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The International Conference on Academic Studies in Technology and Education (ICASTE) is set to take place at Amara Premier Palace Hotel in Antalya, Turkey, from November 16-19, 2023. Organized by the International Society for Research in Education and Science (ISRES) and the International Society for Academic Research in Science, Technology, and Education (ARSTE), the conference promises a diverse range of topics in the realm of education and technology. Highlighted presentations include discussions on the role of AI assistants and chatbots in higher education, the application of gamification to enhance student engagement and learning outcomes, and a systematic review of literature on the teaching of Nature of Science (NOS) based on the Family Resemblance Approach. Other notable topics cover issues such as teachers' organizational alienation and emotional labor, upskilling higher education engineering teachers for online creativity teaching, challenges in forming artistic-aesthetic culture in the virtual environment era, and the ethical considerations in education within the digital age. Further presentations delve into global concerns within sustainable development in science education, the significance of family as a fundamental principle in sustainable development, and the development of a smart wheelchair for the autonomous movement of disabled individuals. The conference also explores emerging trends in international teaching partnerships, the use of virtual laboratories in science education, and the integration of robotics and automation to enhance warehouse efficiency among logistics operators. Additionally, there are discussions on sanogenic reflection for emotional well-being, small group conversation structures in science education, risk management as part of sustainable technological and industrial development, features of adolescent reflection with different character accentuations, and the implementation of the ADDIE model for material design in English language teaching. Moreover, the importance of creative drama in science education, innovative practices for environmental awareness and action in sustainability education, and the incorporation of artificial intelligence in STEM education are covered. The conference concludes with presentations on English conversational learning in a first middle school-based boarding school, the reflective and intuitive aspects in design, and the support of pre-service ESOL teachers' critical language awareness through dialectical variation. The event promises a comprehensive exploration of current issues and innovations at the intersection of technology and education. [This conference was organized by the International Society for Academic Research in Science, Technology, and Education (ARSTE).]

As imperceptible as it is, mathematics is fundamental and is present on several occasions in our daily lives, but among 65 countries Brazil still ranks 53rd in education. The lack of investment in primary education has affected students learning since the early years. From this perspective, this paper proposed to verify teaching/learning in mathematics discipline for elementary school students through playful games, a fun method that can be used at various times and aims to review and fix the content in a practical way and interactive. For this, a game named "Mathematical rods" was elaborated a renewal of the hobby "Cat rods". The operations present in the game are simple, focused on basic mathematics and can still be adapted depending on the level of knowledge of the students. The game was applied to three groups of six 9th grade students of the State College Professor Izidoro Luiz Ceravolo, located in the city of Apucarana, Paraná in Brazil. Therefore, in addition to dynamic and creative, we conclude that this educational interpretation is easy and accessible, a tool that can be used in any public institution, contributing to the learning process of students. [For the complete proceedings, see ED631021.]

There is a popular myth that mathematical creativity is a trait possessed by a small group of people. This is perpetuated by the lack of understanding of what influences mathematical creativity, especially in the classroom. In particular, professional mathematicians often name aesthetic experiences as a critical aspect of their mathematical creativity. Therefore, this study examines aesthetic dimensions of episodes of student creativity from the high school classroom. Several types of aesthetic experiences arose across the episodes. Students were motivated to take creative action by experiences of mystery or discomfort. Furthermore, in some instances, taking a creative action was accompanied and propelled by a sense of craziness or satisfaction. [For the complete proceedings, see ED630210.]

4th International Scientific and Professional Conference Intercultural Education and especially this proceedings of scientific and professional papers authored by scientists and practitioners contributes to greater sensitivity to diversity and the creation of an inclusive culture of life in educational institutions and in a multicultural community. The Proceedings with 27 scientific and professional papers and 48 authors from the Republic of Croatia and abroad was published in English, studying relevant topics in the field of intercultural pedagogy from different disciplinary and interdisciplinary perspectives based on research and scientific, academic and professional insights of authors, after the review process of individual papers, as well as the entire proceedings, involving domestic and international independent reviewers. The proceedings from the 4th International Scientific and Professional Conference Intercultural Education emphasizes and sheds light on certain problems faced by children, students, parents, educators, teachers and the society during the last decades of great change. Multicultural societies, intercultural relations, different cultures in coexistence, bilingualism, children of refugees and displaced persons, differences in society, culture, art and educational practice are elements that need to be improved on a daily basis in order to improve life for coexistence, as evidenced by the topics of scientific and professional papers of this collection. A significant number of papers are focused on the study of diversity in the context of modern curricula that enrich educational practice. Children and students have different needs, come from different cultural communities, different families, and manifest their differences by behaving in different socialization environments in relation to parents, peers, and teachers. Some scientific papers stress the specificity of educational care for students who show peculiarities of different forms and specifics in education while researching ADHD, literacy of deaf children, bilingualism, etc. with different models of support for the different. Interculturalism is also emphasized in art, and several papers elaborate on the importance of the application of traditional music, especially the native folklore expression in teaching and extracurricular activities. [These proceedings were published jointly with the Croatian Academy of Sciences and Arts, Center for Scientific Work.]

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named "Juxtapose," which explores tensions between the digital and the analogue. Also Juxtapose explores the possibilities of interaction resulting from the use of multiple markers to create a playful semi-tangible object, whilst proposing a networked model of content creation in "augmented space." In this paper, following a narrative and empirical base, the authors argue that their approach is very similar to Wenger's concept of legitimate peripheral participation leading to active participation within communities of practice and can be beneficial to redesign and improve some of the creative curriculum in higher education. [For the complete proceedings, see ED579395.]

For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]

For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 15 papers included in Volume 2 are: (1) Teaching Strategy for the Development of Creative Thinking of Future Educators of Mexico, through ICT (Clotilde Lomeli Agruel, Aidee Espinosa Pulido, Julieta López Zamora, and Francisco Javier Arriaga Reynaga); (2) Designing a Graduate Supervision MOOC for Faculty Development (Hawazen Alharbi and Michele Jacobsen); (3) Game On: Creatively Using Gaming to Teach the Informed Consent Process to Clinical Research Professionals (Jasmin Berrios); (4) Inquiry Based Learning as an Instructional Strategy to Increase Student Achievement in Math and Science (Reza Chowdhury); (5) Exploring the Implications of Mobile Technology Integration within Higher Education Professional Development (Jeanna R. Cronk); (6) A Rationale for Revising Bloom's [Revised] Taxonomy (Afnan N. Darwazeh); (7) Children Have Rights Too Except When They Don't (Suzanne Ensmann and Lenora Jean Justice); (8) Faculty Development for Online Instruction in Higher Education (Rhonda Gregory and Trey Martindale); (9) Understanding the Use of Tablet Devices in the Classroom When Teaching a Group of Learners Diagnosed with Autism (Andrea Lynn Halabi and Ana-Paula Correia); (10) The Use of Digital Storytelling in Teacher Education (Omer Faruk Islim and Pelin Yuksel Arslan); (11) Creative Solutions for Preventing Cyberbullying: Everyone Deserves to Feel Safe in School (Lenora Jean Justice); (12) Creating Ways to Include LGBTQ Students: Everyone Deserves an Education (Lenora Jean Justice); (13) Using a Video Conferencing Tool in a Face-to-Face Class to Promote Engagement (Miguel Lara and Troy Challenger); (14) Trends and Issues in Instructional Technology and School Library Media Educator Preparation Programs: A Roundtable Discussion (Kelly Paynter and Jimmy Barnes); and (15) The Added Value of Conducting Learning Design Meeting to the Online Course Development Process (Denise Shaver). (Individual papers contain references.) [For Volume 1, see ED579661.]

There is a perception amongst some of those learning computer programming that the principles of object-oriented programming (where behaviour is often encapsulated across multiple class files) can be difficult to grasp, especially when taught through a traditional, didactic "talk-and-chalk" method or in a lecture-based environment. We propose a non-traditional teaching method, developed for a government-funded teaching training project delivered by Queen's University, we call it "bigCode." In this scenario, learners are provided with many printed, poster-sized fragments of code (in this case either Java or C#). The learners sit on the floor in groups and assemble these fragments into the many classes which make-up an object-oriented program. Early trials indicate that "bigCode" is an effective method for teaching object-orientation. The requirement to physically organise the code fragments imitates closely the thought processes of a good software developer when developing object-oriented code. Furthermore, in addition to teaching the principles involved in object-orientation, "bigCode" is also an extremely useful technique for teaching learners the organisation and structure of individual classes in Java or C# (as well as the organisation of procedural code). The mechanics of organising fragments of code into complete, correct computer programs give the users first-hand practice of this important skill, and as a result they subsequently find it much easier to develop well-structured code on a computer. Yet, open questions remain. Is "bigCode" successful only because we have unknowingly targeted predominantly kinesthetic learners? Is "bigCode" also an effective teaching approach for other forms of learners, such as visual learners? How scalable is "bigCode": in its current form can it be used with large class sizes, or outside the classroom?

These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning--On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ömer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching--Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)

This reference includes presentations that cover current research, best practices, and solutions to improve student achievement. The 25 chapters are: (1) "The Three Stories of Educational Reform: Inside; Inside/Out; Outside/In" (Michael Fullan); (2) "Hey, You with the Frontal Lobes: Brains for Educators, Educators of Brains" (Priscilla Vail); (3) "The Connections between Class Size and Student Success: A Mandate" (Charles Achilles); (4) "Student Self-Evaluation: What Research Says and What Practice Shows" (Carol Rolheiser); (5) "URGENT MESSAGE: Engaging Parents To Improve Student Achievement" (Anne Henderson); (6) "From Oracy to Literacy: Helping Children Attain Academic Success" (Katharine Butler); (7) "Reforming Teacher Education: New Rhythms for the Different Drummer?" (Jeffrey Gorrell); (8) "Discipline-Based Art Education: SmartArt" (Susan Holman); (9) "Connectedness: A Legacy to Our Children" (Edward M. Hallowell); (10) "Paying Attention to Attention: The Connection between Attention and Learning" (Gerard A. Ballanco); (11) "Reading Development, Reading Disorders, and Reading Instruction: Contributions from Research" (Reid Lyon); (12) "Teaching for Creativity: Two Dozen Tips" (Robert Sternberg); (13) "To Touch a Child's Heart and Mind: The Mindset of the Effective Educator" (Robert Brooks); (14) "The Mechanics of Remembering: Tricky Memory and Memory Tricks" (Glenda Thorne); (15) "The Juvenile Offender: An Opportunity To Change a Life" (David Admire); (16) "Dyslexia: What Is It, Really? Personal Reflections and Scientific Fact" (Emerson Dickman); (17)"Teacher Education Reform: So What's Important?"; (18) "Accountability"; (19) "Equity"; (20) "Solutions to the Reading Crisis"; (21) "Helping at Home"; (22) "Medicine, Learning and School"; (23) "Increasing Family Involvement"; (24) "Teacher Education in Louisiana"; and (25) "So What's Worth Fighting for in Education?" (SM)

This volume includes papers presented at the 1998 Japan Association for Language Teaching Conference. Section 1, "Voices of Experience," includes: "Towards More Use of English in Class by JTEs" (Midori Iwano); "Paperless Portfolios" (Tim Stewart); "Textbook Creation in Reverse Order for Chinese" (Chou Jine Jing); "Career Exploitation Activities for EFL Learners" (Kristin Johannsen); "Lights Up: Drama in the ESL Classroom" (James Welker); "Managing a Successful E-mail Exchange" (Katsumi Ito and Dorothy Zemach); "Preparing for the Possibilities of DVD: Exploiting Language in TV Commercials" (Tim Knowles); "Theme Music Presentation" (Dale Haskell); "Outside Taping for Fluency" (David Kluge and Matthew A. Taylor); "Content and Creation: Student-Generated Textbooks" (Paul Borg and Richard Humphries); "Preparing Students for the Electronic World" (Steve Witt); "Activities for the Independent Learner" (Steve Petrucione and Stephan Ryan); and "Learner Autonomy in Japanese Classrooms: An Exchange of Views" (Leni Dam, David Little, Haruko Katsura, and Richard Smith). Section 2, "Voices of Observation," includes: "Entrapped by Understanding: The Use of the First Language" (Hannah Pillay); "Diagnostic Analysis of Motivational Factors in ESL" (Naoyuki Naganum); "In-Service Training with Japanese Teachers" (Judith Lamie); "Applications of Community Language Learning in Japan" (Tim Greer); "Total Quality Management in the Classroom" (Giles Parker); "Promoting English Use in the EFL Classroom" (Andrew MacNeill, James M. Perren, and Kevin Sullivan); "Discourse-Oriented Pronunciation Activities" (Don Hinkelman and Jerald Halvorsen); "Conversation Teaching Meets Discourse Analysis" (Dominic Cheetham); "Are Japanese Weak at Grammar, Too?" (Mikiya Koari); "Gadgets and Gizmos: Gimmicks or Godsends?" (Chris Pitts and Robert Weschler); "Classroom Activity: Learning Strategies Report" (Fumie Kato); and "Designing and Using Tasks To Promote Optimum Language Development" (Jane Willis). Section 3, "Voices of Interpretation," includes "Autonomy in Foreign Language Learning: From Classroom Practice to Generalizable Theory" (Leni Dam and David Little); "Task Ideas for Junior and Senior High" (Daina Plitkins-Denning); "Looking at Real-World Tasks: Comparing Task-Based and Skill-Based Classroom Instruction" (Peter Robinson, Gregory Strong, and Jennifer Whittle); "The Language Classroom on a Complex Systems Matrix" (Duane Kindt, Naoki Kumai, Paul Lewis, Matthew A. Taylor, and Michael Cholewinski); "Phonological Awareness in EFL Reading Acquisition" (Brett Reynolds); "Japanese Students Academic Literacy in English" (Mayumi Fujioka); "Empowerment and Unionization: Reason, Application and Effect" (Michael Fox, Bill Holden, Farell Cleary, and John McLaughlin); "The Function of Logical Models in Scientific Writing" (Atsuko Yamazaki); "Translating Questionnaires from English into Japanese: Is It Valid?" (Dale Griffee); and "Demystifying the STEP Test" (Laura MacGregor). Section 4, "Voices of Experimentation," includes: "Practicing Action Research" (Lois Scott-Conley, Neil Cowie, Janina Tubby, Richard Hodge, and Schinichi Yokomizo); "Creativity in High School Oral Communication B Classes" (Renee Gauthier Sawazaki); "Questioning Creativity: The CUE Forum on Higher Education" (Jack Kimball, David McMurray, and Brian McVeigh); "Teacher Beliefs and Teacher Development" (Kazuyoshi Sato and Tim Murphy); "Global Education and Language Teacher Training" (Kip Cates, James Kahny, Daniel Kirk, and Lynda-ann Blanchard); "English Language Needs Analysis for EST Students" (Robyn Najar, Guy Kellog, Scott Rogstad, Larraine Sakka, and John Thurman); "CALL: Classroom Interactions" (David Brooks, Joseph Dias, William Bradley, Paul Daniels, and James Wada); "Developing a Self-Access Center" (John E. Ingulsrud, Kate Allen, Miriam Black, Andrew Schaffer, and Patrick Benke); "East Meets West: Approaches to Learner Autonomy" (Jill Robbins); "Measuring Writing Apprehension in Japan" (Steve Cornwell and Sandra Mackay); "The 3D Effect: Combining Course and Self-Assessment" (Alan MacKenzie and Nanci Graves); and "Communication, Context, and Constraint: Working through the Riddles" (Mark A. Clarke). (SM)

This paper draws from research on individual and organizational learning to explore the opportunities for creating new models of schooling and to explain why many reform efforts end up producing incremental rather than radical changes. To do so, the study documents the evolution of two organizations that have worked to launch new, alternative schools in New York City. Despite differences in approach and philosophy, both appear to be expanding from a focus on l replicating new schools to "unbundling" their resources and services to support the work of both new and existing schools. Such an approach could lead to new developments, but it may also reinforce many of the conventional practices in schools that contribute to inequitable outcomes.

This paper reports on one secondary social studies teacher's efforts to engage students in learning about self, others, and the world. Modes of presentation and learning activities are the specific focus. Observations occurred during 160 class periods in four different social studies classrooms, tenth-grade world geography, eleventh-grade U.S. history, twelfth-grade international relations, and a 9-12 grade ancient civilizations. Over 20 interviews were conducted, along with observations of the school's collaborative decision-making meetings, the social studies department's meetings, a union meeting, a student club meeting, and a professional gathering at a nearby university. School documents were analyzed, including organizational publications and teachers' syllabi, supplemental readings, and handouts. The study attempts to link student engagement in social studies classrooms with teachers' willingness to interrupt students' expectations of what class structure should be, to assume a wide range of teaching roles, and to provide students with opportunities to meaningfully interact with one another. Contains 26 references. (EH)

Creative teaching, which involves creating innovative lessons, games, materials, and assignments to challenge students, can be stimulated in teacher education students by stirring up their thinking and encouraging them to explore different paths. Two thematic concepts which underlie creative teaching are "reflective teaching" which attempts to guide the development of thinking professionals who continually reflect upon their teaching, and "lateral thinking" which advocates moving from side to side when dealing with any problem and digging new holes rather than digging deeper and deeper into the same hole. Both theories may be used by teaching methods classes to engender professionals who are reflexive and flexible. Two techniques which have proved effective in methods classes are: (1) to pass out a collection of "junk mail" to teacher education students and ask them to build a lesson concept from it, and (2) to use word games which require students to develop creative definitions for a list of words. (A copy of the word game "Pun Fun" which includes a scoring guide to evaluate creativity is attached.) (NH)

A study was conducted to better understand creative visioning, the human ability to make connections. Interviews were conducted with 20 Seattle (Washington) residents, each of whom was involved in creativity or creative visioning. The sample defined creative visioning as a process which encourages the pursuit of new possibilities, dimensions, and connections. The inquiry revealed support for an open system that is flexible and relaxed wherein discovery flourishes; a system not bound by rules nor boxed in but that is helpful in developing the self-discipline, skills, and familiarity with history that will enable connections to be made. Extrapolations from the interviews led to recommendations regarding the role schools can play in developing the skills of creative visioning. Teachers and administrators must create an environment that is free of fear, structured but not rigid, tied to history but not chained to one answer, open to new discoveries and connections, respectful of the individual, and touched by the arts, creativity, and imagination. Schools need to move to do all that is possible to promote, nurture, develop, and celebrate creative visioning, risk taking, and the development of courage to see differently, in an atmosphere where new connections can easily occur. (LL)

As more emphasis is placed on helping children gain a global perspective and understanding of the world, children's literature seems to be a natural vehicle for fostering that understanding. By studying the storyteller, educators can learn about literary traditions of communities, particularly traditions which reflect the use of stories. An explanation of West African minstrels' traditional use of the story can be shared with children and adapted for use in a classroom setting by hanging fishnets from a corner of the classroom where all sorts of items are hung. Children can choose an item which brings to mind a favorite story to share with the class. Children can become storytellers and take their stories from classroom to classroom in a way similar to the East Indian tradition, using story cloths to present stories through pictures. By identifying the original tradition and history of the storytelling technique, children learn about the value and use of stories from other cultures, and teachers can avoid the use of these traditions as merely another gimmick to capture children's attention. (MG)

Useful resources for teaching sociology on the undergraduate or graduate level are discussed. Initially, the article suggests well-known resources such as various professional and reference publications, audiovisual aids, and computer-assisted instruction. One resource not frequently thought of includes people such as administrators, colleagues, and students. Administrators can encourage mandatory evaluations by students of instructors, colleagues can collaborate in team teaching or serve as outside examiners, and advanced students can serve as instructors to slower students. Another resource includes ideas drawn from sociology: flexibility of the learning environment, role of inquiry in teaching as well as research, and effect of student interest on course success. Teacher-developed materials comprise the final group of resources. Such materials should be directed toward operationally stated objectives, include means for evaluating their achievement, articulate with theory and methods, extend and apply sociological insights, and include carefully selected test items. (Author/AV)

This paper received the 1976 Gustav-Ohaus - National Science Teachers Association award for innovation in college science teaching. Presented is a methodology for teaching chemistry to nonscience majors which involves the student in the methodology and interpretative aspects of science. Included are six overall considerations of teaching approach which will involve nonscience major students with science and five specific practical examples for implementing the teaching approach. (SL)

In part a rebuttal to an editorial written by Ronald Regan which appeared in the "Denver Post" stating that English teachers should go "back to the basics," this paper argues that rules without reason, drills without meanings, and writing and reading without imagination are mechanical exercises without expression of self. What English teachers must encourage in their students is creativity. The creative process involves having a problem or need, considering what alternatives are available, deciding on a course of action and following it, and getting feedback in order to evaluate the result. The following six general guidelines are listed: students must be made comfortable in the classroom surroundings; students cannot fear the teacher, fellow students, or self; teachers should help students feel a reason to read, write, listen, and speak effectively and imaginatively; students should understand clearly what is expected in the class; teachers should provide a variety of learning experiences; and students deserve an audience besides the teacher for their efforts with opportunities for feedback. Included are a list of ingredients vital to the creative process, some guidelines for a creative classroom atomsphere, and a list of creative activities. (TS)

The fatal flaw of competency/performance-based teacher education (C/PBTE) is the lack of empirical knowledge on teacher behavior as it relates to pupil outcomes. Competencies identified have been based on reason, logic, and experience--all insufficient without empirical evidence. It seems that many accusations against C/PBTE are justified, and it is certainly true that C/PBTE has not yet demonstrated its superiority over other bases for teacher certification. Teaching is more than mastery of techniques. A large part of teaching is art, which does not easily lend itself to behavioral description. The major problem with the argument against C/PBTE is that there is no more factual basis for other teacher education programs than there is for C/PBTE programs. All teacher education programs are based on armchair speculation, reason, logic, and experience. At present, C/PBTE proponents should make no claims for product criteria except in the sense that the product is teacher behavior. Teachers must be included in the essential steps of planning and evaluating C/PBTE programs. Also, research must be designed to funded to continue the validation process. (PB)

This book brings together seven presentations from a conference on inservice teacher education and the results of the deliberations of five task forces on aspects of inservice in British Columbia. The first speaker noted the ironic fact that staff development programs for teachers often violate the best known theories about training by not using a progression of theory, demonstration, practice, feedback, and co-teaching. In the second paper, inservice programs in the Organization for Economic Cooperation and Development countries are examined, and, in particular, the use of professional tutors in England is studied. Creative methods of developing and nurturing a natural style of teaching to counteract teacher burnout were presented in the third paper. A panel discussion on local and regional inservice programs dealt with the implementation of inservice in the United States and from the viewpoint of the universities. The final paper focused on creating a hospitable environment for inservice at the school level. The task force reports covered the following topics, each with recommendations for future inservice practices: (1) purposes and functions; (2) large scale systems and responsibilities for inservice education in British Columbia; (3) research and evaluation; (4) the teacher and the school; and (5) delivery systems. (FG)

The development of an instrument to measure creative teaching abilities, the Creative Teaching Dilemma (CTD), involved three phases. The instrument was constructed and refined, and scoring procedures were outlined. The activities comprising the CTD included defining the teaching dilemma, gathering additional facts, identifying and stating the problem, generating solutions, selecting criteria, evaluating alternative solutions, and stating the final solution. The reliability of scoring procedures was measured and one aspect of criterion-related validity was assessed in phase two. A second measure of criterion validity was taken in phase three. The results demonstrated acceptable reliability and validity estimates. After comparing CTD with the Torrance Tests of Creative Thinking Demonstrator Form (TTCTDF), it was concluded that the two instruments measured different aspects of the same abilities. The use of the CTD may provide a broader assessment of teaching performance. The abilities measured by CTD could be enhanced through training in creative problem solving. The instrument was developed to evaluate facets of competency based teacher education programs. (DWH)

A study examined whether scaffolding (the interaction that emerges when novices and experts work cooperatively) can be extended if the scaffolding model for facilitating problem-solving instruction is imposed. Eight teachers were instructed and coached in the use of scaffolding to teach first graders listening comprehension skills. When a group of eight teachers was introduced to reciprocal teaching (teaching in which there is a dialog between teacher and students as well as among students, and in which students take turns assuming the role of teacher) within the scaffolded instruction framework (all having received the same preparation), they varied considerably in the manner in which they applied their skills. Each teacher read expository passages to her students (six per group) that were written at a third grade level. Two sample sets of dialogue are given; what distinguishes the two examples is that one teacher supported the students at a "word level" while the other supported them at an "idea level." An examination of the transcripts of the classes also showed that some teachers relied more on instructional statements, others on prompting statements, still others on reinforcing statements. These statements were evaluated against the contributions of the students to elicit an instructional profile. (Copies of dialogues and tables of data are included.) (NKA)

Teaching the Vietnam War in high school history courses is a challenge to the instructor, and study that relies only on textbooks may neglect the controversy surrounding the War and the issues that faced the nation. This paper discusses how to use songs about the Vietnam War as an instructional tool to investigate the role of songs during the War and to serve as a stimulus to study the controversies surrounding the War. Students are challenged to investigate the various perspectives presented in these songs and to examine devices utilized within lyrics to support the views they present. Titles and categories of songs that either censured the inhumanity of wars in general and the Vietnam War specifically, or portrayed support for the War in Indochina are included. (NL)

The dramatic art of mime can be viewed through a theory of multiple intelligences. Mime is a mode of the bodily-kinesthetic intelligence which is characterized as the ability to integrate body movement and to use the body in highly differentiated and skilled ways, for expression as well as directed goals. Mime is the language of the body, the silent component of an otherwise spoken language--strong enough with its own symbolic system so that words are not needed. Mime is a silent song, the controlled movement of silence in time, at times staccato, at times flowing, anchored by rhythm. The mathematics of mime primarily deals with long chains of logical reasoning which must be integrated by the mime in the moment of the performance. Mime creates space by making visible the invisible, by learning to use the empty space of the stage area to create and sustain visual and spatial forms. Mime is intrapersonal in the respect that it is about humanity, about fate. It is a freely given gift created expressly for the people in the audience. By implication, it is eminently worthwhile to investigate the practical applications of mime in the field of education. The bodily-kinesthetic energy within each student may prove to be one of the vast untapped resources available to educators everywhere. (MG)

Three speeches given by prominent authors at regional workshops sponsored by the Joint Liaison Committee of the Association for Childhood Education International and the Children's Book Council are printed here. The author--Lloyd Alexander, Myra Cohn Livingston, and Virginia Hamilton--addressed the subject of "Literature, Creativity and Imagination," stressing the importance of imagination in introducing literature to children. Each of the speeches includes a short bibliography. (RB)

This section of the TESOL convention volume challenges basic assumptions which are held by language teachers and researchers while at the same time providing other assumptions for professionals to challenge. The following papers are presented: (1) My View of "Teaching Languages: A Way and Ways," by E. Stevick; (2) "'I Got Religion!': Evangelism in TEFL," by A. Maley; (3) "Emphasizing Language: A Reply to Humanism, Neoaudiolingualism, and Notional-Functionalism," by T. Scovel; (4) "Competence and Capacity in Language Learning," by H. G. Widdowson; (5) "Art and Science in Second Language Acquisition Research," by J. H. Schumann; and (6) "Commonsense in Oral Testing: Reliability, Validity and Affective Factors," by N. Underhill. (AMH)

This paper argues that writing teachers' emphases on orderly and polished products from their students have inhibited the ability to invent ideas and think clearly. The teaching techniques of the poet William Stafford are described as a model for teaching students to be more thoughtful. It is concluded that teachers of writing should first encourage their students to discover ideas before concentrating on ordering and polishing what they write. (TS)

An explanation of three innovative techniques the author has used successfully to introduce undergraduate and graduate students to sociological methodology. The three methods are: (1) body-learning, which involves moving students around physically in ways analogous to the data manipulations being taught; (2) experimental learning, which involves having the students personally experience things normally presented cognitively as concepts; and (3) take-away learning, which uses the class meeting to reveal and dissolve misinformation and other considerations the students bring to a topic rather than to impart new information. The use of these techniques helps remove the blocks that often make research methods such a difficult subject for many students. In addition, these techniques make the teaching of research methods stimulating and exciting. The author presents specific examples of techniques for introducing students to three methods of sociological methodology. (DRS)

Algebraic equations and geometric forms are useful in teaching and learning composition. Algebraic equations can illustrate the modular nature of paragraph structures and can be refined by students to describe types of paragraphs. Discussion of the "slippery" nature of words and their power of transformation can be a lecture topic as the class learns to gain control of writing by imposing mathematical order. The use of geometric forms allows students to study both form and the composing process. For instance, given geometric forms representing a room and furniture, and seeing that moving one piece around forces other changes, the student may be sensitized to the furniture of a sentence and discover the interrelationship of its parts. Allowing students to play with algebraic and geometric forms establishes analogies for studying forms in language and for developing creativity and critical skills. However, the movement of geometric forms is generally useful to the entire class while algebra seems useful only to a select group. (TJ)

The work of E. P. Torrance concerning creative thinking abilities, creative learning and teaching, the creative learning environment, and the measurement of creative thinking is discussed. Torrance began his pioneering research on the nature of creative thinking in 1958 with pilot testing of his first batteries designed to assess creative thinking abilities and the skill with which they are displayed, and creative motivations. His research is based on the concept that creativity is a natural human process of sensing incompleteness and disharmonies and then engaging in activities, consciously or unconsciously, to resolve the tensions created by this incompleteness. Torrance has attempted to create test batteries that model the creative process, such as the verbal Torrance Test of Creative Thinking (TTCT), which consists of seven activities. New streamlined scoring for the figural TTCT, which contains three activities, has greatly expanded the concept of creative strengths. The most significant impact of his research has been on educational applications. In 1966, Torrance proposed an instructional model for integrating the teaching of creative thinking skills into the teaching of subject matter. This Incubation Model focuses on what might be done to enhance creative thinking and actions. Current investigations into creativity, such as the work of R. J. Sternberg, have many links with Torrance's ideas. A chart summarizes relationships between ideas of Sternberg and Torrance. (SLD)

Lesley College and the public schools in Cambridge, Massachusetts collaborated in a project using the natural learning model from Don Holdaway's "The Foundations of Literacy" to improve literacy education in grades K-6. The first two phases of natural learning (desire to learn a skill and attempting the new skill with a proficient person) were covered by a "sharing" time, in which the teacher as demonstrator would read enlarged text to children and point to words. The third and fourth phases (practicing and then performing the new skill) corresponded with the "doing" time, in which children could choose from among several expressive activities including computer work, drama, reading silently, or art. Evaluation of students' progress was guided by the principles that evaluation should be integral to in-class work; should emphasize change and progress over achievement; should use methods consonant with the ultimate purposes of reading for meaning and writing for communication; and should assist a child's learning by describing but not judging it. Three instruments--Marie Clay's "Concepts about Print," oral reading tapes, and a visual cue writing sample--were used for the nearly 300 students participating in the project. Results indicated that the children have become true readers and not decoders. (Three graphs are included.) (MHC)

To determine if dance/movement is an effective method for teaching word analysis skills and to encourage creativity, a study examined 69 students from four kindergarten classrooms and 63 students from three second-grade classrooms. Students in each class were randomly assigned to one of two treatment groups. Treatment 1 groups received a dance/movement program emphasizing word analysis concepts appropriate for the grade level (typically beginning with a physical warm-up, followed by exploration of concepts, and closing with a cool-down). Treatment 2 groups received a lecture and worksheet program teaching the same word analysis concepts. Each session was 30 minutes in length, and students underwent 17 treatment sessions over a 7-week period. After completion of the program, three tests were administered: (1) Torrance Tests of Creative Thinking; (2) Iowa Tests of Basic Skills (ITBS), Form G, Word Analysis section of levels 5 and 8; and (3) Informal Survey of Affect, a five-item questionnaire than involved circling smiley faces arranged in a Likert scale. One month following these tests the ITBS was administered again to provide a measure of word analysis skill retention. Results suggested that dance/movement, when compared to the lecture and worksheet method, was more effective in facilitating learning of word analysis concepts over the short-term, stimulating creativity, and producing a positive affective response. Longer-term cognitive retention effects were not demonstrated to be improved through the use of dance/movement. (Twelve tables of data and 44 references are appended. (MM)

The document provides United States history teachers with suggested teaching techniques from a variety of popular culture genre used during the thirties to help secondary students examine various social, cultural, economic, and political events, that encompass the Great Depression era. The popular culture forms described and discussed as techniques are: (1) depression pop art, (2) the pulp magazine, (3) the radio broadcast, and (4) the "Living Newspaper" theatre. These techniques represent effective ways in which U.S. history comes alive in the minds of students. These methods take students from a narrow one-here-now experience to a broader them-there-then experience to help students develop an awareness and understanding of selected historical concepts and topical problems and gain a perspective of the human drama that characterized the common man and woman. Described are: (1) the historical background of each popular culture genre; (2) the procedure for using each genre as a classroom technique; and (3) a form of evaluation for each technique. (APG)

"Empowered" teachers carefully consider the content of what is taught to children, are active in developing original curriculum based upon their own and/or their pupils' interests, and are able to creatively use materials, personal talents, and innovative resources in planning and implementing learning activities. This paper reports the findings of an interpretive field study of 10 "potentially empowered" elementary preservice teachers during their student teaching semester. After outlining the sampling procedures and research methods, a description is given of the "social world" within which these student teachers were placed, and the constraints they encountered. The political tactics and teaching strategies these teachers employed in response to this environment are presented. These included five distinctive tactics employed during their initiation into the teaching profession: (1) overt compliance during the first few weeks; (2) critical compliance; (3) accommodative resistance; (4) resistant alteration of instructional routine; and (5) transformative action and making individual curricular and instructional decisions. The idea of empowered teaching is examined in the light of the study's findings. Three pages of references and a list of informants' responses to the study are appended. (JD)

In considering the historical contributions of women in a high school history course, a series of projects were developed that were activity oriented, created student involvement in historial research, and organized to feature the roles women have played in the development of the United States. Classroom procedures are introduced based on early popular culture forms: (1) the popular story paper; (2) the illustrated song slide; (3) the comic book; and (4) the crankie (a simple, homemade, story device made out of a cardboard box with two dowel sticks and a roll of paper with pictures and words). The objectives for the project are described as well as the rationale for employing these four techniques. The format for a "Student Guide to Writing a Literary Story Paper" as well as all materials used in teaching the song slide, comic book, and crankie segments are included. A 26-item bibliography is appended. (NL)

Strategies and techniques for teaching history and stimulating secondary school students' awareness of and interest in the past is the focus of this document. Using drama as a tool enhances learning and maintains interest and attention by designing and acting out appropriate settings, historical circumstances, dramatic action, and historical characters. Drama is an imaginative way to involve students in exploring an historical experience and attaining and using research and inquiry skills. General procedures are included for: introducting the activity; setting due dates and length of time for the activity; grouping students; choosing a topic; discussing expected assignments; explaining how to collect data; and reviewing guidelines for designing each play. A guide is presented for the development of a Reader's Theatre that outlines characterization, plot development, and dialogue. A complete description of a classroom project, "Rosa Parks's Experiences in Montgomery, Alabama," is included as well as step-by-step guidelines for the "Living Newspaper Theatre Guidelines." (NL)

Philosophy of education is characterized by a pluralism of philosophical methods, attracting divergent issues. The papers which make up this conference proceedings address critical comments on education. A list of the papers follows: (1) "Contra Bloom: The Center Will Not Hold" (A. Pearl); (2) "Non-Paradigmatic Research" (J. Jarrett); (3) "Comments on 'Non-Paradigmatic Research'" (N. Appleton); (4) "Aesthetic Education in the Foreign Language Class" (E. Herb); (5) "Focusing on the Creative Function in Teacher Training: Connecting Subject Matter Content with Pedagogical Process" (N. Flinders); (6) "Creativity and Other Ordinary Events" (D. Arnstine); (7) "Everyday Life in Schools: On the Meaning of Being a Principal" (R. Evans); (8) "The Classroom: A Forum for Moral Education" (K. Randlev); (9) "Socrates' Practice in Plato's Apology" (A. Gerry); (10) "Socrates' Practice: Some Afterthoughts" (H. Ravitch); (11) "Formed Feeling and Technology" (S. Gocke); (12) "Grandma's Cornbread vs. Microwave Mush" (H. Ravitch); (13) "The Concept of Tolerance" (J. Bellous); (14) "Bellous' Conceptual Analysis of Tolerance" (M. Stange); (15) "Models for Thinking about the Future: Some Philosophical Considerations" (A. Schlessman-Frost; T. Saunders); (16) "Schlessman-Frost and Saunders" (M. Stange); (17) "Critical Thinking and Paulo Freire: Theoretical and Practical Considerations for Teacher Educators" (R. Ahlquist); and (18) "The Heart's Education: Why We Need Poetry" (D. Swanger). (JB)

Advocates focusing literature instruction on the classroom community rather than the individual because through language, as through mathematics, concepts and worlds are fabricated. (CRH)

The curriculum changes make teachers have to be creative in developing teaching materials because there are not many teaching materials that apply an independent curriculum. So the existing teaching materials are still lacking to facilitate the learning process. Realistic Mathematics Education (RME)-based teaching materials that are valid and practical are the goal of this study. This research was conducted on class VII students of SMP Pembangunan Laboratorium UNP. Data collection instruments used were observation, interviews, and questionnaires. In this research obtained teaching materials based on RME were valid dan practical. [ABSTRACT FROM AUTHOR]

Students in twenty-first-century education must be prepared to enter the workforce, which requires a variety of skills, incorporating inventiveness. This meta-analysis' goal is to figure out how effective project-based learning is at developing creative thinking skills. The steps in this meta-analysis research method Problem formulation, data collection (study), data coding, and data analysis and interpretation are all steps in the data analysis and interpretation process are the steps involved in data analysis and interpretation. 74 In the library, there were journals of creative thinking skills journal search results. An investigation into Project-based learning is a type of learning that is used in higher and secondary schools a classroom setting was one of the criteria for inclusion, and 22 articles met that requirement. PjBL has a significant positive effect on creative thinking skills, according to this review. The meta-analysis found that PjBL's influence on the dependent variable of creative thinking skills has a sizeable effect 1,3, The effect size of PjBL's influence on the dependent variable of the ability to think creatively is 90%, which is relatively large. [ABSTRACT FROM AUTHOR]

The Merdeka Learning-Merdeka Campus (MBKM) policy triggers Narotama University Surabaya to carry out innovative and creative teaching and learning activities. All parties involved, ranging from students, lecturers, and universities in general, enthusiastically welcomed the offers of new programs, one of which was the internship program. It is a way in the construction sector to finish all jobs with the help of digital tools and software. This study aims to describe the implementation of construction internships in the construction and infrastructure industry's digital era. It is seen from the point of view of university assessments in general. Crosstab analysis is used to see whether there is a relationship between effectiveness and the resulting benefits to the policies and processes of apprenticeship activities. The results prove that the Civil Engineering Study Program has run it well. Other study programs have also understood the concept of digital internships to improve soft skills. [ABSTRACT FROM AUTHOR]

Pedagogical knowledge is a unique skill that should be owned by teachers, especially for Arabic language teachers. It is one of the elements in Technological Pedagogical Content Knowledge. This study aims to identify the pedagogical knowledge and teaching creativity of Arabic language teachers in Malaysia. Also, to examine the correlation between pedagogical knowledge and teaching creativities. This quantitative study through survey questionnaire (by self-administered) conducted on 530 Arabic language teachers around Malaysia, including Sabah and Sarawak, participated in this study. The sample selected by using a random sampling technique. The data analysed using descriptive statistics and correlation analyses involving mean, standard deviation and Person correlation assisted by statistical software, namely SPSS-20. This study showed that the Arabic language's pedagogical knowledge and teaching creativity among Malaysia teachers are categorised as high. This study also found a positive and significant correlation between pedagogical knowledge and teaching creativity with the correlation coefficient is 63.1 per cent. Its correlation categorised as moderate. In conclusion, this study has identified that Arabic language teachers in Malaysia have excellent pedagogical and teaching creativity knowledge. [ABSTRACT FROM AUTHOR]

Research in mathematics education has overlooked creativity in mathematics, partially because of a lack of an accepted definition of mathematical creativity. The present study investigates elementary pre-service teachers' (PSTs') conceptions of creativity in teaching and learning mathematics. Data were collected using observations and semi-structured interviews with nine PSTs and analyzed using thematic analysis. PSTs' conceptions of mathematical creativity included using multiple approaches to solve problems, designing mathematical tasks from scratch, making learning challenging but not impossible, and exercising independence in learning. Implications of these results are applicable to teacher preparation programs, and they suggest a need for more research on the nature of experience(s) that shapes PSTs' conceptions of mathematical creativity and how to develop it. [ABSTRACT FROM AUTHOR]

Although challenging at times, both teaching and learning have always been a source of inspiration that drives further personal and professional development for all those involved in the process. Enriched with years of experience, teachers become confident enough to introduce and test unorthodox approaches to teaching whose primary aim is to maximise learners' cognitive response. One of those approaches is the so-called Dogme or the Teaching Unplugged which was originally devised by Scott Thornbury: he realised that classes were invaded by lesson plans, flash cards, workbooks, textbooks, et al., to the extent that learners themselves ceased to be the focus of the lesson. The Teaching Unplugged focuses on the learners and their linguistic needs - it is primarily communicative and material light. Inspired by this very method, several courses of Academic English were devised for lecturers - the experts in a number of topics that are taught to students as a part of their study programmes at the University Department of Professional Studies. The courses were a part of the in-house professional training whose purpose was to prepare lecturers for linguistic challenges that may occur in communication with students from the Erasmus Student Exchange Programme. The paper will be divided in two parts. In its introductory part, the Design to the Edges approach, as a new idea that has recently emerged in the teaching world, will be discussed with the emphasis on the Teaching Unplugged. Its central part will address the extent to which this approach shaped Academic English classes. [ABSTRACT FROM AUTHOR]

The article addresses the problem of creating a modern learning environment for cultivating artistic and creative abilities of children and adolescents. The purpose of the article is to describe a complex educational programme of developing creative artistic abilities of children and adolescents implemented by Art and Design Academy for Children (Institute of Arts, Novosibirsk State Pedagogical University), and clarify its curriculum and stages. The programme comprises three modules designed taking into account pupils' age-specific characteristics: for primary, middle and high school students. Each module is a separate holistic unit with its objectives and outcomes. On the other hand, the contents and structure of integrated modules are designed according to the principle of continuity. The authors emphasize the role of profession-oriented learning activities, project-based learning activities and mentoring in preparing motivated prospective students for Institute of Arts who can succeed in pursuing degrees in Education, Fine Arts, Applied Arts and Crafts, and Design. The article concluded that Art and Design Academy for Children facilitates nurturing artistically gifted children and adolescents and preparing talented novice teachers. [ABSTRACT FROM AUTHOR]

Creativity constitutes an important feature in teachers' development, enables for application of the original methods in work and for creating the climate of openness and independence. However, researchers quite frequently notice that creative functioning, correlated also with non-conformism, is often coupled with low social competences, which results in incomprehension, rejection and criticism from co-workers. On the other hand, some investigators point out that creative teachers are expressive, have a lot of coworkers, create science or artistic schools. It is also worth noticing that the majority of creative works is presently realized jointly. Hence, it seems to be interesting to formulate a question about relations between the level of creativity and teachers' social competences. Author's own researches, including questionnaires and tests, were carried out in 2019 onto the group of 49 Polish young teachers of pre-school and early-school education. For the conducted investigations there were used TCT-DP test by K. Urban and H. Jellen in elaboration of A. Matczak, A. Jaworowska and J. Stańczak [1], diagnosing the general level of creative thinking, and Inter-personal Scale of Attitude by J. Stanik [2] describing the dimensions of inter-personal competences such as the following types of functioning: "directing and autocratic", "supporting and caring", "coworking and friendly", "submissive and depending", "retreating and masochistic", "rebellious and suspicious", "aggressive and sadistic", "competing and narcissistic". Other styles include operating: "in self-acceptance" or "in self-sufficiency", "in jealousy", "in realism and relative autonomy", "in pessimism, helplessness, calling for help". The Scale distinguishes also three syndromes of: pro-social behaviour, hostility and ego-centrism. Preliminary results of researches indicate that more creative teachers more often present the behavioural styles correlated with pro-social syndrome (especially this concerns supporting and caring behaviour) and most of all with strong self-acceptance of the own social actions with relative low narcissism. Significant is also the fact that high level of creative thinking at examined teachers correlated well with high suspiciousness and low social resourcefulness as well as with overall syndrome of hostility towards the others. Results that were obtained show the complicated nature of features connected with social relations of creative people, which - according to ideas of D. Simonton [3], K. Szmidt [4] and E. Nęcka [5] - may present behavior full of contrast and "contradiction integration". [ABSTRACT FROM AUTHOR]

This paper discusses the importance of co-creativity in facilitating an engaging learning process based on the GameChangers initiative (gamify.org.uk) part-funded by the Higher Education Funding Council of England (HEFCE). Taking into account the relationship between play, technology and learning, the design of the initiative itself fully embraces and accommodates for the creation and development of games of any typology (board games, card games, digital games, etc.) and playful solutions (gamified products) as freely chosen by the participants, be them students or staff. By engaging in these practices, participants were intended to obtain valuable knowledge in creative and collaborative problem solving, experience game design and development process and even, possibly, address real challenges and opportunities in their communities. The focus however is on the creative process rather than the end products/solutions produced by the participants. The paper will specifically discuss the methodology and findings from an experimental module developed based on the approach involving level 2 undergraduate students (n=30) from the different schools and faculties at Coventry University, UK. Based on the qualitative feedback and reflections collected in week 5 and week 10 of the modules, the co-creative process inspired by play and games demonstrates that through the process, students discover the importance of elements such as empathy, purpose, meaning, art, creativity and teamwork in their learning regardless of the specific disciplines they are pursuing. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention. [ABSTRACT FROM AUTHOR]