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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

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.]

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 document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

Seven original research papers are presented. The titles and authors are as follows: "Acquisition of the Argument-Structure of Verbs" (Mika Endo); "A Note on Semantic Selection" (Yoshio Endo); "The Governing Category Parameter in Second Language" (Makiko Hirakawa); "The Use of Connectives in English Academic Papers Written by Japanese Students" (Yasuko Kanno); "A Note on English As-Clauses" (Yoshihara Kumagai); "Structure-Dependence in Second Language Acquisition" (Kazuhiro Naoi); and "Units of Processing in Sentence Production: Evidence from Speech Errors" (Yasushi Terao). (JP)

The Japanese university system has been evolving gradually from more traditional patterns to more modern ones in terms of increased efficiency and participation, as well as from an elite to a mass enrollment system. However, the basic patterns of control and decisionmaking have changed little. The universities have been able to resist intrusions by the Ministry of Education, but many needed reforms have not taken place. Frustrated in its attempts to introduce structural reforms in existing universities, the Ministry of Education has turned more to the use of incentives to accomplish its aims, and it has established some new institutions on its own initiative. In the long run, these are likely to have considerable influence on the shape of Japanese higher education. (Author)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES 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. [Individual papers are indexed in ERIC.]

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.]

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

This collection of papers includes: "Language Learning Motivation: The Student, the Teacher, and the Researcher" (Robert C. Gardner); "The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL" (Robert Johanson); "Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2 Writing and Classroom Practices" (Charles P. Nelson, Mi-Kyung Kim); "Constructivist Inspiration: A Project-Based Model for L2 Learning in Virtual Worlds" (Rebekah Taveau and Marina Bolotin); "Inquiry Cycles in a Whole Language Foreign Language Class: Some Theoretical and Practical Insights" (David Schwarzer and Chris Luke); "Task-Sequencing in L2 Acquisition" (Rafael Salaberry); "Knowledge of English Collocations: An Analysis of Taiwanese EFL Learners" (Li-Szu Huang); "Vowel Quality and Consonant Voicing: The Production of English Vowels and Final Stops by Korean Speakers of English" (Mi-Lim Ryoo); "Functions of Discourse Markers in Japanese" (Yasuko Fujita); and "Cross Cultural Varieties of Politeness" (Junko Hondo and Bridget Goodman). (Individual papers contain references.) (SM)

This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal English Discourse" (Farzad Sharifian); (8) "Language, Literature and Culture--and Their Meeting Place in the Dictionary" (Susan Butler); (9) "Even Obituaries Reflect Cultural Norms and Values" (Maya Khemlani David and Janet Y. Yong); (10) "Recent Research into the Pronunciation of Singapore English" (Low Ee Ling and David Deterding); (11) "Languages in Contact: Hong Kong English Phonology and the Influence of Cantonese" (Tony Hung); (12) "Canon and Pedagogy: The Role of American Colonial Education and Defining Standards for Philippine Literature" (Isabel Pefianco Martin); (13) "ASEAN and Asian Cultures and Models: Implications for The ELT Curriculum and for Teacher Education" (Andy Kirkpatrick); (14) "From TEFL to TEIL: Changes in Perceptions and Practices: Teaching English as an International Language in Chinese Universities" (Xy Zhichang); (15) "Reflective Discourse in Teacher Education in Brunei Darussalam" (David Lochmohr Prescott); (16) "Alternative English: Vernacular Oral Art among Aboriginal Youth" (Ian Malcom); (17) "A Study of the Language of Pre-School Malaysian Children" (Kow Yip Cheng); (18) "Communication Behaviours of EFL Learners in a Native English-Speaker Teacher's Class: A Case in Hong Kong" (Jasmine Luk); and (19) "Multilingual Practices in Rural Malaysia and Their Impact on English Language Learning in Rural Education" (Hazita Azman). (Papers contain references.) (SM)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 2), are presented. This Action Research Project includes: (1) Second Language Acquisition and Vocabulary Instruction in an ESOL Classroom: Which Model Works Best? (Bradley Balthrop); (2) Action Research Study of Classical Teaching Methods vs. Active Learning Methods in the Middle School Social Studies Classroom (Brian Bass); (3) A Case Study Documenting the Effects of Response to Intervention Practices on Mathematics Success in Elementary Education (Jessica Kane); and (4) The Different Approaches to Teaching English as a Second Language in Japan and the U.S. and How this Affects the Student's English Skills (Asami Nakano). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016," see ED573167.]

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).

This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for Negotiation of Meaning" (Terefumi Fubata); (4) "Noticing Output and its Effects on Learner Production" (David Aline); (5) "Implicit and Explicit Instruction of L2 Complex Request Forms" (Satomi Takahashi); (6) "Literacy as an Anchor for the Spoken Language: Evidence from Adult Attriters of L2 Japanese" (Lyne Hansen and Jesse Newbold); (7) "Relationships among Attitudes, Motivation, Anxiety and English Language Proficiency in Japanese College Students" (Amy Yamashiro and John McLaughlin); (8) "Investigating the Role of Aptitude in an EFL Course in Japan" (James Sick and Kay Irie); (9) "The Role of the Language Teacher: Cross Cultural Perspectives" (Stephen M. Ryan and Veronica Makarova); and (10) "Japanese Secondary Students Attaining Oral Proficiency: Interviews with More and Less Proficient Individuals" (Jacqueline Beebe). (Papers contain references.) (SM)

Representing a refereed selection of papers from the 1994 JALT Kansai Conference, this collection of 25 papers contains formal presentations, teaching experiences, research projects, and ideas for effective teaching. The papers and their authors are, as follows: (1) "Culturally Influenced Communication Patterns: Overview, Implications and Applications" (Carol Rinnert); (2) "Giving Cultural Concepts Depth and Validity" (Barbara Fujiwara); (3) "The Problem of Japanology" (Hitoshi Mabuchi); (4) "'I Didn't Know I Knew That'!: Collaborative Invention for Learners and Written Communication" (Jack Kimball); (5) "Internationalisation--As If It Mattered" (John Dougill); (6) "Investigating the English Competence of Students Returned from Overseas" (Yuzo Kimura); (7) "The Communication Competence of the Japanese Observed by American Students Staying in Japan" (Masao Nakabayashi and Motoko Nagao); (8) "Conversational Analysis: Connectives in Simplified Speech" (Masatoshi Tabuki and Hiroshi Shimatani); (9) "Cross-Cultural Training in the Classroom" (Maidy Giber Kiji and Yasuharu Kiji); (10) "Role Expectations of Japanese EFL Students" (John Rockelman); (11) "How Can Learning Strategies Instruction Improve Oral Communication Skills of Japanese Students?" (Jill Robbins); (12) "Balancing Responsibility and Spontaneity in the Teaching of Language" (Joan Headrick Miller); (13) "New Attitudes among Japanese Learners of English" (Yoshiyuki Nakata); (14) "Rock and Roleplay" (John Dougill); (15) "Organizing a CAI Contest" (Kenji Kitao); (16) "Culture and Language through TV Commercials" (Michael Furmanovsky); (17) "Using Music to Enhance Listening and Speaking ESL Learning Activities" (Bret Spencer); (18) "Analyzing Students' Reading Miscues: A Case Study Using First Language Grammar and Cultural Background to Understand a Student's Miscues" (Kelly E. Quinn); (19) "Cultural Aspects of 'Oral Communication A' Textbooks" (Kiyotada Fujita); (20) "Accessible Pronunciation" (Mayumi Hamada and Lee Vogt); (21) "Communicative Competence: The Case of Functions" (S. Kathleen Kitao); (22) "Making the Most of Prescribed Texts" (Scott H. Rule); (23) "Innocents Abroad: Training Japanese for Travel" (Eugene Trabich); (24) "Self-Directed Learning: The Learning Process of the Future" (Johann Junge and Damien Andrews); and (25) "Teaching the English Newspaper Effectively" (Kenji Kitao). (NKA)

Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

The papers which make up this volume were for the most part presented at a program of seminars given in Oxford, England, in the autumn of 1990. The seminars represented the first activity of the new Centre for Comparative Studies in Education installed at the Department of Educational Studies of the University of Oxford in January 1990. The Centre's principal objective is to collect and analyze data on education in other countries in order to make comparisons with the United Kingdom that might inform policy discussions. The present collection seeks to make a contribution to two important questions in the study of comparative education: What lessons can be learned from cross-national studies of issues in education? and What problems of comparative method do such studies have to address? The nine papers in the collection include: "Introduction" (David Phillips); "An International Comparison of Access to Higher Education" (A. H. Halsey); "Schools of Education and Teacher Education" (Harry Judge); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "French Lessons: Comparative Perspectives on What It Means to be a Teacher" (Patricia Broadfoot; Marilyn Osborn); "Apprentice Training in Germany: The Experiences of the 1980s" (Bernard Casey); "Alternative Funding of Education Systems: Some Lessons from Third World Experiments" (Keith Watson); "Unlearnt European Lessons: Why Austria Abandoned the Comprehensive School Experiments and Restored the 'Gymnasium'" (Karl Heinz Gruber); and "Japan--Pupil Turned Teacher?" (Roger Goodman). (DB)

The four papers presented here address teacher development from an international viewpoint. In "Professional Development and Standards" (Linda Darling-Hammond) it is suggested that U.S. educators engage in new kinds of collaborations with universities, and it proposes a shift from information transmittal to "co-construction" of knowledge state From telling to facilitating. Next, "Reflections Derived From an Ethnographic Study of Japanese Elementary Schools" (Nancy Sato) warns that collaboration can be a double-edged sword, and notes that the separation of teacher and student roles and relationships is blurred in Japan, as is the separation between a teacher's personal and professional life. A similar context exists in China as we see from "Visions of Collegiality: Images from Teachers in China" (Lynn Paine). There teachers are part of an organization where working together is the fabric of their entire careers. The theme of "An Australian's Focus on Teaching and Learning Through Professional Development" (Diane Snowball), is the importance of continued teacher training for new teachers, noting that in Australia the purpose of assessment is to inform teaching. A brief section on the American Association for Higher Education and its Education Trust is appended. (CH)

These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM)

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)

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 examines, from an international perspective, opportunities and challenges of societal bilingualism in the new millennium. The 18 papers include the following: "Introduction: Opportunities and Challenges of Bilingualism" (Li Wei, Jean-Marc Dewaele, and Alex Housen); "'Holy Languages' in the Context of Societal Bilingualism" (Joshua A. Fishman); "Forlorn Hope?" (John Edwards); "When Languages Disappear, are Bilingual Education or Human Rights a Cure? Two Scenarios" (Tove Skutnabb-Kangas); "Core Values and Nation-States" (J.J. Smolicz); "French Language Policy: Centrism, Orwellian 'Dirigisme,' or Economic Determinism" (Harold F. Schiffman); "The Non-Linearity of Language Maintenance and Language Shift: Survey Data from European Language Boundaries" (Peter H. Nelde and Peter Weber); "Language Shift Among Siberian Estonians: Pro and Contra" (Juri Viikberg); "On Attitudes Towards Croatian Dialects and On Their Changing Status" (Damir Kalogjera); "Ethnolects: Between Bilingualism and Urban Dialect" (Wolfgang Wolck); "The Development of Navajo-English Bilingualism" (Bernard Spolsky); "Language Ideology, Ownership and Maintenance: The Discourse of the 'Academic Mayor de la Lengua Quechua'" (Tim Marr); "Xhosa as a 'Home Appliance'? A Case Study of Language Shift in Grahamstown" (Vivian de Klerk); "Japan's Nascent Multilingualism" (Florian Coulmas and Makoto Watanabe); "Managing Multilingualism in Singapore" (Xu Daming and Li Wei); "Managing Languages at Bilingual Universities: Relationships Between Universities and Their Language Environment" (Bjorn H. Jernudd); "Using Descriptive Inquiry to Transform the Education of Linguistically Diverse U.S. Teachers and Students" (Ofelia Garcia and Cecelia Traugh); and "Changing Paradigms in the Study of Bilingualism" (William F. Mackey). (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 volume contains 12 papers originally presented at the 14th Rutgers Invitational Symposium on Education in 1999. The symposium explored contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. Papers include: (1) "Reconceptualizing Ethnicity and Educational Achievement" (Douglas E. Foley); (2) "Confucianism and the Educational Process: A Comparative Analysis of Chinese and Chinese American Identity Development in Education" (Vivian Ota Wang); (3) "Multicultural Identities and the Adaptation of Young Immigrants in Israel" (Gabriel Horenczyk and Uzi Ben-Shalom); (4) "Buraku Students and Cultural Identity: The Case of a Japanese Minority" (Hiroshi Ikeda); (5) "Culture, Race, and Ethnicity in Education in South Africa" (Crain Soudien); (6) "Teachers, the South African State, and the Desegregation of Schools in the 1990s" (Volker R. Wedekind); (7) "Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models" (James B. Stewart and Fatima Abrahams); (8) "Education and Identity within a Psychological and Sociocultural Context" (Saundra Tomlinson-Clarke); (9) "Educational Reform and Language Issue in Ukraine" (Petro P. Kononenko and Ivan Z. Holowinsky); (10) "Local Identity and National Systems: The Case of Wales" (John Fitz); and (11) "Bilingualism and Bilingual Education in China" (Teng Xing and Weng Yanheng). Information on the contributors as well as an author index and subject index are included. (Individual papers contain references.) (SM)

This book presents papers, written in both English and French, from a symposium entitled "Promoting Learner Autonomy: New Insights." After "Introduction" (Leni Dam), the eight papers include the following: "Examining the Discourse of Learner Advisory Sessions" (David Crabbe, Alison Hoffman, and Sara Cotteral); "Approaches to Advising for Self-Directed Language Learning" (Richard Pemberton, Sarah Toogood, Susanna Ho, and Jacqueline Lam); "From Awareness to Counselling in Learner Autonomy" (Beverly Ann Carter); "Towards an Analytic Approach to Assessing Learner Autonomy" (Jose Lai); "The Assessment of Learner Autonomy and Language Learning" (Marie-France Champagne, Terry Clayton, Nicholas Dimmitt, Matthew Laszewski, William Savage, Jonathan Shaw, Richmond Stroupe, Myint Myint Thein, and Pierre Walter); "Discourse Behaviour in an Autonomous Learning Environment" (Lienhard Legenhausen); "Group Work for Autonomy in Asia: Insights from Teacher Research" (Richard C. Smith); and "The Institutional and Psychological Context of Learner Autonomy" (Naoko Aoki). (Papers contain references.) (SM)

This collection of papers shows how intercultural competence can be realized in the classroom. The 17 chapters include the following: (1) "The International Partnership Project" (Carol Morgan); (2) "Teaching Intercultural Communicative Competence through Literature" (Eva Burwitz-Melzer); (3) "'Up the Hills of Identity'" (Elena Tarasheva and Leah Davcheva); (4) "Visual Codes and Modes of Presentation of Television News Broadcasts" (Maria Metodieva Genova); (5) "An Approach to Implementing a Cultural Studies Syllabus" (Iskra Georgieva); (6) "'Family Life' and 'Regional Identity'--Comparative Studies While Learning French" (Sylvia Duffy and Janet Mayes); (7) "'It Must Be Cultural because I Don't Do It': Cultural Awareness in Initial TESOL Teacher Education" (Mary Williams); (8)"Virtual Intercultural Competence: A Programme for Japanese Elementary School Students" (Lynne Parmenter and Yuichi Tomita); (9) "Students as Virtual Ethnographers: Exploring the Language Culture-Connection" (Sheila Carel); (10) "Working in Tandem: An Anglo-French Project" (Clare Dodd); (11) "New Tools for Old Tricks: Information and Communication Technology in Teaching British Cultural Studies" (Paul Whittaker); (12) "Tandem Learning as an Intercultural Activity" (Jane Woodin); (13) "'Why Do Danes Put Their Elderly in Nursing Homes?'--Working Outside the Classroom with Adult Second Language Learners" (Judith Parsons and Peter Junge); (14) "Cultural Understanding in Danish Schools" (Leon Aktor and Karen Risager); (15) "'I Thought My Teacher Fancied Me'" (Tanya Madjarova, Magdalena Botsmanova, and Tanya Stamatova); (16) "British and Bulgarian Christmas Cards: A Research Project for Students" (Krassimira Topuzova); and (17) "Study of Landscapes as an Approach to Openness to Others" (Francoise Vigneron). (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 abstracts and papers includes: "Classroom Lesson Planning Using Constructivist Principles" (Richard K. Gordon, Stephen Lee, and Joel Colbert); "Students' Perception of Experiential Learning and Assessment of Own Learning at the Physically Handicapped School" (Shigeru Shimizu; Minoru Umezawa, and Yumiko Ono); "Constructivist Teaching Practices in Japan and the United States: A Preliminary Comparative Study" (Richard K. Gordon, Laura Sicola, and Sharon Durall); "Sustained Reform in Mathematics: A Commentary on the American Perspective of 'What Works' in Japanese Education" (John Woodward and Carol Merz); "Improving Science and Mathematics Education" (Donald E. Pierson); "The Pragmatics of Problem Behavior: Turning Trouble into Teaching" (Richard S. Neel);"Classroom Disruption in Japanese Elementary Schools" (Yasutada Takahashi); "The New System of Teacher's Work Performance Appraisal: The Case of the Tokyo Metropolitan Board of Education" (Yutaka Shiraishi); "The Role of Higher Education in Teacher Professional Development" (Inez Rovegno and Carol Donovan); "Educational Leadership in the Asia/Pacific Region: The Evolution and Structure of a Professional Development Master's Program for Teachers throughout the Asia/Pacific Region" (David P. Ericson); "Recent Developments in the Continuing Education of Teachers in the United States: The Growth of the For-Profit Sector" (Ann Intili Morey); "Teachers' License in the Credential Society, (2)" (Keijiro Tanaka, Norihisa Hashimoto, Kiyoharu Hara, and Yoshitaka Tanigawa); "Teacher Induction/Career Transition: Implications for Japanese and U.S. Teacher Preparation Programs" (Mark W. Clark); and "The Present Situation and Problems of Continue Education of School Teachers in Hokkaido Prefecture" (Yoichi Yazawa, Hiromi Kitamura, Hiroshi Morita, Mika Kamidochi, Yoshiyuki Takehara, and Takanobu Nakamura). (SM)

This book addresses issues of American-Japanese relations by focusing on how the Japanese educational system molds the Japanese people and culture. It identifies the vital determining issue in U.S.-Japan communications in the fact that all Japanese leaders emerge from the same educational treadmill or "cartels of the mind." This system, especially the five national and private universities from which almost all Japanese leaders emerge, is seen as teaching its students that they are inherently incapable of sharing their values, civic or personal, with those of any other civilization. The book suggests that education is one component of the overall Japanese system in which training, knowledge, self-discipline, and obedience are there to support the glory and power of the nation. The educational system is also seen as being fundamentally unchanged since the Meiji empire, which results in a dangerous nationalist elitism. The main points are illustrated with quotes from interviews as well as by anecdotes. (Individual chapters contain reference notes.) (DB)

This volume, the second in a two-volume work, builds on an international study of the research university in Germany, Britain, France, the United States and Japan, to explore the role and function of the research university and the relationship between teaching, research and graduate study. Part 1 lays the foundation for comparative analysis by depicting national configurations of advanced education and research organization. Chapter 1 establishes the 19th Century baseline for cross-national comparison by depicting how German universities developed and expressed a research outlook. Chapter 2 depicts the evolution and current structure of British higher education that highlights the strain placed on "post-graduate" education and its research underpinnings by nationalization of previously autonomous universities. Chapter 3 considers research activity and training within the high exceptionalism of French higher education. Chapter 4 looks at the United States and its competitive graduate schools; chapter 5 at the relationship between graduate education and industry in Japan. In Part 2 the concept of a research-teaching-study nexus is established as an organizing idea. Chapter 6 sets forth fragmenting forces. Chapter 7 examines current versions of the Humboldtian ideal. The final chapter points to the necessity of basing analysis and reform on a knowledge or inquiry model of modern systems of higher education. An index is included. (Contains approximately 230 references.) (JB)

This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research Proposal" (Martin White, Diane White); "Literature Reviews: Obtaining Perspective" (Paul Riley); "Designing a Language Study" (James Dean Brown); "Methods for the 'Research Challenged'" (Robert Homan, Chris Poel); "Action Research: Something for Everyone" (Greg Hadley); "Students as Ethnographers" (Linda Donan); "Designing Surveys for Language Programs" (Brown); "Bare Minimum Knowledge for Understanding Statistical Research Studies" (Nagata Hiroto); "In-Depth Interviewing as Qualitative Investigation" (Marilyn Books); and "Teachers and Research: An Annotated Bibliography" (Griffee). MSE)

Articles on the use of student journals in high school and college English-as-a-Second-Language instruction, specifically in the Japanese context, include: "Journal Writing and the Damaged Language Learner" (Alan J. McCormick); "Interested?" (Sven G. M. Puetter); "Tradition and the Student Journal" (George Deaux); "Reader-Response Journals" (Peter Silver); "Journal Writing as Communciation: Responding to the Rhythm and Bass" (J. David Simons); "The Role of Teacher Response in High School Journal Writing" (Mary R. Harrison); Journal Writing for Japanese Students: What Do They Write and What Do They Learn?" (Yoshiko Takahashi); "Journal Writing: A Teacher's Reflections" (Rebecca A. Pickett); and "Student Voices: The Insiders Speak Out on Journal Writing" (Christine Pearson Casanave). (Individual papers contain references.) (MSE)

Papers on aspects of second language program evaluation include the following: "The Role of Language Testing in Language Program Evaluation" (Adrian Palmer); "Defining an Appropriate Role for Language Tests in Intensive English Language Programs" (Margaret Des Brisay, Doreen Ready); "Principles and Practice in an Evaluation Project" (Dermot F. Murphy); "National Level Formative Evaluation: Some First Steps" (Ali Abdul Ghani, Brian Hunt); "Second Language Proficiency Assessment and Program Evaluation" (David Nunan); "How Program Personnel Can Help Maximize the Utility of Language Program Evaluations" (Ronald Mackay); "The Development of Self Assessment Skills in TESOL Teacher Preparation" (Alastair L. McGregor); "Bringing Evaluation and Methodology Closer Together" (David Crabbe);"Evaluating a Teacher Training Project in Difficult Circumstances" (C. J. Weir, J. Roberts); "Program Evaluation in Light of Language Learning Background, Student Assessments, and TOEFL Performance" (Harry L. Gradman, Edith Hanania); "Towards Evaluating the Writing Laboratory: A Prototype" (Ma Flor E. Mejorada, Elvira Fonacier); "Trialling of the NEW EL Syllabuses for Singapore Schools" (Goh Soon Guan); and "EAP Program Evaluation in an Asian Context: A Case from Japan" (Mark Sawyer). (MSE)

From 3rd to 5th March 2008 the International Association of Technology, Education and Development organised its International Technology, Education and Development Conference in Valencia, Spain. Over a hundred papers were presented by participants from a great variety of countries. Summarising, this book provides a kaleidoscopic view of work that is done, all over the world in (higher) education, characterised by the key words "Education" and "Development." The editor wishes the reader an enlightening experience. This book contains the following chapters: (1) Professional Prerequisites for Japanese Sea Officers--Professional Training School Requirements (Olivia C. Ogawa); (2) Improving General Cross-Curricular Skills in Attendance and Virtual Environments (Guadalupe Ortiz); (3) Smart Classroom Technology (Ciaran O'Driscoll); (4) Adaptive M-Learning (Ivan Carlos Alcantara de Oliveira and Jose Roberto de A. Amazonas); (5) Dynamic Mathematical Learning Tools: Does It Work For Malaysian Classroom Learners? (Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub and Kamariah Abu Bakar); (6) On the Return to Geometry in Lecturing Technology (Francisco Mesa, Luis M. Marin and Antonio Gamez); (7) Delivering Synchronous and Asynchronous Educational Material in Conservation Science Using Various Communication Channels (Ioannis A. Kozaris and Evangelia A. Varella); (8) Impact of the New Economy on Business Informatics Education (Pere Tumbas, Otilija Sedlak and Predrag Matkovic); (9) Applying New Educational Methodologies in Overcrowded Groups: Experiences in Basic Mechanics (Marta C. Mora-Aguilar, J. L. Sancho-Bru and J.L. Iserte-Vilar); (10) The Use of SCORM in a Community Based Learning Management System (Luigi Colazzo, Andrea Molinari and Nicola Villa); (11) Product Design Teaching Processes Worldwide Analysis and Comparison for a Future On-line Design Studio (Serena Selva); (12) Longitudinal Analysis of Students' Readiness for b-Learning Courses: Implications for the European Higher Education Area (Jose Manuel Ortega Egea, Maria Victoria Roman Gonzalez, Pedro Eugenio and Gracia Vitoria); (13) Learning and Teaching Strategic Management: a Continuous Improvement (Cesar Camison-Zornoza, Montserrat Boronat-Navarro and Ana Villar-Lopez); (14) A Multidisciplinary Experience in the European Context (Maria Amalia Trillo Holgado, Roberto Espejo Mohedano and Cristina Maria Gamez-Fernandez); (15) ECTS: Teaching Innovation Experience in Business Administration at the Escuela Superior de Ingenieria (College of Engineering) in Cadiz (Angel Cervera Paz, Victor Perez Fernandez and Francisco Rubio Cuenca); (16) Adapting to the EHEA: a Case Study (Miguel Arevalillo-Herraez, Jose Manuel Claver and Alfredo Rosado-Munoz); (17) The Importance of Cooperative Work in the Faculty and in the Classroom (M. G. Montoya, R. Herrada, C. Gil, F. G. Montoya and A. Alias); (18) The Evaluation Carrousel: an Assessment Tool for Interdisciplinary Science Innovation Education (Adri Proveniers and Jan Westra); (19) Common Mistakes in the Application of Continuous Evaluation Methodologies in Spanish Universities (Juan M. Sanchez and Enriqueta Antico); (20) Verbal and Pictorial Stimulus of Package Design in Right-to-Left Languages According to Brain Laterality (Kambiz Heidarzadeh Hanzaee); (21) Research, Development and Technology Transfer (R & D & TT) in the Field of Engineering Materials and Related Technologies (Jaroslav Jerz); (22) How to Develop a University Educational Guide? Some Suggestions for its Graphic Design (Begona Jorda-Albinana, Olga Ampuero-Canellas, Jimena Gonzalez-del-Rio and Jose Armijo); (23) Providing Quality Research Supervision in Contemporary Graduate Schools: Empowering Research Graduates to Perform in the Knowledge Economy (Janet Carton, Steve Jerrams and Anthony Betts); (24) Knowledge in Technology Networks: A Case Study Based Institutional Approach (Michael Steiner, Christian Hartmann and Michael Ploder); (25) Higher Education Systems: Postsecondary Vocational & Technical Education Developments in Comparison (Peter A.J. Englert and Wolf Dieter Grossmann); (26) The Role of Diaspora Entrepreneur in the Advancement of Science and Technology: Knowledge Economy Perspective (Mervat Hatem Sharabati-Shahin); (27) Exploratory Investigation into Preservice Teachers' Career-Goal Contents and Their Relationships with Class Participation Motivation in Higher Education in South Africa (Byron Brown and Ntonghanwah Forcheh); (28) Automatic Classification of Language Learner Sentences into Native-like or Non-Native-like Based on Word Alignment Distribution (Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi and Ichiko Sata); and (29) Analysis of the Students' Socio-Demographic Profile (Oto Tezak).

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 volume is a collection of papers focused on a single theme, cooperative learning, written by classroom teachers of varying experience levels. This book introduces cooperative learning and gives examples of cooperative learning activities, units, and systems created by teachers in Japan, The United States, and Canada, who are currently using these methods. Cooperative learning is a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. The book is divided into sections highlighting systems, units, and activities. Systems, the largest form of cooperative learning, describes an entire way of presenting any language item or content. These systems are independent of any content and can be used to teach anything. Units are an example of extended cooperative learning activity or sets of activities with a single theme or goal that stretch over several classes, a semester, or a whole year. Activities are short cooperative learning bits that can be as short as ten minutes or cover a complete class period. The book ends with a section on evaluation. An instant index is included which presents key words for topic, institutional level, skills practiced, an abstract, and author contact information for each of the 14 chapters of text. An annotated bibliography is appended, covering books, commercial and non-profit organizations, newsletters, and web resources. Topics include: cooperative learning in Japan; implementing cooperative learning in language learning setting; an EFL-NGO forum integrating cooperative learning and global issues; developing oral fluency and interactive group skills through cooperative learning techniques; generating ideas cooperatively in a writing class; cooperative learning and assessment and evaluation. (KFT)