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This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

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 collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)

This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. (JB)

Divided into seven sections, the presentations contained in these proceedings give an international perspective on the growth of democracy in the world, and the many obstacles that might inhibit it. The first section, on Eastern Europe and the Soviet Union contains papers from four East Block scholars who discuss the rise of democracy in communist Europe. The section on Africa includes papers by four African panelists who discuss the development of democracy in light of the continent's historical, geographical, cultural, social, and political background. The "Luncheon Session" section has four presentations on democracy and human rights, focusing on Central American and Caribbean countries. The section on Latin America and the Caribbean includes papers by four panelists who discuss democracy against the backdrop of the region's economics, politics, social change, and serious problems such as drug trafficking, which influence and are influenced by democractic reform. The section on Asia contains four papers that discuss democratic development in China, India, the Philippines, and Turkey. A section headed "Senatorial Remarks" contains brief addresses by U.S. Senators John McCain and Lloyd Bentsen, in which they comment on the conference and democratic changes in the world. The final section contains four addresses presented at the "Idea of Democracy" panel. Final sections report on the conference's State Department reception, the award luncheon, and the president's meeting with awardees. A list of conference participants other than those whose names approved as speakers is given at the conclusion of the book. (AS)

An 11-chapter anthology on the historical, epistemological, methodological, philosophical, and educational issues surrounding the topic of interdisciplinarity is presented. A general perspective on the continuing debate about interdisciplinarity is presented in the first four chapters, followed by six chapters on specific problems and prospects. Papers and authors are: "Introduction--Disciplinarity or Interdisciplinarity?" Carl R. Hausman; "Science and Discipline--Some Historical and Critical Reflections," Joseph J. Kockelmans; "Disciplines and Interdisciplinarity--A Historical Perspective," Wolfram W. Swoboda; "The Curriculum, the Disciplines, and Interdisciplinarity in Higher Education--Historical Perspective," Hans Flexner; "Why Interdisciplinarity?" Joseph J. Kockelmans;"Interdisciplinary Science on Campus--The Elusive Dream," Rustum Roy; "Crossdisciplinary Coordination in the Social Sciences," Muzafer Sherif; "Interdisciplinary Education and Humanistic Aspiration--A Critical Reflection," Vincent C. Kavaloski; "Interdisciplinarity--Reflections on Methodology," Jonathan Broido; "Personal and Institutional Problems Encountered in Being Interdisciplinary," Robert L. Scott; and "Interdisciplinary Programs in the United States--Some Paradigms," Hans Flexner and Gerard Hauser. A listing of approximately 35 interdisciplinary programs in Canada and Western Europe is appended and a 92-item bibliography is included. (PHR)

Foreign study is examined from different perspectives, especially comparative ones, in 15 articles. Attention is directed to: the significance of foreign study for developing countries, national and regional policies and trends, development strategies, political and institutional dilemmas, a bibliography and a literature review. Titles and authors are as follows: "Introduction: Comparative Perspectives" (Elinor G. Barber, Philip G. Altbach, Robert G. Myers); "The Institutionalization of Overseas Education" (Norman Goodman); "Educational Exchanges and the Transformation of Higher Education in the People's Republic of China" (John N. Hawkins); "Professional Training and Institution Building in the Third World: Two Rockefeller Foundation Experiences" (James S. Coleman); "The Economic and Political Impact of Study Abroad" (Gerald W. Fry); "Britain's Full-Cost Policy for Overseas Students" (Peter Williams); "Overseas Students in Australia: Governmental Policies and Institutional Programs" (Stewart E. Fraser); "Foreign Study in Western Europe: Policy Trends and Issues" (Alan Smith); "Going Overseas for Higher Education: The Asian Experience" (William K. Cummings); "Foreign Training and Development Strategies" (R. Myers); "Overseas Training and National Development Objectives in Sub-Saharan Africa" (Joyce Lewinger Moock); "The Political Dilemmas of Foreign Study" (Hans N. Weiler); "Institutional Culture and Third World Student Needs at American Universities" (David Lansdale); "International Students and Study-Abroad Programs: A Select Bibliography" (Y. G.-M. Lulat); and "English as a Second Language: An Overview of the Literature" (Robert B. Kaplan). (SW)

Nine chapters present cutting-edge research on "brainsex" and its effects on personality, education, and choice. It targets concepts such as job attributes, work flexibility, long-term life planning, home-work conflict, prestige versus occupational interest, and intrinsic motivational mechanisms to explain the relative failure of intervention policies. "Brainsex and Occupation" (Ernest Govier) discusses hereditary endowment; environment from conception; and physiological factors after birth, especially the hormone system, that contribute to the shaping of the individual and explores relationships between these factors and choice of occupation. "Gender and Subject Choice in Secondary Education" (Ann Colley) examines the content of stereotypes of male and female attributes and behavior and how they are internalized; explores the gender stereotyping of school subjects; and presents results of studies of strategies designed to moderate the effects of gender stereotyping on choice and attainment. "Using Stereotypes to Dispel Negative Perceptions of Careers in Science and Technology (Pauline Lightbody, Alan Durndell) relates women's low choice of sciences and technology to the career aspirations of school children, which involve their views of what they are and what they can do and of the nature of subjects and careers. "The Ratio of Male to Female Undergraduates" (Leonard Holdstock) establishes the fact of sex segregation among undergraduate students in academic subjects; explores theoretical reasons to account for the differences; and examines whether social or political initiatives can alter the current situation. "Entering Higher Education: Older Students' Constructions of Self as Learners" (Estelle King) suggests older women seek a match between the way they see themselves and the way they see the various possibilities before them. "Gender Issues in Employment Selection" (Neil Scott, Paul Creighton) shows that, despite legislation and an undoubted change in practice, gender factors can still influence selection. "Choice: Can We Choose It?" (Pauline Anderson) presents educational and occupational choice as a complex interaction of factors that affect women and men in different ways and at every point of "choice" in the decision-making process. "An Equal Chance to Succeed?" (Viki Holton) discusses reasons for the very few women who are senior managers and the attempts to alter this. "Why Can't a Woman Be More Like a Man, or Vice Versa?" (John Radford) argues that individuals differ along a bundle of traits that can be approximately characterized as "male" and "female" and that much the same applies to subjects for study and to occupations. It finds men tend to gravitate toward the "male" end of the spectrum and women to the "female" end, but no sound reasons in terms of ability or any factor exclude either group from any opportunity. An index is appended. (YLB)