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Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

These papers from an International Committee on Family Research (CFR) seminar explore seven themes, four of which are presented in Part 1. The first set of papers approach the question of whether the family is worth supporting and the related issue of pressures, conflicts, and expectations of family life (Theme 1). Randall Collins discusses "Social Conflict and the Place of the Family: Toward a Theory of Moral Politics." Robert A. Lewis describes "Some Changes in Men's Values, Meanings, Roles, and Attitudes Toward Marriage and Family in the USA." Helen Glezer identifies "Antecedents and Correlates of Marriage and Family Attitudes in Young Australian Men and Women." Major demographic trends affecting family policy (Theme 2) are identified by Arland Thornton and Peter McDonald, respectively, in papers on "Modernization and Family Change" and "Implications for Families of Third World Fertility Trends." Three additional papers discuss families with children and social policy approaches to family support and education (Theme 3): "Family Policy as Latter-Day Children's Policy" by Gilbert Steiner; "Divorcees, Children, and the Public" by Jan Trost; and "The Child's Use of Family Resources" by Gay Ochiltree and Paul Amato. The topic of youth policies and the family/work/education relationship (Theme 4) is particularized in Roland Eckert and Helmut Willems'"Youth Conflicts and Public Policy Challenges in Western Europe" and in Don Edgar and Frank Maas'"Adolescent Competence, Leaving Home and Changing Family Patterns." (RH)

These free papers presented at an International Committee on Family Research (CFR) seminar include (1) Frances E. Baum's "There's No Room in the Nuclear Family: Sharing As an Alternative Housing Option"; (2) Paula W. Dail's "Parental Role Perceptions among Young, Dual Parent Families in America: Family Policy Implications for the Future"; (3) Daniel B. Hunter and Edna J. Hunter's "Mandated Visitation for Grandparents in Custody Disputes: Will Little Red Ridinghood Visit Grandma?"; (4) Fumie Kumagai's "Aging and Social Policies in Japan"; (5) Renata Siemienska's "Patterns of Polish Families and Their Determinants: Continuity and Change"; (6) Oded Stark's "Migration, Remittances and the Family: A Theory"; (7) Helmut Willems and Roland Eckert's "Youth Protest in Western Europe: Four Case Studies"; (8) Peggy G. Koopman-Boyden's "Mothers, Fathers, and 'Big Brother' in New Zealand: Change in New Zealand Families and the Policy Response"; and (9) Graeme Russell's "Changing Patterns of Divisions of Labour for Paid Work and Child Care." (RH)

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]

Although gender differences in mathematics are smaller than they have been in the past, prominent voices still attribute these differences to a variety of fixed individual factors, such as genetic characteristics of men and women. We hold the alternative view that these differences can be ultimately attributed to malleable factors. From this vantage, societies could influence gender differences in mathematics by changing students' experiences in school. In this study, we built on prior work suggesting that mathematics anxiety causes lower mathematics scores. In particular, we found that mathematics anxiety entirely explains the gender differences evident in mathematics scores from the 2012 US Programme for International Student Assessment (PISA). Furthermore, we found that gender moderates the mediating role of mathematics anxiety: math anxiety is more detrimental for male than for female students. Because math anxiety is a malleable individual characteristic, we conclude that gender differences reveal more about gendered societal experiences than they do about innate characteristics of men and women. [For the complete proceedings, see ED629884.]

The objective of this paper is to investigate differences in the academic achievement of students who report experiencing both bullying and a lack of belonging within their school settings as compared to their peers who report neither of these experiences. This study will expand upon existing research by using a cross-national sample of students from the Trends in International Mathematics and Science Study (TIMSS) 2011 to analyze two peer relational factors as they relate to mathematics achievement: (1) belongingness and (2) bullying. The purpose of the study will be to identify an international trend and examine education systems in which academic achievement increases or decreases with these two factors interacted, with each factor taken separately, and investigate the patterns amongst them.

Many higher education students are interested in MOOCs. At the same time, numerous questions are still without answers: formal aspects of participation in MOOCs, the type of motivation on the part of students for participation in MOOCs, quality of MOOCs, students' opinions about type, structure, contents, communication in MOOCs and other aspects. The authors of this article have tried conducting analyses of some aspects of MOOCs in Europe and in Australia as well as presenting and analysing the research results of a survey conducted among students of several countries within the framework of the European Union project IRNet (www.irnet.us.edu.pl). [For full proceedings, see ED571459.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 65th conference: (1) Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia (Mousa S. Alfaifi); (2) Career Transitions and Professional Development of Bulgarian Immigrants in the United States (Iva Angelova); (3) Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland's Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach (Kiran Badwal); (4) Factors Associated with International Graduate Students' Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S. (Muhittin Cavusoglu, Williemae White, Waynne B. James, and Cihan Cobanoglu); (5) A Framework for International Student Participation in Postsecondary U.S. English Language Programs (Valeriana Colón); (6) How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings (Arthur Thomas Conroy, III); (7) Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data (Phyllis A. Cummins and Suzanne R. Kunkel); (8) The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level (Brittany Davis and Joellen E. Coryell); (9) A History of Oral and Written Storytelling in Nigeria (Simeon Edosomwan and Claudette M. Peterson); (10) Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed (Mario Giampaolo and Antonella Pascali); (11) Sustainability Adult Education: Learning to Re-Create the World (Wendy Griswold); (12) New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy (John A. Henschke); (13) Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States (Yvonne Hunter-Johnson); (14) Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States (Yvonne Hunter-Johnson and Norissa Newton); (15) Designing Professional Learning Communities through Understanding the Beliefs of Learning (Jie Ke, Rui Kang, and Di Liu); (16) Olympic Sports Coaching Education: An International Coach's Perspective (Cameron Kiosoglous); (17) Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe (Arthur Ray McCrory and Waynne B. James); (18) Adult Development: A Global Imperative (Linda E. Morris); (19) Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator (Roger K. Morris); (20) Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers? (Eunkyung Na); (21) Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education (Annalisa L. Raymer); (22) The Key-Role of Teachers within the Italian School-Work Alternation Programs (Concetta Tino and Monica Fedeli); (23) An Analysis of Europe within Adult Education Literature (Susan M. Yelich Biniecki); and (24) Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana (Jill Zarestky and Leslie E. Ruyle). (Individual papers contain references.)

Grand Theft Auto (GTA) games are highly successful, in terms of sales, and their content is part of an explicit business strategy which aims to exploit the latest technologies and platforms to develop content aimed at adult game players in certain markets. By all accounts this has been a highly successful strategy with the GTA franchise selling more than 30 million units across platforms by 2004, even before Grand Theft Auto: San Andreas (GTA SA) was launched in late 2004 (Take Two Interactive 2004). The latter was the top selling console game in the USA and in the top 10 in the UK in 2005. At the same time the GTA series are arguably the most maligned of game products in many markets attracting much negative commentary and numerous legal actions in the USA. This paper examines the structure of the games industry and the culture of modding, the global production network of GTA games and public reaction to GTA:SA in the USA, Europe and Australia. This paper concludes that despite the widespread rhetoric of globalisation and the dismantling of state sanctioned censorship systems the censorship of cultural products continues in a less overt, but nonetheless, highly political, socially negotiated and nationally contingent way. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This report presents the contributions to theme five, "Adult Learning and the Changing World of Work," of the Fifth International Conference on Adult Education. Section 1 is an introduction to the Conference with objectives, themes, and agenda for the future. Section 2, "Discussion and Debate on the Issues of Theme Five" (R. Barry Hobart) answers 12 questions within the 4 areas of principles and practices of theme five. Section 3, "Position Paper on the Galaxy of Issues Relating to Theme Five" (R. Barry Hobart), analyzes the relationship and responsibilities of each of five partners to education for the world of work. Section 4 contains 14 presentations from 3 conference sessions. Session 1, "Changes in the World of Work That Impact on Adult Education and Training," has eight papers: "ICFTU [International Confederation of Free Trade Unions]: What Are the Most Significant Changes in the World of Work?" (Renate Peltzer); "The World of Work and Adult Learning: Changes, Impacts, and Prospects" (B.W. Kerre); "Changes in the World of Work and Their Impact on Adult Education and Training in Jamaica (A Developing Economy)" (Lurliene Miller); "Training for Employability" (Maria A. Ducci); "Continuing Training in the Transition Process in Central and Eastern Europe and in the New Independent States" (Hans Konrad Koch); "Learn To Undertake" (Felix Cadena Barquin); "Special Impacts on Developing and Transition Economies" (David H. Fretwell); and "Adult Education and Jobs, or Sustainable Livelihoods?" (John Lawrence). Session 2, "Implications for Adult Education Programs of the Changing World of Work," has three papers: "Policy Directions for Reforming Vocational and Technical Education in Korea" (Ikhyun Shin); "Changes in the World of Work and Their Implications for Formal TVET [Technical and Vocational Education and Training]" (R. Barry Hobart); and "Adult Learning and Vocational Training in the Informal Sector in Developing Countries" (Committee on Educational Research in Cooperation with Third World Countries). Session 3, "Policy and Social Implications of the Changing World of Work," consists of three papers: "Policy and Social Implications of the Changing World of Work: The Australian Experience" (Tony Greer); "Adult Education--Instrument for Democratisation and Empowerment" (Helga Foster); and "Political Economy, Adult Education, and Exclusion" (Ettore Gelpi). Appendixes include the program and advisory committee list. (YLB)