsibility for the 6-12 Year Olds" (Phyllis Pottish-Lewis); (10) "Adolescent Theory: Erdkinder Outcomes" (David Kahn); (11) "The Role of the Teacher and the Role of the Assistant" (Annette Haines); (12) "Setting Limits--So Little Understood, So Greatly Needed" (Judi Orion); (13) "Freedom that Inspires Responsibility: Removing the Obstacles" (Cathryn Kasper); (14) "The Necessary Freedom To Become Montessori 'Erdkinder'" (Laurie Ewert-Krocker); (15) "Freeing the Child's Response-Ability: Celebrating the Natural Genius of Children" (Thomas Armstrong); (16) "Poised for Success--Building Character and Citizenship in Children" (John Rosemond); (17) "Bringing Out the Best in Your Child: Achievement Begins at Home" (John Rosemond); (18) "Spiritual Freedom and Moral Responsibility: A Most Glorious Counterpoint" (Eduardo Cuevas); (19) "Practical Applications of Freedom and Responsibility in the Elementary Years" (Phyllis Pottish-Lewis); (20) "Understanding the Nature of the Industry and the Special Opportunities It Presents" (Joe Vaz); (21) "Freedom To Develop" (Silvana Montanaro); (22) "Beyond Open House--Sharing Montessori's Perspective with Parents" (Carla Caudill-Waechter); and (23) "Some Conceptual Considerations in the Interdisciplinary Study of Immigrant Children" (Marcelo M. Suarez Orozco). Some papers contain references. (KB)
- Published
- 2001
50. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Costa Mesa, California, January 18-21, 2001).
- Author
-
Association for the Education of Teachers in Science., Rubba, Peter A., Rye, James A., and DiBiase, Warren J.
- Abstract
This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy" (Larry D. Yore and Tracey Knopp); (2) "Stars: Evaluating the Use of Video Technology for Modelling Science Process Skills" (Kenneth P. King and Thomas E. Thompson); (3) "Site-Based Professional Development: Learning Cycle and Technology Integration" (Brian L. Gerber, Andrew J. Brovey, and Catherine B. Price); (4) "Professional Development as Inquiry: The Role of Formative Assessment in Professional Development" (Doris Ash, Karen Levitt, and Lin Tucker); (5) "A Comparative Analysis of Science Teacher Education in Global Communities" (Pamela Fraser-Abder); (6) "Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change" (M. Randall Spaid); (7) "Professional Development for Elementary School Teachers Working with Science Learning Outcomes" (Ken Appleton and Allan Harrison); (8) "Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science (Fouad Abd-El-Khalick, Norm G. Lederman, Randy L. Bell, and Renee S. Schwartz); (9) "Thinking Reflectively Rather Than Reflexively: A Theoretical Framework for Portfolio Development in Teacher Education" (Christopher Andersen); (10) "Prospective Elementary Teachers' Use of an Online Communicative Tool: Implications for the Use of Technology in Science Teaching Preparation" (Lucy Avraamidou and Barbara Crawford); (11) "Inquiry-Based Research Published in 'I Wonder': The Journal for Elementary School Scientists (1999-2000)" (Michael E. Beeth and Tracy Huziak); (12) "Pre-Service Science and Mathematics Teachers as Cultural Agents: A Transformative Study" (Carolyn Butcher and Gilbert Valadez); (13) "Increased Science Achievement for Adolescent Girls" (Nancy Stubbs and Caryn Hoffman); (14) "What Do We Know about Students' Cognitive Conflict in the Science Classroom: A Theoretical Model of Cognitive Conflict Process" (Gyoungho Lee and Jaesool Kwon); (15) "Science and Language Links" (Zale A. Liu and Valarie L. Akerson); (16) "Learning Science through Reading: Fifth-Grade Students' Conceptualization of Observation and Inference" (Francis S. Broadway and Katherine Taillon); (17) "Does Being Wrong Make Kettlewell Wrong for Science Teaching?" (David Wyss Rudge); (18) "Integrating Technology into Teacher Preparation and K-12 Classrooms" (Vickie D. Harry and R. Elaine Carbone); (19) "Technology: Preservice Teachers' Preparation: Oil: Water" (Patricia D. Morrell and James B. Carroll); (20) "Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary" (Paul Vellom, Marcia Fetters, and Michael Beeth); (21) "The Philosophy, Theory and Practice of Science-Technology-Society Orientations" (Chris Lawrence, Robert Yager, Scott Sowell, Elizabeth Hancock, Yalcin Yalaki, and Paul Jablon); (22) "Eighth-Grade African American Students' Sense-Making of Electricity" (Morgan C. Greene and Francis S. Broadway); (23) "Making Science Accessible: Strategies for Modifying Science Activities to Meet the Needs of a Diverse Student Population" (Marcia Fetters, Dawn Pickard, and Eric Pyle); (24) "An Environmental Education Needs Assessment of K-12 Teachers" (Yvonne Meichtry); (25) "Language Development and Science Inquiry: A Child-Initiated and Teacher-Facilitated Program" (Evelyn P. Klein, Penny L. Hammrich, Stephanie Bloom, and Anika Ragins); (26) "Examining Discourse in Elementary Science Methods: Differences between Science Content and Pedagogy" (William J. Newman, Jr., Paula D. Hubbard, and Sandra K. Abell); (27) "Science Work Experience Programs for Teachers: Refocusing Professional Development Using a Qualitative Lens" (Wendy M. Frazier); (28) "An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Jennifer M. Ritter, William J. Boone, and Peter A. Rubba); (29) "Impact of Global School/University Partnerships on Science Teacher Enhancement" (Jack Hassard and Julie Weisberg); (30) "Learning Together: A Collaboration between Researcher and Classroom Teacher Using Inquiry-Based Instruction" (James T. McDonald); (31) "What Is Necessary to Include in a Science Methods Course for Teachers on Emergency Permits?-- The Role of the Feedback Portfolio" (Hedy Moscovici); (32) "Jumping onto the Portfolio Bandwagon: What Teachers Say about the Process" (Mary Stein); (33) "The Sisters in Science Program: A Three Year Analysis" (Penny L. Hammrich, Greer Richardson, and Beverly Livingston); (34) "Team: Staff Development and Mentoring for Urban Elementary Teachers, Preservice Teachers, and Students" (Kenneth King and Thomas Thompson); (35) "Science as a Way of Knowing: Using Reader Response as a Means to Construct a Personal Understanding of Science Literature" (Robert W. Blake, Jr. and Robert W. Blake); (36) "Getting to the Fourth Year" (Patricia R. Simpson, George Davis, Teresa Shume, David Cline, and Dorrie Tonnis); (37) "Profile Changes for Two Students in a (Mathematics, Science and Technology Education) Preservice Teacher Education Program with Constructivist Views of Teaching and Learning" (Youngsun Kwak and Michael E. Beeth); (38) "Sharing Our Strategies: A Role for Science Teachers" (Pamela Fraser-Abder and Nina Leonhardt); (39) "Sisters in Science: Using Sports as a Vehicle for Science Learning" (Penny L. Hammrich, Greer M. Richardson, Tina Sloan Green, and Beverly Livingston); (40) "Strategies Enabling Collaborative Teacher Teams to Develop and Implement Assessment of Student Understanding of Science" (Donna R. Sterling); (41) "The Bridges Project: Pairing Preservice and Inservice Teachers for Professional Development in Science, Math, and Literacy Using Performance Assessment Tasks as Contexts" (Valerie L. Akerson, Amy McDuffie, and Judith A. Morrison); (42) "Elementary Science Teacher Leadership (ESTL) Program: A Professional Development Model" (Marlene Thier and Herbert Thier); (43) "Secondary Science Teacher Candidates' Beliefs and Practices" (Deborah Waggett); (44) "Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course" (Juanita Jo Matkins and Randy Bell); (45) "Changes in the Philosophies of Teaching of Four Interns during the Internship Year" (Michael J. Wavering); (46) "From Practice to Theory--Narrowing The Gap: First Year Teachers Emerging from a Constructivist Science Education Program" (Michael Dias and Jack Hassard); (47) "Reconceptualizing a General Chemistry Curriculum Using a Standards-Based Approach to Instruction" (Warren J. DiBiase and Eugene P. Wagner); (48) "Documenting Strategies for Two Local Systematic Change Projects" (Larry D. Yore, James A. Shymansky, and John O. Anderson); (49) "Constructing Investigations: Collaborative Professional Development in Technology and Science Education" (Lawrence B. Flick, Walter Gamble, and Dick O'Connor); (50) University Science Majors in Collaborative Partnerships with Elementary Teachers: Inquiry Based Teaching and Learning" (Donna L. Ross and Cheryl L. Mason); (51) "The Relationship between Attitude toward Science and Enrollment in a 4x4 Block Schedule" (James E. Spellman and J. Steve Oliver); (52) "A Revised Introductory-Level College Science Course: Steps Toward an Inclusive Pedagogy" (Tarin H. Weiss); (53) Daughters with Disabilities: A Professional Development Model to Reframe Science, Math, and Technology Education for Girls with Disabilities" (Penny L. Hammrich, Lynda Price, and Graciela Slesaransky-Poe); (54) "The Levels of Accessibility Matrix System for Determining the Appropriateness of Hands-On Science Activities for Students with Disabilities" (E. Barbara Klemm and Joseph R. Laszlo); (55) "The Effects of an After-School Science Program on Middle School Female Students' Attitudes toward Science, Mathematics and Engineering" (Maria M. Ferreira); (56) "Science and Mathematics Professional Development at a Liberal Arts University: Effects on Content Knowledge, Teacher Confidence and Strategies, and Student Achievement" (Cynthia H. Greer); (57) "Sexuality Has a Place in the Science Classroom" (Anne-Marie Scholer); (58) "Drawing on Their Understanding: Using Illustrations to Invoke Deeper Thinking about Plants" (Shannan McNair and Mary Stein); (59) "Block Scheduling Science: Does It Help or Hinder?" (Donna L. Ross and Julie F. Westerlund); (60) "'Just in Time': An Alternative Pathway to Teaching (APT)" (Camille L. Wainwright); (61) "Issues in the Preparation of Teachers to Face the Challenge of the Black-White Achievement Gap in Science: 'I Love Your Questions, But We Have to Get Through This Stuff'" (Charles R. Ault, Jr. and Obed Norman); (62) "Stories From the Field: Challenges of Science Teaching and Learning through Interdisciplinary Approaches" (Katherine C. Wieseman, Hedy Moscovici, Turtle Moore, Jill van Tiel, and Esme McCarthy); (63) "The Genesis of Science Teaching in the Elementary School: The Influence of Student Teaching" (Lee A. Plourde); (64) "Goals 2000 and Action Research: A Viable Plan for Teachers" (David T. Crowther, Norman G. Lederman, Bob Curtis, and John R. Cannon); (65) "Three Non-Western European Student Teachers' Conceptions of Teaching Science to Adolescent English Language Learners" (J. Richard Pomeroy); (66) "Calibrated Peer Review in General Education Undergraduate Human Physiology" (Nancy J. Pelaez); (67) "The Space Exploration Team Inquiry Model: Linking NASA to Urban Education Initiatives" (Richard E. Shope III and Lloyd Chapman); (68) "Improving University Science and Engineering Instruction--A Case Study of an Environmental Engineering Lab Course" (Valarie L. Akerson, Victor F. Medina, and Nina Wang); (69) "Creating an Integrated Elementary Teacher Education Program: The Response of Nine California State University Campuses" (Laura Henriques, Amy Cox-Peterson, Bonnie Brunkhorst, Herb Brunkhorst, Barbara Burke, Alan Colburn, Teresa Crawford, Barbara Gonzalez, Barbara Hawkins, Cheryl L. Mason, John McGowan, Hedy Moscovici, Kathy Norman, Nancy Pelaez, Donna L. Ross, Gerry Simila, Ed Walton, and Robert Yamashita); (70) "Technology: A Link to the Mountains and Beyond, Discourse Practices in a Web Course for Elementary Science Teachers" (Kathleen S. Davis); and (71) "The Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Science (Helen L. Gibson, James Bernhard, Aaron Kropf, and Georgena A. Van Strat). (YDS)
- Published
- 2001
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.