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Five working papers in linguistics and education are presented. "The Mediators: Providing Access To Texts in English in a Semi-Urban Maharashtrian College Community" (Grace Plamthodathil Jacob) examines the teacher's role in mediating cultural awareness as part of English second language education in a multilingual, non-western society. "Gender Distribution of Negative Judgments" (Dom Berducci) examines how male and female college students make negative judgments, and discusses possible sociolinguistic rules for the use of such judgments. "Distance Learning and Second Language Acquisition: The Role of Input and Interaction" (Thomas Hickey) suggests that distance learning might be a fruitful area of inquiry for second language learning researchers. "Educational Alternatives for Elementary School Students in Spanish-Speaking Communities" (Daphne Katranides) considers four educational programs available to elementary school children of Spanish-English bilingual communities in the United States. "Literacy in Brazil: For What Purposes?" (Marcia Montenegro Velho) discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. (MSE)

These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

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

The four papers in this volume discuss various facets of the poverty-demography interaction: the rationale for the desired family size of the poor, the problems of attaining such size, the effect of family size/structure on household economy, and the future well-being of the children of the poor. "Mass Poverty, Demography, and Development Strategy: A Selective Survey" (B. Abegaz) is a selective survey of the major economic and demographic characteristics of mass poverty. "Poverty and Household Responses in Rural Bangladesh (Q. M. Khan) explores the linkages between rural poverty and demographic behavior, using 1976-77 data from the Rural Poverty Survey of Bangladesh. "Child Fostering and High Fertility Interrelationships in West Africa" (U. C. Isiugo-Abanihe) examines the interrelationships between socio-cultural and demographic events that arise from the prevalent practice of child fostering, with an emphasis on the practice in Ghana and Nigeria. "Underdevelopment, Urban Growth, and Collective Social Action in Sao Paulo (Brazil)" (C. H. Wood and S. D. McCracken) raises a host of philosophical and substantive issues concerning the nature of the urban labor market in Sao Paulo, Brazil. (BZ)

This research forum addresses the question: what is the nature of the mathematical knowledge that is needed for secondary teaching? Six international contributors: (1) Australia (Kaye Stacey); (2) Brazil (Marcelo Borba); (3) Israel (Ruhama Even); (4) Norway (Bodil Kleve and Barbara Jaworski); (5) Taiwan (Fou-Lai Lin); and (6) USA (Helen Doerr) respond by making two claims (one related to an area where progress in research has been made and the other related to dilemmas facing researchers): (1) preparing teachers; (2) teaching practice; (3) research designs and methodologies. This structure provides a way of focusing the discussion among forum participants and a means to develop international points of view on the nature of the mathematical knowledge that is needed for secondary teaching. Contained in this document are the following titles: (1) Preparing Teachers--Progress and Dilemmas; (2) Practicing Teachers--Progress and Dilemmas; and (3) Research Design--Progress and Dilemmas. [For complete proceedings, see ED489178.]

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)

The 14 papers in this volume address planning and administration of higher education within an international context. Papers are grouped into general studies, regional studies, and national and institutional studies. Included papers are: (1) "Management of Global and Educational Change: Challenges for Higher Education and Graduate Studies" (Gustavo Lopez Ospina); (2) "Accountability for More Efficiency and Effectiveness in Higher Education" (Klaus Huffner); (3) "Training for Planning and Management: Improved Management Systems in Higher Education in Developing Countries" (Kevin M. Lillis); (4) Improving Effectiveness of Higher Education Institutions: Studies of the Management of Change" (International Institute for Educational Planning); (5) "Higher Education: What Procedures for Evaluation?" (William B. Dockrell); (6) "Planning and Management of Higher Education in Latin America and the Caribbean: An Introductory Study" (Jose F. Silvio); (7) "Management and Administration of Higher Education in a Market Economy" (8) "Some Issues and Trends Relevant for Planning and Management of Higher Education in Arab Countries" (Al Awd Galeleldin); (9) "University Governance, Autonomy and Accountability in Brazil: A Couple of Challenges for the Decade" (Jacques Velloso); (10) "Management of Innovation and Change in Higher Education in Developing Countries; Experiences from Tanzania" (I. M. Omari); (11) "Planning and Management of Education in a Period of Crisis: The Example of Higher Education in Rwanda" (Joseph Kalinganire); (12) "Planning and Management for Excellence and Efficiency in Higher Education in India" (T. V. Rao); (13) "Higher Education in Czechoslovakia: Problems and Prospects of Management" (Jana Hendrichova and Ian Kouckij); and (14) "Planning and Managing for Excellence and Efficiency in Higher Education in Britain" (John Eggleston). (Some individual papers contain references.) (DB)

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

This set of four publications examines contemporary power relations between persons of European and African descent in Brazil, South Africa, and the United States. Using a comparative and multidisciplinary approach, these publications focus on three democracies with large multiracial and multiethnic populations. "Overview Report," which details findings by the Southern Education Foundation's Comparative Human Relations Initiative, features first-person profiles of outstanding Brazilians, South Africans, and individuals from the United States who are involved in the struggle against racism and reflections of members of the working and advisory groups. "Three Nations at the Crossroads" contains in-depth portraits and accessible historical reviews of the three countries by Charles V. Hamilton, Ira Glasser, Wilmot James, Jeffrey Lever, Colin Bundy, Abdias do Nascimento, Elisa Larkin Nascimento, and Nelson do Valle Silva. "In Their Own Voices" is a topically organized reader featuring articles, quotes, and excerpts from speeches by participants in meetings sponsored by the Initiative. These participants include journalists, educators, and policymakers. "Color Collage" contains occasional papers on issues related to racism and inequality. Each volume contains references. A brochure describing the reports is appended. (SLD)

This book contains a review of the 1994 Fulbright-Hays Seminars Abroad Program along with lesson plans from 13 of the participants. The curriculum projects contained in this book include: (1) "The Brazilian Cinema: A Critical Appreciation of An Industry in Turmoil" (Aaron Braun); (2) "Reflections on the Relationship between Brazilian Communities and the Environment" (John G. Clark); (3) "A Program for Freshmen Library Orientation on the Country of Brazil" (Susan B. Coppola); (4) "Brasil" (Brian Fitzpatrick); (5) "The Photography of Workers in Brazil" (Howard M. Fraser); (6) "A Photographic Assessment Reflecting the Degradation of the Atlantic Rainforest of the Serra do Mar, Cubatao, Sao Paulo, Brazil" (Gordon F. Kells); (7) "Project Report" (Nancy Mandlove); (8) "One Man, One City, Problems and Solutions: Jaime Lerner and the Curitiba Program for the Environment" (David McCullough); (9) "Measuring Quality of Life in Brazil" (Rachel A. Nugent); (10) "Using the Fundamental Themes of Geography to Examine Brazil" (Linda Reeves); (11) "Bahian Babbling about Brazil: A Curriculum Unit on 'Brazil and Biodiversity'" (Curtis L. Thompson); (12) "Think Globally-Act Locally: Environmental Issues in Brazilian Society" (Ruth E. Tottle); and (13) "Selected Sites of Environmental Concern in Brazil: An Overview" (Shirley M. Valencia). Most papers contain references. (EH)

Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)