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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

There is little discussion in the Design-Based Research (DBR) literature on how to design an intervention that has the potential to be highly effective. The act of designing is usually viewed as engineering something from theory or research on best practices. This paper challenges that universal belief and presents successful design as an intuitive creative process that has little to do with existing academic theory or research--yet is still within the domain of science. Evidence for this perspective is based on (a) the author's experience in designing and disseminating the Higher Order Thinking Skills (HOTS) project which has been one of the most successful large-scale improvement networks, (b) research on the design of the Carnegie Foundation's Statway project, and (c) alternative modes of discovery in science. Implications for the design of more effective interventions and related scholarship are discussed.

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

Little is known about how students become involved in the various dimensions of student change and development as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering either a community college; a liberal arts college; an urban, commuter, comprehensive university; or a large research university. The study identifies the human relationships, experiences, and themes characteristic of the processes by which students become (or fail to become) members of the academic and social communities on campus. Findings show that the transition from high school or work to college is an exceedingly complex phenomenon involving such things as personality, personal aspirations, and the nature and mission of the institution being attended. Implications are discussed that involve faculty members, administrators, and institutional researchers. These are as follows: (1) promote awareness of the varying character of the transition process for different kinds of students, (2) early validation as a central element in students' successful transition to college, (3) importance of faculty involvement in new student orientation programs, (4) orientation of parents as well as students, (5) importance of both in- and out-of-class experiences in the transition experience, (6) need for institutional accommodations, and (7) the need to care. Contains 17 references. (GLR)

This study examined workplace correlates (departmental and college) of scholarly performance in 296 college faculty members from 67 schools of pharmacy in the United States. The study estimated a model of 3-year scholarly performance through the exploration of six sets of correlates: demographic; affiliation; collaboration; research experiences and orientation; department; and college variables. Data obtained through self-reports shows that approximately one quarter of the respondents had published no refereed articles and the average faculty member published slightly over one article per year in the last 3 years; a finding not much different than other faculty populations, yet still slightly under national averages. Positive correlates of scholarly performance by pharmacy faculty were shown to be time spent in research and in collaboration with colleagues. However, department chair support, college resource support factors, and to a lesser extent, demographic characteristics and prior research experience and orientation seemed to be of less influence on scholarly work. Overall, the study concluded that the profile of a typical scholar in pharmacy is of an individual who spends substantial time on research (as high as 40 percent), contacts others about research both outside and within his/her college, receives personnel support, is tenured and experienced, works in a pharmacy college located in an academic health center, and has a chairperson supportive of scholarly activities. (Contains 38 references.) (GLR)

A study examined the influence of behavioral activities such as teaching, research, and service on faculty career satisfaction using Astin's theory of involvement. The research tested Astin's theory in predicting variations in career satisfaction by disciplinary category, and the contention that disciplinary differences are critical for understanding faculty culture. The study utilized data obtained from a survey of 35,478 full-time undergraduate faculty, 13,810 of which were in the arts and sciences, designed to gather information on teaching and research activities, interactions with students and colleagues, and job satisfaction. Also used was the input-environment-output approach designed for measuring college impact and evaluating educational programs. Evaluation of the research showed that salary and interest in research are significant predictors of career satisfaction for all arts and science faculty. Only when separate analyses are run by broad disciplinary groups, however, does one find that the influence of these predictors varies considerably between groups. Overall, the research indicated that Clark appears correct in contending that the members of the American professorate are relatively satisfied with their careers; the study also supports Clark's contention that disciplinary differences are crucial in understanding faculty culture. (Contains 15 references.) (GLR)

This 4-year study of 12 community colleges examined the institutional policies and administrative practices that encouraged or discouraged effective faculty behaviors. The study focused on faculty and administrative subcultures and the learning environment that they help to create in these open-door institutions. The study found that different community colleges exhibit different cultures and that these cultures can be defined by a common set of structural variables. Institutional culture appeared to directly impact the educational environment and the level of effective teaching practices varied significantly with the type of culture in which teachers were employed. An institution's degree of success in providing quality teaching and learning experiences appeared to correlate with whether the college fell within an adversarial, faculty-dominated, administratively-dominated, or shared culture domain. Those community colleges which possessed shared cultures tended to create the highest quality learning environments. Based on these findings, suggestions are offered on ways in which institutional leaders can effect change in the learning environment within the three other cultural domains. Also noted is the relevance of total quality management approaches to organizational improvement. Contains 27 references. (GLR)

This study examined the characteristics of those universities from which scientists, working in private industry, procure research information. It assessed these characteristics with respect to institutional size, quality, institutional type, geographic location, and the presence of cooperative research structures. The study involved a citation analysis of articles written by firm-based scientists within the computer equipment and aircraft industries, and associated these findings with the ascriptive characteristics of the universities that were cited. Citations were found for 117 institutions of higher education. The results indicated that several institutional characteristics, including land grant status, average faculty salaries, and scientific research expenditures, were significantly associated with university research production that was of interest to firms active in these industries. Findings also indicated that the region surrounding a university may be a factor in how often the institution's research is employed by industry, urban and suburban universities being cited most often. The results suggest that high quality, well paid faculty with ample resources are most likely to produce scientific research that is later utilized by private firms. It is suggested that these findings have policy implications for industry, federal and state resource providers, and institutional planners. (Contains 42 references.) (GLR)

This study explored factors contributing to the educational aspirations of African American students. An underlying assumption of the study was that the paradigm for looking at aspirations as a key predictor of later attainment in college students may work differently for black students than for the general population. The study involved data collected from 26,277 college students, of whom 1,140 were black. College environment measurements included institutional structure, the peer environment, the faculty environment, and college completion rate. Study results revealed that the variables that predict educational outcomes in black and white students are very different. Additionally, black students did not appear to achieve at the levels they aspired to while often taking longer to achieve a bachelor's degree. However, black students who attended black institutions achieved higher grades in college than those who went to white institutions. In addition, attendance at institutions with high emphasis on graduate training was found to be negatively related to aspirations, unless the student became involved in research. Black females had higher aspirations than black males; the opposite was true for whites. Finally, among black students, those who had higher aspirations were more likely to enroll in graduate school. The appendices include a list of the variables entered into regression analysis. (Contains 16 references.) (GLR)

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

Twenty scholarly papers and fifteen abstracts comprise the content of the sixteenth annual Brick and Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2016 paper and abstract titles include: (1) Making Effective, Usable Research Guides (Joshua S. Welker); (2) The Beulah Williams Library Creation Lab: Creating a Technology Sandbox in an Academic Library (Lynn Klundt); (3) Establishing an Electronic Theses Repository using Digital Commons (Yumi Ohira and Deborah L. White); (4) Becoming the Center: Creating and Implementing a Unified Service Point (Michael Berry); (5) Developing a Research Proposal: Serendipity and Planning (Susan Sykes Berry, Marilyn Degeus, and Sarah Kartsonis); (6) Mentoring on Mars: Peering at the Landscape through a Variety of Lenses (Susan M. Frey and Valentine Muyumba); (7) Taking the ILS for a Walk on the Quad: Cross-Campus Collaborations for Tech Services (Kirsten Davis and Mary Ann Mercante); (8) How to Maintain Reserves through Departmental Cooperation (Hong Li and Kayla Reed); (9) Becoming the DH Team…Digital Humanities, Public History, and the Library (Amanda Langendoerfer and Janet Romine); (10) Celebrating International Students in the Library (Ayyoub Ajmi and Fu Zhuo); (11) Keeping in Step with the College"s Mission (Joyce Meldrem); (12) Catch Online Students by Design (Elise A. Blas, Gwen Wilson, and Jean V. Marshall); (13) 2015 Summer of Changes: Reducing Print Collection, Migrating to New ILS and Redesigning Space at Dibner Library of Science and Technology (Ana Torres and Gavin Paul); (14) Using Data to Drive Public Services Decisions (Cindy Thompson and Jen Salvo-Eaton); (15) A Practical Solution for Managing and Assessing Library Electronic Collections (Xiaocan (Lucy) Wang and Robert Black); (16) Library Space and Usage Studies Can Inform, Influence & Impact Our Buildings and Services (Dr. Susan Breakenridge Fink); (17) Pop-up Usability Testing--More Data, Less Time (and Money) (Kelley Martin); (18) Renovating Foundations: ArchivesSpace and Collections Management (Mary Ellen Ducey, Peterson Brink, and Stacy Rickel); (19) The Big Reveal: LibGuides Analytics and Why They Matter (Sarah E. Fancher and Jamie L. Emery); (20) Snap, Click, Chat: Investigating the International Student Experience (Melissa Burel and Sarah Park); (21) "But We"ve Always Done it This Way!": Managing Expectations of Blended Workforces (Nicholas Wyant and Melissa Mallon); (22) "I Got My Customer Service Badge!" Using Online Modules for Library Student Worker Training (Ashley Creek); (23) Singing a Different Tune: Moving the Traditional Cataloging Skill Set into non-MARC (Amanda Harlan); (24) Employing Students in Digitization: Leveraging Digital Projects as Valuable Learning Experiences (Christopher Jones); (25) Extreme Makeover: Information Literacy Edition (Abigail Broadbent and Rebecca Hamlett); (26) Make it Beautiful, Make it Usable: DIY Design for Librarians (Dani Wellemeyer and Jess Williams); (27) Winning the Steelcase Education Active Learning Center Grant: Strategies for Successful Grant Writing (Danielle Dion and Ashley Creek); (28) Confident Shifting for Complex Moves (Joshua Lambert); (29) Lost in the Stacks: Helping Undergraduate Students Navigate the Library Labyrinth (Andi Back); (30) Picking Favorites: Setting Up a Study Room Reservation System (Alissa V. Fial); (31) Building Instructional Labs for Tomorrow: Do Trees and Tablets Work (Stephen Ambra); (32) Implementing a Smartphone Scavenger Hunt at Mizzou Libraries (Goodie Bhullar, Rachel Brekhus, Rebecca Graves, Navadeep Khanal, Noël Kopriva, Kimberly Moeller, and Paula Roper); (33) Keeping the Baby AND the Bathwater: Supplementing Traditional ILL with an On-Demand Document Delivery Service (Rob Withers, Jennifer Bazeley, Susan Hurst, and Kevin Messner); (34) Innovating and Building New Things with Our Student Workers (Ayyoub Ajmi); and (35) Creating Without Crunching: Library Interactive Map (Adedoyin Adenuga). An author/title index is also included. (Individual papers contain references.) [For the 2015 proceedings, see ED561244.]

As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]

The exponential growth of scholarly publications in recent years has presented a daunting challenge for researchers to keep track of relevant articles within their research field. To address this issue, we examined the capabilities of InfraNodus, an AI-Powered text network analysis platform. InfraNodus promises to provide insights into any discourse, uncover blind spots, and enhance a scholar's perspective by representing text as a network graph with relevant topical clusters and their relations. To understand the tools' effectiveness in analyzing scholarly articles, we used a set of 15 abstracts and 15 full papers. Our findings revealed that InfraNodus could indeed create topical clusters and meaningful patterns from abstracts, but its generated questions and summaries lacked relevance and coherence with the content. A deeper understanding of how the AI operates within the tool would benefit researchers seeking to optimize their literature review processes. [For the full proceedings, see ED636095.]

Seven papers presented at a research conference on space and geometry are contained in this monograph. The first paper gives an historical sketch of the development of geometry and discusses several considerations for selecting geometric content for the elementary school. Two papers deal with Piaget's research into the child's development of space and geometry concepts, and another paper suggests directions for further research on space from the Piagetian perspective. A fifth paper reviews the van Hiele levels of development in geometry and discusses the new Soviet geometry curriculum, another paper reviews cross-cultural research on perception, and the final paper examines some research issues concerning children's concepts of transformation geometry. (DT)

Nine papers presented at a research conference on strategies for teaching mathematics are presented in this volume. The first paper provides an overview of research on teaching strategies, defining a perspective on the subsequent papers. The second paper reviews the major strategies from a historical perspective. The third paper discusses the role of a theory in the development of teaching strategies. Four papers are concerned with research problems related to teaching strategies. The first of these deals with studies of efficacy of different strategies; the second concerns a comparison of teaching strategies which differed in the amount of information being taught and the amount of pupil-teacher interaction. More general research papers concern problems of designing studies of teaching strategies and a context for studying teaching strategies from a delivery-systems approach. The eighth paper discusses materials for teacher training. The final paper provides an integrative summary of research on teaching strategies. (SD)

Seven papers presented at a research conference on number and measurement are presented in this volume. The first paper provides an overview of research concerning number and measurement, and suggests directions for future research. The second paper discusses the relationships between measurement and number concepts, and psychological and instructional issues related to transfer. Two papers are devoted to synthesizing and analyzing research on measurement, and the delineation of questions about which research is needed. Two papers concern fractions; the first of these analyzes the foundations of the rational numbers from mathematical, cognitive, and instructional points of view, while the second reviews and synthesizes educational research related to fractions. The final paper concerns children's development of cardinal and ordinal number concepts. (SD)

Included are 32 of the 73 papers presented at the 1978 conference of the National Association for Environmental Education. The papers are organized into seven sections. The first section contains a single paper on environmental ethics. The other six sections are on international environmental education, energy, systems, environmental studies, environmental education research, and environmental education programs. (BB)

Focusing upon the central problems of effective community practice in town and country areas, the four speeches in this collection emphasize some key analytical notions in what has been termed an interactional or activity field conception of community. Among the ideas emphasized are the complexity/integration and the coordination/integration of community structure and the coordinating association and the service agency as key organizations in community development. The four papers are titled and sub-titled as follows: (1) "Community Development: Dialectics in Practice and Theory" (Technology and Community Structure; Community Structures and Processes; Multiple Fields and Goal-Structure Interaction; Community Coordination and Development Models); (2) "Two Basic Structures in the Development of the Modern Community" (Community Coordinating Structures; The Service Agency; Basic Structures, Development Models, and Goal Attainment); (3) "The Multi-County Area as a Community" (The Social Field Perspective; The Emerging Rural-Urban Locality; Two or More Fields in a Multicounty Area; Type of Field and Nature of Integration; Integration of the Multicounty Area); (4) "The Community Association and Comprehensive Development" (Structural Dimensions; New Structures and Projects; The Coordination of Organization; Use of External Resources; Local Development and Community Theory). (JC)

This paper discusses MacCrimmon's general theoretical framework for collective decisions, reveals the modeling for collective decisions, and presents selected descriptive research in the general area of collective decisionmaking. The intent is to stimulate research or provide insight that could have practical implications for management information system design. Although decision theory is individually oriented, as research becomes more applied, researchers will be led to the problem of collective decisionmaking. (Author/DW)

This publication provides abstracts of papers presented at the 51st annual meeting of the National Association for Research in Science Teaching (NARST) held in Toronto, Canada from March 31 to April 2, 1978. Entries represent a wide range of topics in science education including: cognitive development, teacher education, student behaviors, research methodology, learning theory, post hoc analysis of data, general research, multiple regression analysis, instruction, and curriculum evaluation. (SL)

To date, little or no data is available about the effect of intra- or extra-institutional variables on individual or institutional productivity in educational research and development (R & D) settings. The Research on Institutions of Teacher Education (RITE) project was done to study knowledge production (R & D) and knowledge utilization activities in a national population of schools, colleges, and departments of education (SCDEs). Insofar as the indicators of productivity employed in the RITE study reflect important output of the R and D community in education, SCDEs and universities, including university-based R and D centers, are major contributors to the knowledge base in education and to communication with educational practitioners. However, although SCDEs compete well with other educational agencies, individual faculty productivity is disappointing. (In the concluding half of this paper, the author presents a number of contextual factors and conditions in SCDEs explaining some of the individual and institutional variances in R and D productivity. He uses the data to suggest, by analog, factors which might affect productivity in other educational organizations engaged in R and D activity, especially university-based R and D centers. The author's answers to seven questions asked by the audience of vocational education research and development personnel are attached.) (EM)

This overview presents some of the issues that face those concerned with post baccalaureate education, particularly these issues that emerge from new activities and proposals before the graduate community currently. Three sections and an appendix are presented. Covered are: (1) definitions and distinctions; (2) issue-clusters in the areas of the components of graduate education, the processes, and the concepts; (3) recent examples of new programs that might serve as models. Also included is an inventory and compendia of examples of nontraditional study prepared for the Commission on Non-Traditional Study. (Author/KE)

Government agencies should investigate alternative service delivery systems in rural areas in order to overcome the problems of scope and distance. In examining alternative technologies, questions of feasibility, efficiency and effectiveness should be addressed. Numerous experiments, demonstrations, random innovations, and research studies have explored the match between specific telecommunications technologies and the delivery of specific services. Some have produced information on the effects of using comprehensive telecommunications systems to deliver various services. Others have indicated that certain results cannot be generalized across localities. Implementation of a program to bring broadband communications to unserved and underserved rural areas should begin as soon as possible. However, before deciding whether to begin large scale broadband system demonstrations in rural areas, two research tasks should be completed--the integration and analysis of existing knowledge and the development of a methodology for identifying the communications requirements of localities. The Office of Telecommunications Policy has initiated a two-year program to assess the adequacy of current mechanisms for Federal assistance to rural areas seeking to upgrade their telecommunications, and to develop, if necessary, a more effective and efficient Federal program for providing such assistance. (Author/NQ)

This volume records the papers presented at a Northwestern University symposium concerning the articulation of cognitive psychology with mathematics education. Piagetian theories are described and extended to classroom applications in several of the papers; other psychological theories such as information processing are also discussed. All of the papers are concerned with students' learning mathematics in an active environment. Charles Smock's paper addresses the ways in which students organize mathematical ideas. Related to this question is Max Bell's paper on the role of applications in learning mathematics; Professor Bell explores the question of whether concepts must precede applications, or, conversely, application is a necessary part of the learning of concepts. Zoltan Dienes' discussion of finite geometries and Robert Davis' consideration of computer-assisted mathematics laboratories carry this theme further. The extension of Piaget's research to concepts ordinarily taught in the mathematics classroom, and to the development of children between the stages of concrete and formal operations is discussed by Leslie Steffe. The related issue of using Piagetian tasks in educational diagnosis is also discussed by Davis. An overview of psychological research as related to mathematics education, especially in the area of problem solving, is provided in Harry Beilin's paper. (SD)

This publication was produced by the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education in cooperation with the National Association for Research in Science Teaching (NARST) to provide abstracts of most of the papers presented at the 48th annual conference in Los Angeles, California, March 17-19, 1975. The abstracted papers cover a wide range of topics of importance in science teaching. Many report the results of current research in science education. General session topics included values education, evaluation education, and studying and defining effective science teaching. (GS)

In an examination of institutional decision making, this study identified types of data used by college presidents in assessing their institution's stability and their perception of the comparative importance of various indicators purported to demonstrate the vital signs of an institution. Indicators were in the areas of Student Flow, Finance, and Personnel. Three rounds of the Delphi method were employed over a four-year period. Presidents were asked to indicate their assessment of the relative importance of each of the indicators using the following scale: high importance--3, moderate importance--2, low importance--1, and no importance--0. Mean scores and rankings were calculated for each informational subset within the three areas. Although the rankings according to highest mean values varied, the five highest rated items in each informational subset were consistent in each round with only minor exceptions. The data indicated that although the context in which decisions were made was changing, the indicators utilized by presidents to determine the vital signs of their institutions' stability changed little over the four-year period of the study. (Author/JMD)

The results of a survey dealing with university policies and ethical issues in research and graduate education are presented. The 1988 survey of graduate school deans addressed concerns increasingly voiced within and without universities about academic and professional ethics in the context of faculty and student roles and activities, curriculum, and policies. The four objectives were to: (1) obtain baseline data on the existence and status of a variety of institutional policies governing research and research related activities by faculty and graduate students; (2) gather data on the incidence and handling of reported cases of conflict of interest/commitment and of misconduct; (3) learn what deans believe will be the most important issues relevant to policies and procedures for research and graduate education in their institutions over the next 5 years; and (4) gauge the importance that institutions of higher education attach to training in ethics and values as part of graduate education and the extent to which such training is occurring. A mailed survey was completed by 259 deans of institutions affiliated with the Council of Graduate Schools. Results are discussed as follows: conflict of interest and misconduct; conflict of interest and the role of graduate students; integrity and misconduct in research and scholarship; values training and socialization; university policies and professional ethics; and the university's moral role in research and graduate education. Twenty tables are included. Contains 19 references. (SM)

Changes in the institutional control of faculty behavior are examined, stressing that such control includes not only control by a faculty member's own university, but also, increasingly, regulation and other influences exerted by institutions outside the university. The review of the literature focuses on ways in which changes in the external environments of universities have affected professors' research. These changes are considered from three perspectives: (1) complications associated with different types of external organizations--academic associations, the federal government, private industry, and the organized public; (2) issues related to different disciplinary sectors internal to the university; and (3) aspects of the relationship between external and internal parties based on two types of theories of organization-environment interaction--resource dependence and institutional theories. It is concluded that: significant changes in the faculty-institution relationship are occurring; increasingly complex arrangements with external groups make control of faculty behavior more problematic; and as research relationships come to have the character of governmental or corporate contracts, the special norms of autonomy and self-regulation which have distinguished academic work in the past tend to have less certain status. Contains about 100 references. (SM)

Simulation--here defined as a physical, procedural, or symbolic representation of certain aspects of a functioning system, or as a working model or representation of a real world system--has at least four areas of application: (1) training where the objective of simulation is to provide the trainee with a learning environment that will facilitate the acquisition of a skill or body of knowledge, (2) performance measurement in the determination of limits of proficiency, research requirements, or training needs, (3) system evaluation in terms of operating objectives, and (4) research where it is important to control and examine certain aspects of the environment. Among the reasons for using simulation techniques rather than other methodologies are: expense and time; safety; ethical or political constraints; past, future, or hypothetical events; and control over real-world events. Several advantages of simulation over other methodologies for training, evaluation, and research are presented together with a conceptual framework for assessing the utility of its application to specific problems. Miniaturization, as a special form of simulation, is described with reference to two military training situations--aircraft identification and marksmanship practice. Some areas needing further research are also presented. (DGC)

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

Information on teaching and research in international law for countries of the Asia-Pacific region is presented in proceedings of a 1984 conference sponsored by the United Nations Educational, Scientific, and Cultural Organization. In addition to a regional overview, suggestions are offered for promoting regional cooperation in international law. Challenges in the teaching and study of international law, problems areas for students graduating in international law, and problems of the profession are considered. Status reports for nine countries on teaching and research in international law are provided by conference participants as follows: Australia (James Crawford), India (M. L. Upadhyaya), Indonesia (Komar Kantaatmadja), Japan (Onuma Yasuaki), Republic of Korea (Chi Young Pak), Pakistan (M. A. Mannan), The Philippines (Adolfo S. Azcuna), Sri Lanka (A. R. B. Amerasinghe), and Thailand (Vitit Muntarbhorn). Appendices include: a conference program, list of participants and brief introductory conference addresses by Jae Hoon Choi, E. Hyock Kwon, Bong-shik Park, and Yogesh Atal. (SW)

In the last decade, the Shanghai Municipal Education Commission has piloted beginning teachers training system to guarantee the teaching profession from the start. This paper explores concepts and features of beginning teachers training (BTT) system, and challenges and strategies related to the design and implementation of beginning teachers training policies in Shanghai. A qualitative study to explore the challenges and strategies of beginning teachers training system is conducted. In the summary discussion, suggestions are made for policy makers and teacher educators when they try to improve design and implementation of BTT system. [For the complete Volume 20 proceedings, see ED622631.]

While the COVID-19 pandemic had a significant negative impact on the world economy, international research collaborations were disrupted by problems like hiring freezes, stopped lab and fieldwork, delayed research infrastructure, health effects, and restricted travel. This study aims to identify the most critical indicators with the highest relevance to explain the overall impact of the pandemic on international research collaboration. For this purpose, it uses a pilot interview conducted through the Zoom platform at a public research university in the U.S. The interview included six questions designed to reveal the impact of the pandemic on international research collaboration and its indicators. Thirty participants from different departments were interviewed. The findings of this study reveal the most important indicators for the overall impact of the pandemic on international research collaboration. The results can help design research programs, particularly those involving international collaboration, to reduce the adverse impacts of such adverse conditions. [For the full proceedings, see ED656038.]

International law obligates States to recognize the right of citizens to education and that they should make higher education accessible to all on the basis of capacity. This obligation reinforces the significant place of education in shaping and transforming the community. Education can redefine economic, cultural and social connections. However, the right to higher education in a globalised world goes beyond merely creating access to education; it entails providing a competitive one that meets the challenges of the 21st century. This is, therefore, a necessary ingredient to fulfilling this obligation of States. That is, a State's failure to meet this obligation is a deprivation of their citizens' right to higher education. Forwardminded countries have progressively adopted measures to deepen the access of their citizens to cutting-edge higher education. At the heart of this is a strategic shift from traditional educational delivery approaches to research-informed teaching -- the practice of integrating research with teaching in higher education. But Nigeria, just like other developing countries, have not entrenched research-informed teaching within their higher education system and this has impeded the attainment of competitive higher education in the country. The paper examines the issue of research-informed teaching and its impact on Nigerian citizen's right and access to competitive higher education. The work employs qualitative research method to sample the views of participants on the chosen topic. The paper suggests that Nigeria should strategically incorporate research-informed teaching to deepen her citizens' right and access to competitive higher education. [For the complete Volume 17 proceedings, see ED596826.]

In the sphere of higher education (HE) globally the tensions between academic autonomy and accountability, and the research vs teaching debate have been ongoing for decades. Zumeta (2011, p. 133) notes one of the reasons for such tensions to be the view of accountability as a social construct, resulting in its definition varying from context to context and time to time. While professionalism in the higher education context is closely associated to research status of academics, the question addressed in this paper is whether accountability in teaching-related work, if clearly defined and practiced, can be used as mechanism towards professionalizing higher education teaching. The findings of the qualitative study clearly indicate a correlation between the characteristics of teaching-related accountability and professionalism in higher education, underscoring the notion that an accountable and excellent higher education teacher should be able to rise to the coveted position of a professor.

Drawing on research syntheses from the meta project Digi-EBF as well as the German Education Server, this contribution discusses how web products and services offered by the Information Center for Education at DIPF | Leibniz Institute for Research and Information in Education address and support educational communities. In the area of research syntheses, important factors for success are a methodologically systematic and transparent procedure and an easy open access as well as a monitoring of formats by science communication. The German Education Server meets its transfer task by orientation towards dimensions of information quality, adhering to user's needs and evaluating its effectivity via different assessment and measurement methods.

Information communication technology (ICT) that is used in instruction has attracted the attention of researchers with many studies having looked at the factors affecting how university instructors apply it in their teaching. Yet little is known about whether the gender of university teachers can impact their ICT use. This research relies on quantitative data from a survey of 428 teachers at the University of Ljubljana in Slovenia to explore differences in pedagogical ICT use in terms of gender. The results show that gender positively correlates with ICT use and that particular ICT tools and their pedagogical uses are more frequent among female teachers whereas males scored higher for certain ICT-related attitudes. This implies that gender may be viewed as a predictor of certain types of and attitudes to ICT use in university instruction. [For the full proceedings, see ED621620.]

The effectiveness of academic research enterprise depends on several factors including talented and interconnected scholars, adequate and dependable resources, and quality research. These elements need to function in harmony in order to result in research knowledge that adds value to society. Given that research capacity and innovation are internationally recognized as main determinates of national progress and prosperity, most nations make significant investment in academic research and knowledge transfer. In addition, higher education institutions worldwide are increasingly pressured to build research capacity and to increase research activity. Meanwhile, researchers are expected to show high level of research productivity and efficiency to prove their research excellence. This exploratory research study is based on the voices of 32 respondents from 15 countries to showcase their perceptions on research productivity demands at their respective institutions. A literature review about current climate of research enterprise along with the respondents' voices clearly indicate that research productivity demands are growing and researchers find it difficult to meet expectations posed upon them. The findings lead to the conclusion that more attention needs to be dedicated to institutional policies and practices that influence researchers work and on a larger scale the effectiveness of academic research enterprise.

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

In this theoretical research report we reflect on the challenges of becoming more fox-like in mathematics education work. Using a communities of practice motivating theoretical lens, we compare and discuss the differences in defining, creating, and accessing knowledge between virtual and scholarly communities of practice in mathematics education. We present four claims that virtual communities of practice in mathematics education are inherently foxy work. As part of our claims, we discuss how scholarly communities of practices are inherently hedgehog work. We conclude with a list of recommendations of those within the scholarly communities of practice in mathematics education. These recommendations include looking toward the successful fox-like attributes of the virtual communities in mathematics education. [For the complete proceedings, see ED606556.]

These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67 research reports, 184 brief research reports, 126 posters, and 13 working groups. Chapters include the following: (1) Plenaries; (2) Curriculum, Technology, and Assessment; (3) Early Algebra, Algebra, and Number Concepts; (4) Equity and Justice; (5) Geometry, Measurement, Statistics, and Probability; (6) In-Service Teacher Education and Professional Development; (7) Instructional Leadership, Policy, and Institutions/Systems; (8) Mathematical Knowledge for Teaching; (9) Mathematical Processes; (10) Precalculus, Calculus, and Higher Mathematics; (11) Pre-Service Teacher Education; (12) Student Learning and Related Factors; (13) Teaching and Classroom Practice; (14) Theory, Research Methods, and Miscellaneous Topics; and (15) Working Groups. [These proceedings were co-published by University of Missouri, St. Louis. Individual plenary and research papers are available in ERIC.]

This paper examines the relationships between musical independence or MI (a reflection of the product rather than the process of musicianship), related academic courses, and other music/nonmusic activities at the postsecondary education level. The first purpose of the study is to examine the relationships between MI and Colwell's Musical Achievement Tests Nos. 3 and 4 (MAT3/MAT4) and to evaluate to what extent secondary music achievement tests are appropriate for postsecondary use. The paper presents the research methodology and the findings pertinent to answering five research questions: (1) At each institution, is the top instrumental ensemble more musically independent than the bottom ensemble? (2) Are MI outcomes influenced by the grade in which students started band, college grade point average, age, number of years students played their instrument, number of hours practiced per week, and number of hours studied per week? (3) What college courses and activities influence MI the most and the best? (4) What are the important course areas that influence student MI? and (5) Does the music faculty communicate to its students (through lectures, class assignments, and conversations) the things that are the most important in developing MI? Appendices include the instrumental college survey and statistical data from the study. Contains 10 references. (GLR)

The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the fields of neuroscience, education, and digital science offer robust and unique ways to address at least two barriers I encountered: identifying instructional computer adaptive software containing embedded assessments and designed explicitly with cognitive models of learning; and developing ongoing collaborative research networks to validate this software. In an attempt to inform the work of those working in the fields of digital science, cognitive science and education, my reflection includes the background, content, context and observations of my studies to date, as well as insights and emerging hypotheses for consideration. [For the complete proceedings, see ED557311.]

Through this paper, we describe how a doctoral program in Learning and Leadership combines the best of both worlds from theory based programs and applied programs. Participants work from their embedded professional practice underpinned with the theoretical constructs of the program's seven foundational competency domains. Competencies are characterized as behaviors, knowledge, skills and abilities, exhibited in professional practice, and can be objectively measured, enhanced, and improved through learning, both formal and informal. Demonstration of competency (or lack thereof) directly impacts the success of individuals and organizations. Core competencies, for purposes of our program, are areas of focus upon which future learning and professional practice will be developed. Using core competencies as the baseline for a degree program enhances knowledge acquisition and performance. Competencies should not be static, but are continually enhanced through academic engagement, experiential learning and ongoing professional development, and serve as progress indicators for the evaluation and assessment process. The Learning and Leadership Doctoral Program is grounded in the following seven competency areas. Upon completion of the coursework, participants are expected to exhibit demonstrable competence in each area, as well as the ability to synthesize the connections between the seven domains: (1) Learning; (2) Leadership; (3) Research; (4) Measurement; (5) Organizational Effectiveness; (6) Technology and Innovation; and (7) Communication. Using a process of weaving experiential learning with theoretical constructs throughout the program's core coursework, participants demonstrate their competence in the program domains in an ongoing manner that culminates with the Comprehensive Assessment; a presentation of a Digital Portfolio cataloguing their demonstration of competence through Critical Reflections on each of the program domains including artifacts to support the demonstration of competence and related experiential learning. This Comprehensive Assessment is held with a team of at least three faculty members and includes both written and oral components. The session concludes by reviewing lessons learned, best practices, and opportunities for further program development. [For the full proceedings see ED562107.]

This document contains papers from 35 symposia as well as 2 keynote presentations at the 1996 Academy of Human Resource Development (AHRD) conference. The symposia are on the following topics: (1) HRD town forum; (2) HRD and business outcomes; (3) action learning; (4) evaluation issues in HRD; (5) rethinking diversity; (6) HRD in selected nations; (7) orchestrating work and learning; (8) HRD models in Europe; (9) high involvement work teams; (10) instructional technology; (11) learning research; (12) work force issues; (13) career development; (14) change process in organizations; (15) instructional delivery; (16) HRD journals; (17) core directions in HRD; (18) learning organization; (19) transfer of training; (20) cross-cultural HRD; (21) contextual learning issues; (22) expertise in organizations; (23) career development/special needs; (24) practitioner states; (25) structured and unstructured learning; (26) leadership and management development; (27) diversity in the workplace; (28) university instruction in HRD; (29) performance improvement; (30) partnership research; (31) evaluation systems in HRD; (32) team building; (33) training practices; (34) HRD academic programs; and (35) status of HRD research. The two keynote papers address HRD integrity through business-research partnerships: "Partnering for Research: The Ford Design Institute/UGA Research Project" (Karen E. Watkins, Lewis J. Bellinger) and "The Partnership Journey from Satisfaction to Performance: Human Resource Development Becomes a World-Class Business Partner" (Timothy R. McClernon; Richard A. Swanson). Papers contain references. (SK)

This paper is an assessment of recent research on U.S. political attitudes, beliefs, and behaviors and what it says about the need to improve education for democracy. The assessment examines three surveys: (1) the annual Phi Delta Kappa/Gallup survey that looks at attitudes toward public schools; (2) the annual "The American Freshman" report on attitudes and behaviors of first-time, full time students attending U.S. colleges and universities; and (3) the most recent survey of the Times Mirror Center for the People and the Press on the beliefs and behaviors of people that underlie political labels and drive political action. Research discussed also includes "The Harwood Study," which analyzes 10 focus group discussions with citizens from cities around the country, Richard Brody's examination of the effect on political tolerance of the "We the People..." curriculum, and a University of Minnesota curriculum program that concurs with Brody's view that "political tolerance can be taught." The paper concludes with the view that current research shows that education for democracy should be a priority not only in the United States, but throughout the world. Further, more and better research is needed to learn how best to educate for democracy. (LH)

The literature on human aggression is large and diverse. Some of it is theory-driven, but much of it dwells on solving social problems rather than on building general models and research paradigms. This paper examines some of the research programs and theoretical emphases in aggression research and presents theory convergences to see how these intersections may generate hypotheses for future research. The discussion here centers on two assumptions: (1) Aggression is not a scientific term; it is a lay term and is used to describe a number of functionally different behaviors, all having in common the infliction of harm upon another person; and (2) Affective aggression is a response to some event or change in the environment, or to the mental representation of such an event. Some of the variables involved in human aggression are discussed so as to elaborate the processes that may be involved. Many aggression sequences begin with impulsive aggressive reactions to provocation and culminate in the learning of aggression as deliberate behavior. What then follows is a characteristic way in which the person construes subsequent social situations, making that person more or less likely to react aggressively to future provocations. (Three diagrams present examples of aggression theory models. Contains 35 references.) (RJM)

A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative research with schools. [This research was funded in part by the University of Queensland (ECR Grant) and Education Queensland (Industry Partner).]

This paper discusses research designed to determine the learning style preferences of students in a graduate class. The theoretical backdrop for the study was that learning styles impact on both the academic achievement of students and the teaching effectiveness of the instructor. Fifteen students, ranging in age from 23 to over 37, in a research methods in education course, participated in the study by completing a 10-item personal theory of learning inventory. Survey questions inquired as to the student's preference for informal teacher presentations, the provision of structure in learning, and attitudes toward note-taking, textbook reading, studying, norm-referenced grading, listening to other students' ideas, small group discussions, essay examinations, and independent investigation of topics. Results showed the class preferred an orderly presentation of materials interspersed with structure, drill, and practice. They did not like to read textbook type material or to study for tests, but they did like essay type questions and listening to the ideas of other students. Overall, the results showed that the learning style theory was useful in classroom practice at the graduate level because a knowledge of students' learning style empowered the instructor to modify teaching and adapt individual teaching style for the benefit of the individual students. Contains 21 references. (GLR)