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

This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]

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.]

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

The papers included in this issue are from a conference on language policy. The papers are: "Why Promote European Multilingualism? French Experience" (Claude Truchot); "German Attitudes to European Language Policy" (Ulrich Ammon); "Minority Language Rights in Contemporary Europe" (Tove Skutnabb-Kangas); "Teacher Identities in Britain and Denmark in the Europeanisation Process" (Karen Risager); "Sub-Cultural Identities" English-Danish Grassroots Bilingualism" (Bent Preisler); "Danish Scholars and Languages of Scientific Communication" (Robert Phillipson, Kangas); "EU and Danish Support for Linguistic Engineering and Computerised Translation in a 'Small' European Language: Results and Implications for the Relationship between Danish and More Widely Used Languages" (Bente Maegaard);"EU-Supported Studies of Danish Perceptions of the Need for Language Policies in the Business Community" (Annelise Grinsted). Some points from the concluding discussion session are reported by Bente Bakmand, Phillipson, and Skutnabb-Kangas. Excerpts from a White Paper on education and training by the Commission of the European Communities is appended. (MSE)

This monograph offers papers presented at the 1998 annual meeting of the British Association for Applied Linguistics. After an introduction entitled "The Pluralisation of Literacy" (Teresa O'Brien), the papers are: (1) "National Literacy Strategies: A Debate" (Jill Bourne, Gunther Kress, Brian Street, and Alison Sealey); (2) "Literacy and Oracy Assessment in an Early Years Intervention Project" (Sheena Gardner and Pauline Rea-Dickins); (3) "The Role of Social Class and Home Literacy Practices in Literacy Proficiency in a Group of Chilean Adolescents" (John Gibbons, Elizabeth Lascar, and Maria Isabel Mizon Morales); (4) "'How Many Bumps Does a Dromedary Have?': Literacies in the EFL Classroom" (Paula Kalaja and Ann Pitkanen-Huhta); (5) "Critical Literacy as Classroom Interaction" (Catherine Wallace); (6) "Authoring in Student Academic Writing: Regulation and Desire" (Theresa Lissis); (7) "Contrastive Rhetoric: New Research Avenues" (Ulla Connor); (8) "The 1998 Reform of German Orthography" (Sally Johnson); (9) "Women's Literacy in a Rural Pakistani Community" (Shirini Zubair); (10) "Issues for a Working Agenda in Literacy" (Gunther Kress); and (11) "Label Literacy: Factors Affecting the Understanding and Assessment of Baby Food Labels" (Guy Cook and Kieran O'Halloran). (Papers contain references.) (SM)

This volume presents a collection of 14 selected papers on the theme of how to use media technology to enhance language learning and teaching. Papers explore innovative ways to use existing technologies in broadband networks, the telemedia, and multimedia, while others focus on the use of the Internet. It is hoped that exploring the use of these emerging technologies will allow for the development of more flexible learning and add multidimensionality and authenticity to foreign language teaching. In order to be effective, the teacher and student must be able to successfully integrate old and new media or "omnimedia." In the first section, "The Overall Picture," the chapters are: "Effective Language Learning and the Media: A Study of Current Theories for the Exploration of Media Technology (Marie-Madeleine Kenning); "Computers as Cognitive Tools in the Language Classroom" (Dieter Wolff); "Will the Real Ed Tech Please Stand Up?" (Udo O.H. Jung). In the second section, "At the Creating End," the chapters are: "TELOS Language Learning: User Needs and Telemedia Answers" (Kurt Kohn and Angelika Rieder); "Learner Interaction and Broadband Network" (Edith Esch and R.-Liisa Cleary); "The Engima of Kaspar Hauser: A Multimedia Approach" (Gabriele Wittig-Davis and Robert Davis); "Language Comprehension and Staged Increase of Audio-Visual Support" (Joseph Boyle); and "Integrating the Internet: A Report of Work Always in Progress" (Norman Davies). In the third section, "At the User End," the chapters are: "Specialist Foreign Language Learning with Multimedia: New Learning and Teaching Dynamics" (Gabrielle Hogan-Brun and Ruth Whittle); "The WWW and Its Contribution to Foreign Language Learning" (Alison Piper and Vicky Wright); "Authority and the ESP Teacher in a Technological Age" (Peter Roe); and "Who Is in the Learning Zone: Evaluating the Impact of Italia 2000" (Robert Vanderplank and Peter Dyson). In the fourth section, "Food for Thought," the chapters are: "New Technologies: The Quest for Appropriateness" (Evelyne Namenwirth); and "Language Lab--Multimedia Lab--Future Lab" (Jurgen Froehlich). The fifth section contains as an appendix, "An International Bibliography of Computer-Assisted Language Learning: Fourth Installment" (Udo O.H. Jung). (KFT)

This book explores a set of fundamental problems in curriculum theory. It is a work from within the traditions of Bildungstheorie, human-science education theory, and Didaktik. Chapters include: (1) "Research in Education and Didactics in Germany"; (2) "Bildung: A Core Concept of German Didaktik"; (3) "General Didactics: A Theoretical Framework"; (4) "Can We (and What Can We) Learn from the History of Education?"; (5) "Content: Still in Question?"; (6) "Didactics As Construction of Content"; (7) "Throwing Dice: The Content of a Math Lesson"; (8) "The Formation of Conscience: A Lost Topic of Didaktik"; and (9) "Bild, Bildung, Weltbild." (Contains 85 references.) (ASK)

This volume is composed of 13 comparable longitudinal studies that draw on survey data and case studies of young people in Canada, Germany, Great Britain, and the United States. "Introduction: Transitions to Employment in a Cross-National Perspective" (Walter R. Heinz) provides a context and an overview. Part I has four chapters that discuss the relationships among social origin, gender, and transition patterns in a period of shifting job opportunities: "Social and Geographical Mobility 20 Years after High School" (Paul Anisef, Anton H. Turrittin, Zeng Lin); "Diverse Directions: Young Adults' Multiple Transitions" (Victor Thiessen, E. Dianne Looker); "New Routes to Employment: Integration and Exclusion" (John Bynner); and "From Education to Employment: Occupations and Careers in the Social Transformation of East Germany" (Ansgar Weymann). Five chapters in part II focus on the extent to which work experiences, skills, and credentials build bridges between school and the labor market: "Adolescent Part-Time Work and Postsecondary Transition Pathways in the United States" (Jeylan T. Mortimer, Monica Kirkpatrick Johnson); "Multiple Life-Sphere Participation by Young Adults" (Lesley Andres); "The Subbaccalaureate Labor Market in the United States: Challenges for the School-to-Work Transition" (W. Norton Grubb); "Creating New Pathways to Adulthood by Adapting German Apprenticeship in the United States" (Stephen F. Hamilton, Mary Agnes Hamilton); and "Job-Entry Patterns in a Life-Course Perspective" (Walter R. Heinz). Part III has four chapters that concern more theoretically oriented analyses of the changes in transition organization and options in (post-)industrial service societies: "Institutional Networks and Informal Strategies for Improving Work Entry for Youths" (James E. Rosenbaum); "School-to-Work Transitions and Postmodern Values: What's Changing in Canada?" (Harvey Krahn, Graham S. Lowe); "Education and Employment in Great Britain: The Polarizing Impact of the Market" (Frank Coffield); and "From Systems to Networks: The Reconstruction of Youth Transitions in Europe" (Lynne Chisholm). The book contains 531 references and an index. (YLB)

Part of a research project for the investigation and development of techniques for the analysis of curriculum materials, this document explores possible roles and goals for curriculum analysis in Great Britain, Germany, Sweden, and the United States. The methodology of the project includes four main types of activity: (1) reading, consultation, and reflection; (2) producing analyses of different types of curriculum; (3) teaching curriculum analysis to experienced teachers; and (4) conducting one-week workshops for people without any background in curriculum. The focus of the project is on curriculum analysis of materials for either pupil or teacher which have a significant influence on decision making at the curriculum level. Following the introduction of the project and its rationale, the second chapter sets out to define curriculum analysis and its relation to curriculum evaluation, curriculum criticism, preservice teacher education, and inservice education. Chapter three includes a review of published schemes for the analysis of curriculum materials from several countries. The fourth chapter examines the Sussex scheme which was developed from the investigation of the other curriculum analysis systems. The final chapter presents the training process of curriculum analysis. (Author/JR)

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

This document contains three papers on organizational values. "Understanding the Work Beliefs of Nonprofit Executives through Organizational Stories" (Ava S. Wilensky, Carol D. Hansen) reports on a study during which qualitative interviews featuring a story component established that nonprofit executives constitute a diffuse managerial subculture and see themselves operating in a complicated and ambiguous world as they balance business and personnel requirements with the spiritual motivation of their service mission. "Work-Related Values of Managers and Subordinates in Manufacturing Companies in Germany, Georgia, Kazakhstan, the Kyrgyz Republic, Russia, and the United States" (K. Peter Kuchinke) reports on a survey of more than 4,000 respondents from 10 manufacturing companies in 2 Western countries and 4 countries of the former Soviet Union. The study examined the existence of within-country and between-country variation in cultural dimensions, differences between the values of managers and those of their subordinates, and the influence of demographic factors on culture. "Valuing the Employment Brand: Attracting Talent That Fits" (Diane M. Bergeron) argues that employment branding benefits both individuals and organizations, functions as a recruiting tool in a competitive labor market, and communicates the organization's values and work environment to potential applicants. All three papers include substantial bibliographies. (MN)

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. 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 education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

In the summer of 1972 graduate students from Northern Illinois University were enrolled in a six week study tour of outdoor education programs in Germany and Austria. The tour included observations and conferences with teachers, students, administrators, and Ministry of Education officials from both countries, guided tours of major cities, and visits and investigations of outdoor activity sites. Students kept a detailed daily log and submitted a thought reaction paper on a facet of outdoor education associated with their summer's study of programs. Nine of the student papers are presented in this document. The first paper, which analyzes Austrian and German concepts of outdoor education, mentions that both countries are extremely building and facilities oriented. It further observes an over-emphasis on certain segments of outdoor education, such as camping. Another paper compares teacher preparation for outdoor education in both countries with the programs found in America. Apparently America places greater emphasis on training programs while the European coutries rely more on self preparation and self study on the part of the teacher. Other papers deal with such topics as the relationship of physical education to outdoor education, potential values of the Schullandheim experience and its real function in the educational scheme, and the use of the city as a source for outdoor education experiences. (DS)

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

Many apologies have been made for the part the German universities played in the Third Reich. The general stigma of having failed the people as intellectual leaders clung to the German academics for a long time. Their contention of helplessness before the forces of National Socialism gave rise to fears of similar weakness in the future. Although Hamburg is not altogether typical of the German universities at the time, a study of it as an example has some validity. Some important general and particular intra-state configurations of power between 1933 and 1945 can be demonstrated, and it can be seen that the professors were able to prevent much outside intrusion by the creation of new institutional forms through which they appeared to conform to the demands of the time but which they cleverly used to shift influence back to themselves. Of absolutely central importance were personalities who through their varying political abilities controlled the ups and downs of their institution. (Author/MSE)

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis of the tasks of the Croatian State Matura exam related to the functions. In the second chapter, the authors discuss the topic of the importance of spatial reasoning and the effect of computer technology on geometry education. They study regular and semiregular polyhedrons in Euclidean space and compare geometric properties of Euclidean and hyperbolic planes. In the third chapter, the authors examine teachers' classroom practices and beliefs about mathematics and the use of textbooks as curriculum resources. The results of textbook analysis on an asymptote and the asymptotic behaviour in the two most common series of high-school mathematics textbooks in Croatia are presented. The language of mathematics textbooks is analysed in the third paper. In the fourth chapter, the author investigates the impact of using the proposed computer-guided discovery learning model on students' conceptual and procedural knowledge of mathematics. The application of the computer program Graph is illustrated. The advantages of introducing software to the teaching process are considered. In the fifth chapter, the author examines whether there is a connection between the attitudes towards mathematics and the performance in mathematics exams. In the second paper, the authors describe a method for selecting a group of students that is supposed to receive additional teacher attention in order to improve their performance in the course. This chapter presents research results on the relations between the use of mathematics tutoring services at the university level and building student profiles. The problem of mathematical anxiety is also researched. An inclusive approach to mathematics curriculum can be revealed through the presence of curriculum accommodations for pupils with disabilities. The author of the last paper in this chapter provides content analysis of national curricula of five European countries: Great Britain, Finland, Germany, France and Croatia. In the last chapter of the monograph, the authors suggest some useful approaches to teaching mathematics. Learning through games increases student motivation and encourages positive attitudes towards mathematics. The characteristics of problem solving in mathematics education are listed in the last paper of this monograph. Papers in Chapter 1 include: (1) The study approaches of university students in a calculus class (Bettina Dahl); (2) Searching for a common ground in mathematics and physics education: The case of integral (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); and (3) Functions in the 2015 and 2016 Croatian State Matura in higher level Mathematics (Matea Gusic). Papers in Chapter 2 include: (4) Spatial reasoning in mathematics (Nikolina Kovacevic); (5) The football {5, 6, 6} and its geometries: from a sport tool to fullerens and further (Emil Molnar, Istvan Prok, and Jeno Szirmai); and (6) Holes in alien quilts (A. S. Leeds, Natasa Macura, and Zachary Moring). Papers in Chapter 3 include: (7) Teachers' beliefs on mathematics as a background for their teaching practice (Ljerka Jukic Matic and Dubravka Glasnovic Gracin); (8) Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education (Aleksandra Cizmesija, Ana Katalenic, and Zeljka Milin Sipus); and (9) Language of Croatian mathematical textbooks (Goran Trupcevic and Anda Valent). Papers in Chapter 4 include: (10) The impact of using GeoGebra interactive applets on conceptual and procedural knowledge (Zeljka Dijanic and Goran Trupcevic); (11) The use of the computer program "Graph" in teaching application of differential calculus (Bojan Kovacic and Mirela Katic Zlepalo); and (12) Applications of free computational software in math courses at Zagreb University of Applied Sciences (Luka Marohnic and Mandi Orlic Bachler). Papers in Chapter 5 include: (13) Mathematics attitudes among students of Civil Engineering (Josipa Matotek); (14) Targeting additional effort for students' success improvement: The highest effect group selection method (Dusan Mundar and Damira Kecek); (15) Discovering student profiles with regard to the use of mathematics tutoring services at university level (Ivana Durdevic Babic, Ana Kozic, and Tomislav Milic); (16) Identifying mathematical anxiety with MLP and RBF neural networks (Ivana Durdevic Babic, Tomislav Milic, and Ana Kozic); (17) Standardization of learning outcomes in teaching mathematics (Zoran Horvat); and (18) Teaching and learning mathematics in inclusive settings: Analysis of curriculum of compulsory education in five European countries (Ksenija Romstein and Ljiljana Pintaric Mlinar). Papers in the Chapter 6 include: (19) Enhancing positive attitude towards mathematics through introducing Escape Room games (Amanda Glavas and Azra Stascik); (20) The presence of mathematical games in primary school (Ruzica Kolar-Super, Andrea Sadric, Zdenka Kolar-Begovic, and Petra Abicic); and (21) Problem solving in elementary mathematics education (Edith Debrenti). An index is included. Individual papers contain references. Abstracts are provided in both English and Croatian. [Abstract modified to meet ERIC guidelines.]

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.]

The UNESCO International Meeting on Innovation and Excellence in TVET Teacher Education took place in Hangzhou/China in November 2004. The main aim of this conference was to establish a platform for discussion about improving the quality of Technical and Vocational Education and Training (TVET). The focal point was the development and implementation of an international Master Degree Standard in teacher and trainer education in TVET. One year later, in December 2005 the conference, from which this book derives its content, entitled "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia," took place at the University of Tianjin in China. This conference represents an outcome of the close cooperation between InWEnt--Capacity Building International of Germany, the Ministry of Education (MoE) Beijing in China and the UNESCO-UNEVOC, International Centre for TVET, from Bonn in Germany, and set a precedent for the further development of Master degree programmes in TVET. At the conference, various existing Master degree programmes were discussed in the context of the international framework developed in Hangzhou. Thus, the structure and content of Master degree programmes of Asian universities were introduced and discussed with particular regard to the implementation of the international framework together with broader aspects of provision impacting on TVET. The book begins with key note papers which provide the reader with the (political) background to current developments in TVET. The subsequent three chapters summarise nineteen papers delivered by participants from different countries. Significant threads emerging from the conference presentations included debate and critical analysis of the identification of training needs, based on recent research findings and empirical evidence. In addition, discussions illustrated how standards in teacher and trainer education in TVET within the international Master Degree Standard could be implemented under different national and often frequently changing policy contexts. Following a preamble and editors' preface, the following key notes and papers are presented: (1) Importance of Developing and Implementing an International Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (Rupert Maclean); (2) Capacity Building in TVET Staff Development in the Context of International Cooperation (Harry Stolte); (3) Increasing the Profile and Professionalisation of the Education of TVET Teachers and Trainers (Felix Rauner and Joachim Dittrich); (4) The International Framework Curriculum for a Master's Degree in Technical and Vocational Education and Training (TVET): A Case Study of the Implementation of a Joint European-Asian Masters Degree Programme in TVET (Frank Bunnin and Klaus Jenewein); (5) International Master Degree in Technical Teacher Education: The Case of Islamic University of Technology (IUT) (Che Kum Clement); (6) Problems and Perspectives of Master's Degree Programmes for In-Service TVET Teachers: A Case Study at Tongji University (Zhang Jianrong and Le Yanyan); (7) Case Study: Example of Internationalisation through Development of a Master's Degree Dual Award between Anglia Ruskin University, UK and Otto-von-Guericke-University, Magdeburg, Germany (Gordon Bellamy and Frank Bunning); (8) On Problems and Countermeasures in TVET Master Education (Wang Wei-Bo and Diao Zhe-Jun); (9) Vocational Disciplines--What Could a General Framework Look Like? (Joachim Dittrich); (10) Modular TVET-Teacher-Training-System, Based on Teacher-Qualification-Standards--A Proposal of UNIP (Peter Gerds and Zhi-Qun Zhao); (11) Research for TVET Policy Development (Jon Lauglo); (12) Modular Employment Oriented Curriculum Development (Harry Stolte); (13) In-Service TVET Teacher Education and Training for Sustainable Development (Eb Trowe); (14) General Survey of a Sino-German Training Project for Teachers of Vocational Education (Wu Quanquan); (15) Virtual Learning Infrastructures for Process-Oriented Qualification of Teachers and Trainers in Germany (Gert Zinke); (16) Virtual Learning Community: A New Approach to Teacher Professional Development--Reflective Research into an eLearning Program of Intercultural Collaboration between China and the United Kingdom (Bangxiang Liu); (17) Experience and Perspective of the University-Based International Cooperation and Research (Tao Qiuyan, Gao Lin, and Bao Jie); and (18) VET from the Viewpoint of the Enterprises--New Challenges for Companies and Training Institutions (Winfried Heusinger). Appended is: International Conference on "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia." (Individual papers contain references.) [This imprint was prepared by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training and published by InWEnt--Internationale Weiterbildung und Entwicklung gGmbH.]

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The papers (from a symposium held at the Fern Universitat) included in this collection focus on distance education in theory and practice. Contributions are written in English or in German, with summaries available for each in the language not used for the paper concerned. Contributions are: (1) "Distance Education as Communication: The Impact of Research and the Requirements of Practitioners" (Borje Holmberg); (2) "Educational Theory and Its Application to Distance Education" (Borje Holmberg); (3) "The Study of Distance Education: Terminology, Definition and the Field of Study" (Desmond Keegan); (4) "Towards a Better Understanding of Distance Education: Analysing Designations and Catchwords" (Otto Peters); (5) "Distance Education as a Multi-Dimensional System of Communication and Production" (R. Manfred Delling); (6) "Distance Education and Communication Culture: Continuous Counselling and Two-Way Communication" (Gerhard E. Ortner); (7) "Distance Education in the Society of the Future" (Erling Ljosa); (8) "Communication in Distance Education: A Pre-Requisite of Democracy" (Gerhard Stroh); (9) "Independence and Interaction: Getting the Mixture Right for Institutions" (John S. Daniel); (10) "Group Studies and Course Incorporation: The Concept of a Multi-Campus Institution of Distance Education" (Nehemia Levtzion); (11) "Distance Education Research for Distance School Work: Requirements of Practitioners" (Heinrich Dieckmann and Bernd Schachtsiek); (12) "Testing Distance Education Programs: What Administration Expects from Theory" (Michael Vennemann); (13) "The Feasibility of a Predictive Theory of Distance Education: What Are We Allowed To Expect?" (Borje Holmberg); (14) "Autonomous Learning in Distance Education: Methodology and Results" (Helmut Lehner); (15) "Contract Learning: A Contribution To Promoting Autonomous Learning?" (Monika Weingartz); (16) "Drop In and Drop Out: The Need of Definition" (Helmut Fritsch); and (17) "Diagnosis and Therapy: Theoretical and Methodological Aspects of Drop-Out Research" (Rudolf Schuemer and Herhard Strohlein). Each paper contains its own bibliography. The volume includes a list of the authors and their affiliations. (DB)

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and skills which explored many of the concepts addressed in this book of readings. Other researchers in the area have also contributed to chapters in this book. The authors offer a variety of views on innovation and its relevance. While the authors view innovation from differing perspectives, they all implicitly acknowledge the importance of innovation to productivity. This volume contains the following papers: (1) Overview (Penelope Curtin and John Stanwick); (2) Innovation in the modern economy (John Rice); (3) What skills are relevant to innovation? (John Stanwick and Francesca Beddie); (4) Building up the innovative capabilities of workers (Ludger Deitmer); (5) Neuroplasticity and its application for skills in innovative workplaces (David Rumsey); (6) Why firms innovate and what it means for VET (Josie Misko and Lisa Nechvoglod); (7) The role of education and skills in Australian management practice and productivity (Renu Agarwal and Roy Green); (8) Building innovation capacity: the role of human capital formation in enterprises (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (9) Capabilities, innovation and performance: an assessment using Australian data (Peter Fieger and John Rice); (10) Tradespeople and technicians in innovation (Phillip Toner); (11) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); and (12) Some thoughts on VET and innovation: an economic perspective (Tom Karmel). Individual papers contain tables, figures, footnotes and references.

This monograph presents in some detail the ways in which Faculty Institutes--professional development opportunities where instructors immerse themselves in site-specific learning activities exactly as students would, though only for several days--allow participants to acquire the skill to design such adventures elsewhere for their own students. Participants undergo the stress that students feel in radically unfamiliar territory, but equally they experience the exhilaration students exhibit when they see patterns emerge from a dizzying array of fresh stimuli. Integrative thinking and connected knowing are energizing and provocative. Following the Acknowledgments, a Foreword by Bernice Braid, Semesters Institute Facilitators, 2007-2008 Honors Semester Committee Members, and Introduction: (1) Introduction to City as Text™ and Overview of Contents; and (2) You're not Typical Professors, Are You? (Joy Ochs), the following chapters and papers are included: Chapter 1: Campus as Text: (3) Place as Text: Town and Gown (Anita R. Guynn); (4) From Cigarette Butts to the "Stacks" and Beyond (Mary Lou Pfeiffer); and (5) Campus as Text: a Faculty Workshop (Joy Ochs). Chapter 2: Local Neighborhoods: (6) The Lower Ninth Ward: First Impressions, Final Realizations, Future Plans (Janice Allen); and (7) Little Haiti as Text (Peter A. Machonis). Chapter 3: Travel Courses: (8) Adapting an Honors Pedagogy to a General Studies Travel Course (Joy Ochs); and (9) The Adopt-a-Village Project (Rick Ostrander). Chapter 4: Science Related Applications: (10) Turning Over a New Leaf (Devon L. Graham); and (11) Gourmet to Galapagos: Experiential Learning in the Sciences (Kevin E. Bonine). Chapter 5: "Mythos, Logos, Ethos" Writing Exercise: (12) Crete Faculty Institute: A Change in Pedagogical Style (Kathy A. Lyon); (13) Crossroads and Beyond (John Kandl); and (14) Do You Get the Blues? (Stephen J. Nichols). Chapter 6: Philosophical and Practical Considerations: (15) Platonic Thoughts on the Frustrations of Experiential Learning and Teaching: Reflections after the New Orleans Discovery and Recovery Institute (Alen W. Grose); and (16) Experiential Learning and City as Text™: Reflections on Kolb and Kolb (Robert Strikwerda). The following are appended: (1) NCHC Faculty Institutes from 1998 to 2007; (2) Template for Institute Design; (3) How to Organize City as Text™; (4) City as Text™ Strategies: Mapping, Observing, Listening, Reflecting; and (5) Written Assignments. An about the authors section is included. (Individual papers contains references.) [For the companion piece, "Place as Text: Approaches to Active Learning. 2nd Edition. National Collegiate Honors Council Monograph Series," see ED566722.]

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

There has been a worldwide growth of interest among governments and international agencies in cross-national studies of the quality of education. However, such studies require careful planning, and have far-reaching implications for all concerned. Ministries of education should only become involved if they are prepared to actively engage in designing the studies and managing the impact of the research. In 2004, UNESCO's International Institute for Educational Planning (IIEP) and Germany's Internationale Weiterbildung und Entwicklung (InWEnt) joined forces to hold an international policy forum on "Cross-National Studies of the Quality of Education: Planning Their Design and Managing Their Impact," which was attended by 50 experts from both developed and developing countries. Based on the invited papers presented at the Policy Forum and the intensive discussion about these papers that occurred during the "Open Space Sessions" that concluded the Forum, this book looks at a range of aspects, including what to measure and why, how to pay, and how to deal with the results, be they good or bad. The Policy Forum papers cover three main themes: (1) Background issues; (2) Planning the design; and (3) Managing the impact. They also gave rise to many important Policy Forum messages and recommendations, which have been documented in the final chapter of this book, concerning the guidance that should be given to ministries of education so as to ensure that they derive maximal benefits from cross-national studies of the quality of education. Following Chapter (1) entitled "Introduction: The Origins and Content of the Policy Forum" (Kenneth N. Ross, Laura Paviot, and Ilona Jurgens-Genevois), this book is divided into four parts and 15 chapters. Part I, Background Issues for Cross-National Studies of the Quality of Education, presents: (2) What Is the "Quality of Education"? (A UNESCO Perspective) (Mary Joy Pigozzi); (3) What Monitoring Mechanisms Can Be Used for Cross-National (and National) Studies? (Thomas Kellaghan); (4) What Are the Main Cross-National Studies? (Aletta Grisay and Patrick Griffin); (5) What Is a "Good" Cross-National Study? (T. Neville Postlethwaite); and (6) What Do Ministers of Education "Really Think" about Cross-National Studies? (Saul Murimba). Part II, Planning the Design of Cross-National Studies of the Quality of Education, continues with: (7) What Should Be Measured in a Cross-National Study? (Rainer Lehmann); (8) Whom Should Be Measured in a Cross-National Study? (Pierre Foy); and (9) What Are the National Costs for a Cross-National Study? (Maria Teresa Siniscalco). Part III, Managing the Impact of Cross-National Studies of the Quality of Education, contains: (10) How Can Countries Move from Cross-National Research Results to Dissemination, and Then to Policy Reform? (Case Studies from Kenya and Namibia) (Juliana Nzomo and Demus Makuwa); (11) How Can Countries Use Cross-National Research Results to Address "the Big Policy Issues"? (Case Studies from Francophone Africa) (Jean Marc Bernard and Katharina Michaelowa); (12) How Can a Country Manage the Impact of "Excellent" Cross-National Research Results? (A Case Study from Finland) (Pirjo Linnakyla); (13) How Can a Country Manage the Impact of "Poor" Cross-National Research Results? (A Case Study from Germany) (Jeanne Rubner); and (14) How Can International Organizations Work with the Media to Manage the Results of Cross-National Studies? (A Case Study from the OECD) (Andreas Schleicher). Part IV, Conclusion, presents: (15) The "Main Messages" Arising from the Policy Forum (Kenneth N. Ross, Carola Donner-Reichle, Ingrid Jung, Ulrike Wiegelmann, Ilona Jurgens Genevois, and Laura Paviot). Appended is: List of Participants. An index is also included. (Contains 1 table, 9 figures, and 2 boxes.) [Support for this document was provided by Internationale Weiterbildung und Entwicklung, Capacity Building International, Germany (InWEnt), a grant-in-aid offered by UNESCO, and by voluntary contributions made by several Member States of UNESCO.]

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

This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa); "Significant Post Independence Developments in Adult and Continuing Education in Africa" (Tai Afrik); "Research and Scholarship in Adult and Continuing Education in Africa" (Akpovire Oduaran); "From Adult Education to Lifelong Learning in Southern Africa over the Last Twenty Years" (Shirley Walters, Kathy Watters); "The State of Adult and Continuing Education in Botswana" (Gbolagade Adekanmbi, Oitshepile Modise); "Creating a Knowledge Society through Distance and Open Learning in Cameroon" (Ajaga Nji); "The State of Adult Literacy in the Democratic Republic of Congo" (Ikete E. Belotsi, Muntumosi Atukimba); "Research Priorities in Adult and Continuing Education in Kenya" (Florida A. Karani); "The State of Adult and Continuing Education in Lesotho" (Lephoto H. Manthoto, Dele Braimoh, and A. Adeola); "The State of Adult and Continuing Education in Madagascar" (Violette Rabakoarivelo, Rakotozafy-Harisson, Solo Randriamahaleo); "Diversity of Adult and Nonformal Education Provisions in Namibia" (Sabo A. Indabawa); "Continuing Education Policy Provisions and Options in Nigeria" (Gidado Tahir); "The State of Adult and Continuing Education in Senegal" (Lamine Kane); "The Political and Social Contexts of Adult Education and Training in South Africa" (Zelda Groener); "The Development and Provision of Adult Education and Literacy in Zambia" (Derek C. Mulenga); "The State of Adult Literacy Education in Zimbabwe" (Stanley T. Mpofu); "Re-Defining Adult and Continuing Education in Africa" (Paul Fordham); "Inventing a Future for Adult Education in Africa" (H.S. Bhola); "International Cooperation in Adult Education: A German View of Focus on Africa" (Heribert Hinzen); and "Annotated Bibliography of 44 Selected Works of Jones Akinpelu" (Sabo A. Indabawa). (Most papers contain substantial bibliographies.) (MN)

This document contains 14 papers that examine recent changes in the definition, principles, and delivery of population education throughout the world. The paper titles are as follows: "Introduction" (Linda King); "Reaching Men for Health and Development" (Benno de Keijzer); "Boys, Men and Questions of Masculinity in South Africa" (Robert Morrell); "Educating Men to Participate in Reproductive Health Programmes" (Imtiaz Kamal); "Cultural Aspects of Reproductive Health Education in the Arab World" (Toufic Osseiran); "The Adolescent in Today's World: Considerations of Sexual and Reproductive Health" (Cristina Fuentes Zurita, Clara Ines Charry Sanchez); "Information Provided by Rural Mothers to Their Daughters Concerning Reproductive Health" (Chanya Sethaput, Pimonpan Isarabhakd);"Ageing in Cuba" (Raul Hernandez Castellon); "The Effect of Fertility in China" (Xu Mingdong); "Adult Education and Population in Ghana: Strategies for Empowering the Ghanaian Woman" (Miranda Greenstreet); "Gender and Health Education: The Incidence of Cervical Cancer in Jamaica" (Patricia Rodney); "Reproductive Health, Education, and Risk in Cuban Society" (Alina C. Alfonso Leon); "Sex Education in Cuba: Recent Initiatives" (Maria Antonia Torres); "The Role of Adult Education in Population Issues in Zimbabwe" (Mercy Hatendi); and "One Night in Bangkok" (Wilas Lohitkul). Several papers include substantial bibliographies. (MN)

This book contains 14 papers: "Indigenous Peoples and Adult Education: A Growing Challenge" (Rodolfo Stavenhagen); "Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education" (Julian Burger); "Adult Learning in the Context of Indigenous Societies" (Linda King); "Linguistic Rights and the Role of Indigenous Languages in Adult Education" (Utta von Gleich); "Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia" (Teresa Valiente Catter); "The Educational Reality of the Indigenous Peoples of the Mesoamerican Region" (Vilma Duque); "Multiculturalism and Adult Education: The Case of Chile" (Francisco Vergara E.); "Anangu Teacher Education: An Integrated Adult Education Programme" (Mary Ann Bin-Sallik, Nan Smibert); "Inuit Experiences in Education and Training Projects" (Kevin Knight); "Adult Education among Indigenous Peoples in Ecuador" (Pedro Humberto Ushina S.); "Indigenous Reflections on Education: The Mixes and Triquis of Mexico: Our Experience in Popular Education" (Sofia Robles Hernandez); "A Personal Critique of Adult Education" (Fausto Sandoval Cruz); "Capacity Building: Lessons from the Literacy Campaign of the Assembly of the Guarani People of Bolivia" (Luis Enrique Lopez); "Development, Power and Identity: The Challenge of Indigenous Education" (Nicholas Faraclas); "The Saami Experience: Changing Structures for Learning" (Jan Henry Keskitalo); and "Tiaki Nga Taonga o Nga Tupuna: Valuing the Treasures. Towards a Global Framework for Indigenous People" (Nora Rameka, Michael Law). Appended are the Huaxyacac (Oaxaca) Declaration on Adult Education for Indigenous Peoples and a note on the book's contributors. (MN)

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

This document contains papers from an international project in which models of financing the continuing vocational training (CVT) in Denmark, Germany, the Netherlands, and Norway were identified and examined. The following are among the papers included: "Important Results of the LEONARDO-Project (contributions by all project-partners)"; "Structure and Development of the Project" (D. Moraal); "Training Leave as a Precondition for an Integrated Labour Market and Qualification Policy" (D. Moraal); "The Role of the Social Partners and the State Authorities in Financing the Continuing Vocational Training Measures for the Employed and Unemployed" (U. Grunewald); "The Experiences of a Staff Member of the 'Centre for Vocational Training and Promotion of Economic Performance' with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hintz); "The Experiences of the Representatives of the 'Development Agency Agriculture and Forestry' with Two Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hentschel, B. Riemer); "Job-Rotation--A New Instrument for the Employment and Qualification Policies in Germany" (B. Uhrig); "Reflections and Open Questions--Inspired by the Danish Experiences with the Financing of the Continuing Vocational Training for Employed and Unemployed" (J.H. Soerensen); "Historical Review of a Case, Which Used Job-Rotation in the Enterprise-'Fibertex'" (J.H. Soerensen); "Proposal for a Reform of the General and Continuing Vocational Training of Adults in Norway" (I. Eidskrem); "Elements of the Norwegian Labour Market Politics" (S. Festoe); "Conclusions--Considerations and Points for the Further Discussion" (B. Hovels, G. Kraayvanger); "Experiences of a Representative of the Dutch OVP-Fund, with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Seip); "Experiences of a Representative of the Dutch OOM-Fund with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (P. Den Hollander); "Description of the National Financing System of CVT and FTU in Germany" (U. Grunewald, D. Moraal); "The Center for Vocational Training and Promotion of Economic Performance Simmerath" (U. Grunewald, T. Hintz); "Financing Model of the Development Agency for Agriculture and Forestry (FLF)/Qualification Fund for Agriculture and Forestry (QLF)" (T. Hentschel); "Description of the National Financing System of CVT and FTU in Denmark" (K. Olesen); "Financing Models of CVT and FTU in Denmark" (K. Olesen); "Description of the National Financing System of CVT and FTU in Norway" (I. Eidskrem); "National Financing System of CVT and FTU in the Netherlands" (B. Hovels, G. Kraayvanger); and "Financing Models of CVT and FTU in the Netherlands" (W. Boonstra, B. Hovels, G. Kraayvanger). (Forty tables/figures are included.) (MN)

This collection of 12 papers commemorates the retirement of Bernhard Adams. Adams had a 30-year career at the Bochum University Library (Germany) and advocated innovation and automation in libraries. The papers are: (1) "Gemeinsame Wegstrecken: Bernhard Adams zur Ehre" ("Common Milestones: In Honor of Bernhard Adams") (Harro Heim); (2) "Die Anfange der Bibliotheksautomatisierung in Deutschland" ("The Beginning of Library Automation in Germany") (Gunther Pflug); (3) Katalogisierung mit Hilfe der elektronischen Datenverarbeitung: ein Erfahrungs--und Situationsbericht" ("Cataloging by Means of Electronic Data Processing: Experiences and Current Situation") (Ingeborg Sobottke); (4) "Vom Bandkatalog zum OPAC" ("From Card Catalog to OPAC") (Heinz-Werner Hoffmann); (5) "Automatisierung der Erwerbung--eine Frage intergrierter Bibliotheksautomatisierung" ("Acquisition Automation--A Question of Integrated Library Automation") (Ronald Michael Schmidt); (6) "Virtuelle Bibliothek--Resource Sharing ohne Bibliotheksbestande?" ("Virtual Library--Resource Sharing without Actual Library Holdings?") (Karl Wilhelm Neubauer and Wolfgang Binder); (7) "OSI-Anwendungen in Bibliotheken oder Was ein Bibliothekar von OSI wissen sollte" ("OSI-Applications in Libraries or What Any Librarian Ought To Know About OSI") (Christine Bossmeyer); (8) "Die Essener Symposien--mit einem Ruckblick auf den Bochumer Ursprung" ("The Essen Symposia--With Retrospection on their Beginning in Bochum") (Ahmed Helmi Helal); (9) "Die Funktion des Buroleitenden Beamten in Bibliotheken" ("The Role of the Library Manager in Libraries") (Eberhard Herf); (10) "Wie man in Bochum die rechtlich fixierte Zweigleisigkeit mit bibliothekarischem Leben fullt" ("How the Bochum University Library System Moved From a Model of Coexistence to Coordination") (Horst Rohling); (11) "Uber Namen von Bibliotheken: Aktuelle und historische Betrachtungen zur Umbenennung der Universitatsbibliotheken Bonn, Munster und Dusseldorf in Universitats--und Landesbibliotheken" ("About University Libraries of Bonn, Muenster, and Dusseldorf--and Lohse); and (12) "Bibliotheksgrundung in West and Ost: Nordrhein-Westfalen und Brandenburg im Vergleich" ("Library Foundations in the West and East: Comparing Nordrhein-Westfalen and Brandenburg") (Ulrike Eich). (UJ/DGM)

This research report presents 10 papers offering views of Finnish, Swedish, British, Danish, and United States educators on teaching and teacher education. The essays are as follows: (1) "The Missing Content in Teaching: Focus on What Teachers Reflect Upon While They Are Teaching" (Mikael Alexandersson); (2) "What Is Reflection? On Reflection in the Teaching Profession and Teacher Education" (Jan Bengtsson); (3) "Curiosity, Interest, and Intrinsic Motivation: A Conceptual Analysis" (Reijo Byman); (4) "The Development of Initial Teacher Education: Insights from Research on Learning to Teach" (James Calderhead); (5) "The Role of School Practice in Teacher Education" (Juhani Hytonen); (6) "Educational Knowledge and Reality" (Jujani Jussila); (7) "The 'Deutsche Didaktik' and the American Research on Teaching" (Pertti Kansanen); (8) "Concepts of Freedom in Danish School Legislation" (Sven Erik Nordenbo); (9) "The Denial of Change in the Process of Change: Systems of Ideas and the Construction of National Evaluations" (Thomas S. Popkewitz); and (10) "Evaluation of a Prototype Teacher Enhancement Program on Science Performance Assessment" (Maria Araceli Ruiz-Primo, Richard J. Shavelson, and Gail P. Baxter). (ND)

These nine papers from a conference of the International Research Network for Training and Development focus on occupational classification, standards, and certification. "Introduction" (Joao Oliveria) presents synopses with highlights from the papers. Part I offers an overview of recent developments in the United States in "Occupational Standards and Certification: Past-Current-Future Trends in the United States" (David Fretwell, Sandra Pritz); Canada in "The Delimitation and Certification of Occupations in Canada" (David N. Wilson); and France, Germany, and the United Kingdom in "Industrial Certification: Lessons from Europe" (W. G. McDerment). The papers highlight issues of delimitation and certification, the role of governments, and the weight of social traditions and institutional forms in shaping new solutions. Part II allows the reader to compare how three countries--the United States, Ireland, and the Netherlands--converge on the essentials while maintaining their own ways of going about the business of occupational delimitation in "An Examination of the Work of Purchasing Managers in the United States Using Job Comparative Techniques" (Eugene W. Muller); "The Development and Implementation of National Vocational Qualifications in Purchasing: Some Issues of Validity and Value" (Andrew Erridge); and "Job Profiles of Purchasing Professionals" (M. Mulder, M. Bellemakers). Part III highlights three emerging issues. "Basic Skills: An Approach to Occupational Classification" (Joao Oliveira) suggests ways in which basic skills may form a conceptual foundation to occupational delimitation, standard setting, and certification. "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England and Wales" (Tim Oates) characterizes factors that affect convergence and divergence in the academic and vocational pathways in the education and training system. "Occupational Standards and Business Ethics" (Judith Marquand) introduces an empirical and conceptual framework for addressing ethical considerations related to occupational standards and certification. (YLB)

This document contains six papers on research about the school-to-work transition. Following an introduction (Nevzer G. Stacey), the first paper, "Determinants and Consequences of Fit between Vocational Education and Employment in Germany" (J. C. Witte, A. L. Kalleberg), concludes from a nationally representative longitudinal study of 16,000 individuals in 5,021 households that only about 50% of German men and 60% of German women have jobs fitting their prior vocational training. Discussed in "Financing Apprenticeship Training: Evidence from Germany" (D. Harhoff, T. J. Kane) are the following reasons why German firms support apprenticeship programs despite their high cost: cultural factors, union support, the high cost of firing, and low apprentice wages. The paper"School-to-Work Opportunities: Issues in State and Local Governance" (S. P. Choy) describes federal and state policies directed toward developing transition programs to prepare youths for high-skill, high-wage careers and transforming workplaces into learning sites. Outlined in "Industry-Based Education: A New Approach for School-to-Work Transition" (G. Hoachlander) is a model school-to-work program. The final two papers, "Profile of Target Populations for School-to-Work Transition Initiatives" (S. P. Choy, M. N. Alt, R. R. Henke) and "Opportunities or Obstacles? A Map of Federal Legislation Related to the School-to-Work Initiative" (M. T. Moore, Z. Waldman) discuss state programming options in view of federal legislation targeting specific population groups. Most papers include substantial bibliographies. (MN)

This monograph presents nine author-contributed papers which look at issues of aging and mental retardation from the perspectives of nine nations: Australia (by Trevor R. Parmenter), Great Britain (by Steve Moss), Canada (by Gerrit Groeneweg), Germany (by Gottfried Adam), Hong Kong (by John W. L. Tse), Indonesia (by D. Lianta), Japan (by Takeo Kanetsuki), the Netherlands (by Meindert J. Haveman and Marian A. Maaskant), and Singapore (by M. K. Wong). A concluding paper by the editor notes three predominating philosophies of service welfare: the Asian model (with its emphasis on family care through the extended family); the Western European model (with institutional care a major component); and the North American/United Kingdom model (characterized by a strong philosophy of normalization and deinstitutionalization). Other conclusions suggest that most countries have adopted a largely voluntary sector organization supported from government finance and that all these countries recognize the urgency of developing policies and services for the increasing numbers of older persons with developmental disabilities. An American perspective on the issues is provided in commentaries by seven American authors. Most papers include references. (DB)

This document contains 17 papers on vocational training and lifelong learning in Australia and Germany. The following papers are included: "Vocational Training and Lifelong Learning in Australia and Germany: Background" (Gerald Burke); "Vocational Training and Lifelong Learning in Australia: Observations and Conclusions from a German Perspective" (Jochen Reuling); "The Australian Federal Government and Vocational Training and Lifelong Learning" (Paul Cowan); "The German Federal Government and Vocational Training and Lifelong Learning" (Veronika Pahl); "A Practitioner's Perspective on Current Vocational Training Issues in Australia" (Virginia Simmons); "The International Economy, Changing Employment and Lifelong Learning: Response of the Vocational Training Sector in Germany" (Helmut Putz); "Global Trends, Implications for Vocational Training and Lifelong Learning: Response of the University Sector" (Ken Eltis); "A Balanced and Liberal Education in a Military Environment: Australian Defence Force Academy" (Robert King); "Financing Lifelong Learning in Australia: Review of Needs and Options" (Gerald Burke); "Trends in Public Funding for In-Company Training in Germany: From a Dual to a Plural System" (Klaus Berger, Gunter Walden); "The Role of Industry and the Economy in Shaping Vocational Training, Exemplified by Deutsche Bahn AG" (Ulrich Wiegand); "The Role of Industry and Economic Institutions in Shaping Vocational Training" (David Soskice); "Industry Training in Australia: Causes and Consequences" (Andrew Smith); "The Role of Industry and the Economy in Shaping Vocational Training: Discussion" (Thorsten Stromback); "Pathways for Youth in Germany" (Jochen Reuling); "Pathways for Youth in Australia" (Philip McKenzie); and "Youth Pathways: Comparing Australia and Germany" (Richard Sweet). Some papers contain substantial bibliographies. (MN)

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).

The Conference on Software Engineering Education and Training (CSEE&T) is the premier international peer-reviewed conference, sponsored by the Institute of Electrical and Electronics Engineers, Inc. (IEEE) Computer Society, which addresses all major areas related to software engineering education, training, and professionalism. This year, as in previous years, the conference focused on three themes: (1) How can we incorporate leading-edge research developments into academic programs? (2) How can we ensure that academic programs match actual "real world" needs? and (3) What are the current and future issues in education and training for software engineering? Full papers presented in this proceedings include: (1) Changes in Transferable Knowledge Resulting from Study in a Graduate Software Engineering Curriculum (Ray Bareiss, Todd Sedano, and Edward Katz); (2) A Role-Playing Game for a Software Engineering Lab: Developing a Product Line (Sara Zuppiroli, Paolo Ciancarini, and Maurizio Gabbrielli); (3) The Exploration and Practice of Gradually Industrialization Model in Software Engineering Education--A Factual Instance of the Excellent Engineer Plan of China (Shu Liu, Peijun Ma, and Dong Li); (4) Learning to Write Programs with Others: Collaborative Quadruple Programming (Ritu Arora and Sanjay Goel); (5) Will They Report It? Ethical Attitude of Graduate Software Engineers in Reporting Bad News (A. S. M. Sajeev and Ivica Crnkovic); (6) Delivering Software Process-Specific Project Courses in Tertiary Education Environment: Challenges and Solution (Guoping Rong and Dong Shao); and (7) Experiences with Integrating Simulation into a Software Engineering Curriculum (Andreas Bollin, Elke Hochmuller, Roland Mittermeir, and Ladislav Samuelis). Additional sections include: (1) Workshops; (2) Tutorials; (3) Short Papers; (4) Work-in-Progress Papers; (5) Panel Sessions; and (6) Author Index. (Individual papers contain tables, figures, and references.)

Close to 1,100 people attended the 55th Annual Meeting of the National Reading Conference at the Intercontinental Hotel in Miami, Florida from November 30-December 3, 2005. A record number of proposals were submitted this year (548), with 392 papers, symposia, and round tables accepted. This year's conference theme was inclusiveness and synthesis of epistemologies, research design, and methods. Plenary speakers represented research paradigms such as literacy as social practice, literacy as brain functioning, and literacy as critical reflection and action. Invited symposiums consisted of representatives from across paradigms as they addressed crucial issues facing educators today. Following a preface and awards presented to Albert J. Kingston and Oscar S. Causey, the papers in this yearbook include: (1) Presidential Address: New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective (Donald J. Leu); (2) Invited Address: New Literacies, New Times: How do We Describe and Teach the Forms of Literacy Knowledge, Skills, and Values People Need for New Times? (Brian V. Street); (3) Award Address: What Does Culture Have to Do With It? (Victoria Purcell-Gates); (4) NRC Annual Review of Research: Critical Participatory Action Research and Literacy Achievement of Ethnic Minority Groups (Ernest Morrell); (5) Student Award: So That You'll Be Good Readers: ESL Teachers' Classroom Discourses about Reading (Megan Madigan Peercy); (6) Children Transact with Biography: Reader Response Styles of Elementary School Students (Mary Starrs Armstrong); (7) High-Stakes Assessment and Writing Instruction (Diane Barone); (8) Students' Experience of Dialogic Tensions in Responding to Multicultural Literature (Richard Beach, Amanda Haertling Thein, and Daryl Parks); (9) Mentoring in the Political and Cultural World of Academia: An Exploration of the Experiences of Literacy Educators (Mark Cobb, Dana L. Fox, Joyce E. Many, Mona W. Matthews, Ewylor, Gertrude Tinker Sach Yan Wang, and Faith H. Wallace); (10) Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives (Mark Dressman, David O'Brien, Theresa Rogers, Gay Ivey, Phillip Wilder, Donna Alvermann, Elizabeth Moje, and Kevin Leander); (11) Working with Teachers to Change the Literacy Instruction of Latino Students in Urban Schools (Georgia Earnest Garcia, Teresa Mendez Bray, Raul A. Mora, Mariana A. Ricklefs, Joan Primeaux, Laura C. Engel, and Kimberly Garley-Erb); (12) E-literature and the Digital Engagement of Consciousness (Rebecca Luce-Kapler, Teresa Dobson, Dennis Sumara, Tammy Iftody, and Brent Davis); (13) Critical Performative Literacies: Intersections Among Identities, Social Imaginations and Discourses (Carmen L. Medina); (14) Connections Across Literacy and Science Instruction in Early Childhood Education: Interweaving Disciplines in Pre-Service Teacher Education (Karla J. Moller and Barbara Hug); (15) Tutoring: A Personal and Professional Space for Preservice Teachers to Learn about Literacy Instruction (Denise N. Morgan, Beverly Timmons, and Maria Shaheen); (16) Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the United States (Marjorie Faulstich Orellana and H. Julia Eksner); (17) From Pre-service to In-service: The Evolution of Literacy Teaching Practices and Beliefs in Novice Teachers (Michelle Pierce and Francesca Pomerantz); (18) Understanding the Paradoxical Relationship between Domain Specificity of In-service Literacy Teachers' Epistemological Beliefs and Their Instructional Practices (Gaoyin Qian and Liqing Tao); (19) Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction (Judith A. Scott, Shira Lubliner, and Elfrieda H. Hiebert); (20) Teacher Scaffolding of First-Graders' Literary Understanding During Read Alouds of Fairytale Variants (Lawrence R. Sipe and Anne E. Brightman); (21) Scientific Literacy and Commercial Reading Programs: An Analysis of Text and Instructional Guidance (Martha L. Smith, Linda M. Phillips, Stephen P. Norris, Sandra L. Guilbert, and Donita M. Stange); (22) "I Want to Meet My Students Where They Are!": Preservice Teachers' Visions of Culturally Responsive Literacy Instruction (Jennifer D. Turner); (23) Redesigning Literacy Preservice Education at Four Institutions: A Three-Year Collaborative Project (Mark D. Vagle, Deborah R. Dillon, Judith Davison-Jenkins, Bonita LaDuca, and Vicki Olson); and (24) Facilitating or Limiting? The Role of Politeness in How Students Participate in an Online Classroom Discussion (Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan). This publication also contains an Introduction to the 55th NRC Annual Meeting (Victoria Purcell-Gates). (Individual papers contain references.)

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