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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.

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)

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.)

"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.

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)

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 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."]

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)

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.)

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)

These 15 papers include: (1) "Current Models and New Developments in Teacher Education in Austria" (Michael Schratz and Paul Josef Resinger); (2) "Teacher Education in Canada: Renewing Scholarly, Pedagogical, and Organizational Practices" (Therese LaFerriere, Nancy Sheehan, and Tom Russell); (3) "Current Models and New Developments in Croatian Teacher Education" (Vlasat Vizek-Vidovic and Vesna Vlahovic-Stetic); (4) "Teacher Education in England: Current Models and New Developments" (Bob Moon); (5) "Teacher Education in Finland: Current Models and New Developments" (Pertti Kansanen); (6) "Teacher Education in France: Evolution or Revolution?" (Michele Deane); (7) "Teacher Education in Germany: Current State and New Perspectives" (Ewald Terhart); (8) "Changing Approaches to Teacher Training in Hungary" (Peter Debreczeni); (9) "Teacher Education in Ireland" (Ciaran Sugrue); (10) "Teacher Education in Italy: New Trends" (Marco Enrico Todeschini); (11) "Teacher Education in the Netherlands: Changing Gears" (Marco Snoek and Douwe Wielenga); (12) "Teacher Education in Poland" (Ireneusz Bialecki); (13) "Teacher Education Reform in Romania: A Stage of Transition" (Dan Potolea and Lucian Ciolan); (14) "Institutional Approaches within Higher Education to Reform Teacher Education in Yugoslavia" (Gordana Zindovic-Vukadinovic); and (15) "A Retrospective View of the National Case Studies on Institutional Approaches to Teacher Education" (Bob Moon). (Papers contain references.) (SM)

This collection of papers examines how the contexts in which language teaching occurs impact the aims and methods of language teaching. Ten papers focus on the following: "Introduction: Context and Culture in Language Teaching and Learning" (Mike Byram and Peter Grundy); "From Practice to Theory and Back Again" (Claire Kramsch); "Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language" (Randal Holme); "Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature Courses" (Christiane Facke); "Learning Culture by Communicating: Native-Non-Native Speaker Telephone Interactions" (Gisele Holtzer); "Exporting Methodologies: The Reflective Approach in Teacher Training" (Ana Halbach);"'We Would Have to Invent the Language We Are Supposed to Teach': The Issue of English as Lingua Franca in Language Education in Germany" (Helene Decke-Cornill); "Teaching India in the EFL-Classroom: A Cultural or Intercultural Approach?" (Reinhold Wandel); "European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere" (Stephan Breidbach); and "Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology" (Michael Wendt). (Papers contain references.) (SM)

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

This collection of papers includes the following: "Language Issues and Language Planning in Europe" (Anthony J. Liddicoat and Karis Muller); "Language and National Identity" (Peter M. Hill); "Language Planning, Linguistic Diversity and Democracy in Europe" (Anthony J. Liddicoat); "Language Competition in European Community Institutions" (Karis Muller); "French Monopoly of the Linguistic Marketplace: A Regional Perspective" (Nicole George); "Jack Lang and Minority Languages: A Radical Change in French Linguistic Policies or More of the Same?" (Henri Jeanjean); "The Problem of English as the Lingua Franca of Scholarly Writing from a German Perspective" (Winifried Theilmann); "Croatia's Independence and the Language Politics of the 1990s" (Maja Mikula); "Doing it Our Way: Language Politics in the Clash between Istrian Regionalism and Croatian Nationalism" (Dean Vuletic); "Language and Politics in the Republika Srpska" (Andjelija Dragosavljevic). (Papers contain references.) (SM)

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

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

This collection of papers discusses issues related to education in Germany since its unification. The papers include: "The Legacy of Unification" (David Phillips); "Change and Continuity in Education After the 'Wende'" (E. J. Neather); "A Study of Teachers' Perceptions in Brandenburg 'Gesamtschulen'" (Stephanie Wilde); "Memory and Judgement: How East German Schools and Teachers Have Been Regarded in the Post-Unification Decade" (Bernhard Thomas Streitwieser); "Retraining Language Teachers in Mecklenburg-West Pomerania, 1992-96: Experiences of a British Instructor" (Karen Galtress-Horl); "The Transformation of Higher Education and Research in Eastern Germany: A Review 10 Years After the 'Wende'" (Nina Arnhold); "The 'Wissenschaftsrat' and the Investigation of Teacher Education in the Former German Democratic Republic, 1991: A Personal Account" (David Phillips); "Vocational Education and Training in Eastern Germany: Some Reasons and Explanations for Current Problems" (Hubert Ertl); and "Christian Schools and Religious Education in the New 'Bundeslander'" (Rosiland M.O. Pritchard). (Papers contain references.) (SM)

This document contains papers discussing the status of aspects of mathematics education. A brief description of the establishment and operation of the Institute for the Teaching of Mathematics (IDM) is presented first. The lengthier second paper discusses the reconciliation of main aspects of mathematics teaching. The remaining five papers concern: the problem of interdisciplinary instruction, speculations about applied mathematics, a review of Bruner's theories on cognition and curriculum theory, a report on the operation of the French educational research institute (IREM) in advanced teacher training, and comments on a publication from the Soviet author Zankov. (MS)

The relationship between higher education and the world of work is examined in terms of the changing structures of higher education institutions and the effect of the relationship on curricula. An international perspective is provided on the changing nature of employment and the labor market; the increasing diversification of higher education institutions, curricula and clients; and the policy frameworks and strategies through which governments may seek to steer these relationships. Eleven papers are included in this volume: (1) "Higher Education and Work: A Conceptual Framework" (John Brennan et al.); (2) "Responsiveness of Higher Education to Labour Market Demands: Curriculum Change in the Humanities" (Egbert de Weert); (3) "Employment and Work of British and German Graduates" (John Brennan et al.); (4) "Academic Cultures and their Role in the Implementation of Government Policy" (Craig McInnis); (5) "Higher Education and the Labour Market in Italy: Continuities and Changes" (Roberto Moscati and Enrico Pugliese); (6) "Managing Curriculum Development: A Case Study of Enterprise in Higher Education" (Sandra Jones); (7) "How Does a Changing Labour Market Affect the Transition from Higher Education to Work?" (Clara Aase Arnesen et al.); (8) "From Students to Intellectuals and Professionals: Subsequent Career Patterns of a Finnish Student Generation of the 1960s" (Yrjo-Paavo Hayrynen and Liisa Hayrynen); (9) "The Potentialities of Contract Education: A Study Based on Work in Progress in Thirteen European Universities" (Tony Becher); (10) "An Attempt to Forecast the Labour Market for Scientists in France" (Jean-Paul Beltramo et al); and (11) "The Institutional Aspects" (Maurice Kogan). (Individual papers contain references.) (JPB)

This book presents international perspectives on access and participation of adults in higher education in selected European countries. The book begins with an introduction by Pat Davies and includes papers detailing and providing examples of practices and policies of higher educational institutions regarding adult students in the following countries: Australia (Postle); Austria (Benn); Belgium (Bourgeois, Guyot); Denmark (Cooke); England, Wales and Northern Ireland (Parry); France (Davies); Germany (Davies, Reisinger); Italy (Parker); The Netherlands (Spackman, Owen); Scotland (Osborne, Gallacher); and Spain (Osborne). The final paper, "Themes and Trends" (Davies), synthesizes the information presented in the reports on individual countries regarding the following aspects of access to and participation of adults in higher education: expansion of programs and recruitment efforts, cost effectiveness and program efficiency, horizontal diversity, vertical diversity, autonomy and admissions, alternative entry, and different definitions of the term "adult student." A total of 55 tables/figures, a subject index, and author profiles are included. (MN)

The Program on Institutional Management in Higher Education of the Organisation for Economic Cooperation and Development studied information technology (IT) in higher education. Specifically, the study aimed to investigate the state of the art of IT in European higher education, examine the potential of IT and the impact of IT developments on higher education, and identify management issues of IT. Six topics were identified as a way of classifying the use of IT across the higher education spectrum, and are represented in the following six papers: (1) "Teaching and Learning" (Gordon Bull); (2) "Research and National Networking" (Yves Epelboin); (3) "Administration" (Edgar Frackmann); (4) "Management Information" (Carry Dallinga-Hunter); (5) "Libraries and Information Services" (Edgar Frackmann); and (6) "General Management Issues" (Edgar Frackmann). In addition, analyses of the range of national initiatives in support of IT and their impact in five countries are presented, in the following papers: "France" (Yves Epelboin); "Germany" (Edgar Frackmann); "Ireland" (Dennis Jennings); "Netherlands" (Carry Dallinga-Hunter); and "United Kingdom" (Gordon Bull). Most papers contain references. (JDD)

These 16 papers provide as complete a picture as possible of the current efforts in self-directed learning (SDL) application and research. The papers are: "Challenging Some Myths about Self-Directed Learning Research" (Long); "Childhood Experiences as Origins of Self-Directed Learning Experiences" (Long, Stubblefield); "Self-Confidence and Self-Directed Learning: An Overview from Social-Cognitive Psychology" (Jones); "A Longitudinal Study: Social Behavior and SDLRS [Self-Directed Learning Readiness Scale] Scores" (Long, Redding, Eisenman); "From Behaviorism to Humanism: Incorporating Self-Direction in Learning Concepts into the Instructional Design Process" (Hiemstra, Brockett); "Self-Undirected Learning" (Ebeling); "The Organizing Circumstance Revised: Environmentally Structured Learning Projects among Adults with Low Formal Education" (Padberg); "The Current State of SDL in Business and Industry" (Piskurich); "Self-Directed Professionals and Autodidactic Choice" (Bouchard); "Self-Directed Learning in French Professional Education" (Carre); "Self-Organized Job Related Learning: An Empirical Study" (Straka, Kleinmann, (Stokl); "Self-Directed Learning Readiness as a Characteristic of the Entrepreneur" (Guglielmino, Klatt); "Self-Directed Learning Readiness and Job Performance at Motorola" (Durr, Guglielmino, Guglielmino); "Continuous Workplace Learning: An Assessment of Learner Perceptions" (Welden, Denny); "Learner Profiles: A Cross-Sectional Study of Selected Factors Associated with Self-Directed Learning" (Confessore, Confessore); and "Seeing Information Sources form the Learner's Perspective" (Steele). The volume contains 30 tables and 22 figures. (YLB)

This book contains 12 papers that were produced as a result of a seminar program on selected issues central to the debate over job training in Great Britain. The first paper, "Why We Need a Training Reform Act" (Richard Layard, Ken Mayhew, Geoffrey Owen), examines existing deficiencies in vocational education and training in Britain and proposes a strategy for remedying them. Discussed in the following eight papers are the role of firms, individuals, and government in providing/improving vocational education and training: "The Welfare Economics of Training" (Richard Layard); "The Demand for Skilled Labour" (D. L. Bosworth, R. A. Wilson); "Training Quality and Trainee Exploitation" (Paul Ryan); "Labour Markets and Skill Utilization" (Alice Lam, David Marsden); "The Response of Individuals" (Joan Payne); "New Training Institutions at the Local Level" (Robert J. Bennett); "Training Policy for the Unemployed" (Richard Jackman, Marcus Rubin); and "The Economic Value of Education and Training" (Christopher Dougherty). The following papers examine lessons regarding vocational education and training from outside the United Kingdom: "A Comparison of National Institutions" (David Finegold, Colin Crouch); "The German Training System" (Peter B. Berg); and "Social Skills from Mass Higher Education: Lessons from the US" (David Soskice). Sixty tables/figures and a subject index are included. Most papers contain substantial bibliographies. (MN)

A collection of papers concerning cultural studies within college and university second language programs, particularly for foreign students, includes program descriptions from a variety of countries and discussions of cultural education and cultural conflict. Themes include the nature of cultural teaching, cultural education as a discipline, innovations in cultural education, fieldwork as an instructional approach, reflection on one's own culture as a result of foreign culture study, students of culture as teachers, and specific teaching methods. Papers include: "The Case of 'Landeskunde': A Vicious Circle?" (Dieter Kerl); "Cultural Studies and Student Exchange: Living the Ethnographic Life" (Celia Roberts); "Civilisation/Cultural Studies in Grenoble" (Jean-Paul Revauger);"Cultural Studies in English Studies: A German Perspective" (Jurgen Kramer); "Documentary Analysis in 'Civilisation' Studies: The French Approach" (Francois Poirier); "New Cultural Studies at Warwick University" (Peter Breen); "International Cultural Studies at Roskilde University" (Karen Risager); "From NIMBY Landeskunde to IMBY Cultural Studies" (Harald Husemann); "British Studies in English Language Teaching"(Edward G. Woods); and "Communication in Foreign Lands: The Cause, Consequences and Cures of Culture Shock" (Adrian Furnham). (MSE)

This conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit Unit" (Peter Williams); (11) "The US Accreditation System" (Marjorie Peace Lenn); (12) "Engineering Accreditation in the United States" (Leslie Benmark); (13) "Mutual Recognition and Transfer of Credits: Developments in Europe" (Fritz Dalichow); (14) "The Experience of Validation at Hong Kong Polytechnic" (Diana Mak and Austin Reid); (15) "Quality Assurance at the Open Learning Institute" (Gajaraj Dhanarajan and Andrea Hope); (16) "External Examining at Hong Kong University" (Leung Wai-sun and Shen Chun-ming); and (17) "Conclusion" (David Bethel). An appendix contains abstracts of six additional papers. (MDM)

These 23 papers provide as complete a picture as possible of the current efforts in self-directed learning application and research. The papers are: "Learning about Self-Directed Learning" (Long); "Philosophical, Psychological, and Practical Justifications for Studying Self-Direction in Learning" (Long); "In Search of Consensus in the Study of Self-Directed Learning" (Confessore, Confessore); "A Unifying Framework for Data-Based Research into Adult Self-Directed Learning" (Danis); "What's in a Name? The Language of Self-Directed Learning" (Gerstner); "Free-Will, Freedom, and Self-Directed Learning" (Jarvis); "Research in Self-Directed Learning: Some Critical Observations" (Caffarella); "Validation Study of the Self-Directed Learning Readiness Scale with University and Community Art Students" (Jones); "A Descriptive Investigation of the Construct of Self-Direction" (Redding, Aagaard); "An Exploratory Study of Self-Directed Learning Readiness and Field Independence/Dependence among Students in Architectural Design Studios" (Price, Kudrna, Flegal); "Familial Relationships in Readiness for Self-Directed Learning" (Guglielmino); "An Analysis of a Modified Form of Guglielmino's Self-Directed Learning Readiness Scale" (Long, Walsh); "Self-Directed Learning in the Federal Republic of Germany" (Straka, Will); "Adult Learners in Academic Settings: Self-Directed Learning within the Formal Learning Context" (Kasworm); "A Comparative Study of Selected Student Data to Determine Relative Success of Students Enrolled in Telecourses versus Those Enrolled in Live Classes at Rogers State College" (Titsworth, Hess, Hawkins); "Educational Context, Motivational Orientation, and Cognitive Flexibility in Undergraduate Nursing Education" (Loving); "Evaluation and Self-Directed Learning" (Steele); "Preparing the Learner for Self-Directed Learning" (Piskurich); "Individualizing the Instructional Process: What We Have Learned from Two Decades of Research on Self-Direction in Learning" (Hiemstra); "Evaluation of a Self-Directed Learning Program for Adult Learners" (DeJoy, Mills); "Dimensions of Self-Directed Learning in Personal Change: The Case of Weight Loss" (Courtney, Rahe); "Adult Self-Directed Learning in a Professional Program" (Moran, Weatherby); and "The Continuum of Self-Directed Learning within a Graduate Professional Course" (Baker, Nishikawa). The volume contains 42 tables and 10 figures. (YLB)

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

This publication contains the proceedings of the 26th annual meeting of the Far Western Philosophy of Education Society in December, 1977. Eleven papers discussing the philosophy of education are presented. In the first paper "Philosophical Analysis: Whither or Thither?" the author discusses the drive towards systems analysis and logical planning and expresses the hope that this drive will not overwhelm the striving for human justice and the development of worthy social values. The second paper "Educational- - What For?" argues that those who claim that educational philosophy is of no use are wrong. The political function of educational philosophy and an integral view are discussed in the third and fourth papers respectively. The fifth paper discusses an approach to counteract the apathy felt by all age groups toward the learning of philosophy. In the sixth paper, the author demonstrates the usefulness of educational philosophy with regards to cultural pluralism. In the seventh and eighth papers Maurice Friedman and John Dewey are discussed. The ninth paper presents Lester Frank Ward's views on eugenics and racial struggle. Accountability is the topic of the tenth paper. The publication concludes with a description of the German system of secondary education and raises questions of particular interest to American educators. (Author/RM)

This collection of papers presents essays by German scholars and practitioners writing from within the German Didaktik tradition and interpretive essays by U.S. scholars. After an introduction, "Starting a Dialogue: A Beginning Conversation between Didaktik and the Curriculum Traditions" (Stefan Hopmann and Kurt Riquarts), there are 18 chapters in 4 parts. Part 1, "Didaktik as a Reflective Practice," includes: (1) "Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum?" (Ian Westbury); and (2) "German Didaktik: Models of Re-Presentation, of Intercourse, and of Experience" (Rudolf Kunzli). Part 2, "Bildung: Didaktik's Central Idea," includes: (3) "Theory of Bildung" (Wilhelm von Humboldt); (4) "On Wilhelm von Humboldt's Theory of Bildung" (Christopher Luth); and (5) "The Significance of Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung" (Wolfgang Klafki). Part 3, "Sources from the Didaktik Tradition," includes: (6) "Didaktik as a Theory of Education" (Erich Weniger); (7) "The Art of Lesson Preparation" (Heinrich Roth); (8) "Didaktik Analysis as the Core of Preparation of Instruction" (Wolfgang Klafki); (9) "Teaching to Understand: On the Concept of the Exemplary in Teaching" (Martin Wagenschein); and (10) "Content: Still in Question" (Peter Menck). Part 4, "Didaktik as Praxis," includes: (11) "Klafki's Model of Didaktik Analysis and Lesson Planning in Teacher Education" (Stefan Hopmann); (12) "Levels of Classroom Preparation" (Gotthilf Gerhard Hiller); (13) "Oral and Written Communication for Promoting Mathematical Understanding: Teaching Examples from Grade 3" (Christiane Senn-Fennell); (14) "Reflecting as a Didaktik Construction: Speaking about Mathematics in the Mathematics Classroom" (Michael Neubrand); (15) "Aspects of Simplification in Mathematics Teaching" (Arnold Kirsch); (16) "The Law of Free Fall as an 'Exemplary Theme' for the Mathematicizability of Certain Natural Processes" (Martin Wagenschein); (17) "Open Experimenting: A Framework for Structuring Science Teaching and Learning" (Peter Reinhold); and (18) "Klafki's Didaktik Analysis as a Conceptual Framework for Research on Teaching" (Sigrun Gudmundsdottir, Anne Reinertsen, and Nils P. Nordtomme). (SM)

This document is concerned with problems in the education of mathematics teachers. Part 1 gives an overall introduction to the papers included in this volume. Part 2 is concerned with problems of educational reform and provides a survey of the literature on innovation research, discusses some contradictions in the innovation process, and describes prerequisites for a reform of the teaching of mathematics. Part 3 deals with new forms for relating theory to practice in teacher education, describing special instructional methods and competency-based teacher education and discussing a few problems that arise from these approaches. Part 4 looks at general problems of the relationship between theory and practice in teacher training. Part 5 is concerned with mathematics knowledge and the training of teachers of mathematics, and discusses some of the different conceptions of the subject matter and of learning theories. Part 6 offers preliminary conclusions for research and development as well as for content and organization of the training of mathematics teachers. A list of references from European and American sources is included. (Author/DT)

Three aspects of university administration are discussed: internal university structures and their interrelations, university responsibilities, and university relations with other institutions. Paper covering the university administrative systems of the United Kindgom, France, United States, Federal Republic of Germany, Latin American, and the Soviet Union are presented. (MJM)