Search

This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)

In this UniCollaboration plenary session, Barbara Moser-Mercer speaks on setting up education classrooms in refugee camps with University of Geneva students. She starts off with a video which speaks to the virtual exchange idea and how students from the University of Geneva are working together with students in Macau and how that could be developed and designed and what Kenya means to the students on both ends. At the end of the video, she describes two projects that are ongoing. One of them is geo-mapping snakes and scorpions in the Kakuma Camp (Kenya). The first initiative has already been implemented and landed us a mention in the Global Education Report of UNESCO of which we are very proud. Basically, the students locally designed an information session for parents to help them chart the safest way through the camp to school avoiding the areas with a preponderance of snakes and scorpions. The second project is being followed up with the International Rescue Committee who is responsible for health in the camp. The camp has basic medical training available, however prevention is not funded in the camp. So students designed an education project were they mapped malaria laevae breeding sites. Thus creating a system in the camp to prevent malaria. She ends the session with a question and answer period. [For the complete volume, see ED609298.]

The aim of this paper is to map the tide of education reforms worldwide and to spell out the implications thereof for the field of Comparative and International Education -- the field of scholarship tasked with assessing and guiding the global education project. In the field the notion of the Global Education Reform Movement (GERM) has gained currency. In this paper the deficiencies of that concept are identified. These include its non-exhaustiveness, its lack of a theoretical underpinning, and its lack of a normative dimension. It is argued that the field of Comparative and International Education, with its theoretical construct of the education system, its basic theorem of education systems being shaped by societal contextual forces, and the comparative method for approaching education issues and challenges, appears most promising in providing a theory as well as a method for a scholarly as well as a public discourse about education. The most salient societal trends of the twenty-first century world are enumerated, as well as how these have precipitated in changed education objectives, educational management and administration, teachers and students, and curricula.

Beginning in the nineteenth century, a plethora of western Christian and secular philanthropies introduced "top-down" philanthropic initiatives in Sub-Saharan Africa to promote education and "development". There seems to be a complex link between the agendas of international philanthropies and their home governments' broader foreign policy frameworks. This paper discusses American philanthropies' educational initiatives in Sub-Saharan Africa (SSA) from the 1920s to the end of the twentieth century. The paper focuses on four American philanthropies namely, Phelps-Stokes Fund, Carnegie Corporation, Ford Foundation and Rockefeller Foundation. It argues that American philanthropies' education initiatives helped to push the United States foreign policy agenda of transplanting adapted education in SSA, extending the social stratification of Black Africans in the global geopolitical processes, and promoting race relations. The agenda was promoted within the framework of White racial superiority and American "idealism" which the philanthropies presented as "development" after nations in SSA attained independence. [For the complete Volume 17 proceedings, see ED596826.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

In 2014, the University of Aizu was accepted for participation in Japan's national TOP Global University (TGU) initiative. In this paper, we describe our use of video interviewing to prepare Japanese students for our Global Experience Gateway study abroad TGU project. Our university specializes in computer science education at undergraduate and graduate levels. Our students are preparing for careers or further research in either software or hardware specializations, and it is expected that English will be required increasingly in computer-related research and business. Within Japanese education, there is a view that the youth are reluctant to speak English (King, 2013), and our students use English infrequently. We have created a study abroad programme, which is intended to motivate students to study more in their regular English language classes to improve language skills and attain higher TOEIC scores. However, improved course grades and test scores do not prepare students with interpersonal communication skills required to function in an English-speaking context. Recent literature on language learning outside of the classroom (Nunan & Richards, 2014) supports our use of video interviewing to prepare students for study abroad. We are teaching Japanese students to conduct and video-record interviews with non-Japanese speakers in preparation for the conversational demands of study abroad. Practice with video equipment, interviewing techniques, simple camera work and editing helps our students to interact with our international students and teachers. In this paper we outline the curriculum design, equipment selection, instruction, student project work, and assessment in this course. [For full proceedings, see ED564162.]

These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]

The present paper discusses the relevance of multicultural educational research that goes beyond human sciences so as to embed technological curriculum and the preparation of professionals of areas such as engineering as competent global citizens. It argues that multiculturally preparing engineers should be part of an educational project that places Higher Education Institutions (HEIs) at the forefront of innovation and the valuing of the preparation of a new generation of professionals more attuned to a globalized perspective that also incorporates a humanitarian, multiculturally oriented perspective. The paper discusses theoretical issues involved in a multicultural engineering curriculum, and then it focuses on educational research relative both to contemporary trends in the delivery of syllabuses in three engineering HEIs. It discusses challenges and possibilities in the translation of the idea of engineering for a global and multicultural perspective of competence into curriculum thinking and practice, suggesting ways ahead in order to boost it. [For the complete Volume 12 proceedings, see ED597979.]

This paper aims to give an overview of a cooperation project launched three years ago, under which students who study Swedish at two universities across the Baltic Sea have a chance to complete a part of relevant courses in their study programmes together in an online course. The primary goals of joint studying are: to encourage students from different nationalities to actively communicate with one another, using Swedish as the lingua franca (communicative and social competence), to motivate students to use a range of sources in Swedish to get information, and to give the participants a chance to gain new knowledge about their neighbouring country and the student life there (internationalisation competence). The common difficulties in carrying out joint studies at two different universities (Guth, Helm, & O'Dowd, 2012), e.g. timetabling and technical problems, are overcome by focusing on asynchronous dialogue and by choosing a technically workable platform with good technical support from one of the partner universities. The authors consider the cooperation a very positive experience, easy and inexpensive to implement, and highly recommend to their colleagues. Our experience confirms what previous studies (Guth et al., 2012) have already outlined: despite the belief that foreign languages should be learned face-to-face and preferably with native speakers, students seem to appreciate using information and communication technology for connecting up with other people using the target language as their lingua franca. We also feel that these exchanges are particularly suitable for the teaching of less commonly taught languages and offer all parties both change and satisfaction. [For full proceedings, see ED565044.]

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about Contemporary Germany (Janie Hubbard and Karen Larsen Maloley); (3) Evaluating Pedagogical Techniques in Education Courses: Does Assignment Resubmission for Higher Grades Increase Student Achievement? (Joseph Asklar and Russell Owens); (4) Incorporating Global Citizenship into Social Studies Classroom (Anatoli Rapoport); (5) Internal Culture: The Heart of Global Education (Cyndi Mottola Poole); (6) The Treatment of Monotheistic Religions in World History Textbooks (Jason Allen); (7) College Readiness: Preparing Rural Youth for the Future (Jason Hedrick, Mark Light, and Jeff Dick); (8) The University Core Curriculum Program: Factors of Success and Opportunities for Potential Improvement (Mohamed Elgeddawy); (9) Communication processes of Online Education: The Need for a Sociological Reflection (Beatriz Fainholc); (10) Cinema and History of Brazil: A Debate in the Classroom (Paulo Roberto de Azevedo Maia); (11) Practitioner Inquiry in the K-12 Social Studies Classroom (Heather Leaman); (12) Role-Playing Parent-Teacher Conferences Defending a Social Justice Curriculum (Christopher Andrew Brkich and April Cribbs Newkirk); (13) "Steve Obamney": Political Scumbaggery, the Internet, and the Collective Memetic American Consciousness (Christopher Andrew Brkich and Tim Barko); (14) Democratic Twittering: Using Social Media in the Social Studies (Daniel G. Krutka); (15) An Electorate Equality: Are we Seeing a New Age or Era in American History? (Sean M. Lennon); (16) Instances of Reification in Contemporary Society: Work, Consumption, Cyberculture, and Body (Julio Cesar Lemes de Castro); (17) The Ent's Will Rise Again: The Representation of Nature in the Film "The Lord of the Rings: The Fellowship of the Ring" (Iclal Alev Degim); (18) "We need to conserve the beautiful places of the world, and protect them from being destroyed:" Using Papers about Place in an Environmental History Class (Russell Olwell); (19) Lesson Study in Elementary Social Studies Methods (Lara Willox); (20) Visualization of Teacher's Thinking Process While Observing Students: An Educational Neuroscientific Approach (Naoko Okamoto and Yasufumi Kuroda); (21) Perceptions of Teacher Candidates on Quality Standards of Education Faculty (Aysun Dogutas); (22) Laptops and iPads and Smartphones, Oh My! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (23) Academic Transition from High School to College (Barbara Houser and Cheryl Avila); (24) QR Codes: Let's Get Them in (and out of) Your Classroom! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (25) Creating a New Space: Partners in Global Education (Denise Dallmer); (26) Letting Go of the Textbook: Applying Multimodal Intertextuality in the Secondary Social Studies Classroom (Terrell Brown); (27) Preservice Elementary Teachers' Economic Literacy: Are They Ready to Teach Economics Concepts? (Kenneth V. Anthony, Nicole Miller, and Becky Smith); (28) The Effect of Family Disintegration on Children and Its Negative Impact on Society (Nourah Mohammad Altwaijri); (29) Historical Examination of the Segregated School Experience (Anthony Pellegrino, Linda Mann, and William B. Russell, III); (30) The Effects of Transnational Prejudice on Incorporation and Identity Formation of Oaxacans in the U.S. (Monica Valencia); (31) Neo-Liberalism and the Deconstruction of the Humanistic Pedagogic Tradition (Chris Sparks); (32) The Great Depression as a Generational Lens on Contemporary Social Studies Reform Movements (Doug Feldmann); (33) Digital Collaboration to Promote Learning in the Social Studies Classroom (Raymond W. Francis and Mary Jo Davis); (34) Disrupting Patriarchy: Challenging Gender Violence In Post-Apartheid South Africa and Post-Conflict Northern Ireland (Erin Tunney); (35) The Relationship between Teachers' Conceptions of Democracy and The Practice of Teaching Social Studies: A Collective Case Study of Three Beginning Teachers (Andrew L. Hostetler); (36) Facilitating the Reduction of Recidivism: A Political Philosophical Approach to Community Justice (Philip Waggoner); (37) Teaching Social Studies Through Photography: World Travels of a Pre-Service Teacher (Rebecca Stump); (38) Young Children's Descriptions about the History of Their Given Names (Lois M. Christensen, Szymanski Sunal, Melissa G. Whetstone, Amanda Daniel Pendergrass, and Ebtesam Q. Rababah); (39) Apoyo: How Does This Culturally Learned Practice from México Characterize Hispanic Households in America? (Gilbert Duenas); and (40) Implications of Common Core State Standards on Social Studies Education (Joshua L. Kenna). (Individual papers contain references.) [For the 2012 proceedings, see ED531864.]

Children's literature can be used to help teachers to build into their teaching programs ways to examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. Developing an understanding of the importance of being a contributor to a fairer, more peaceful, just and sustainable world is vital in helping children to become "global citizens". Global citizens are those who are willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. After reviewing research literature on the topic and noting the divergent opinions and views available, the author examines ways in which some specific examples of children's literature can be used to develop a willingness to actively engage in issues of global citizenship in primary aged children and will consider how the use of children's literature can help to build concepts of teaching about global citizenship in the primary school setting.

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2011 proceedings, see ED518589.]

Article 18 of the Universal Declaration of Human Rights establishes that all people, simply because they are human, enjoy the right to freedom of religion and that governments have the obligation to ensure the protection of that right. Yet we witness a world increasingly divided by religious tradition. The failures of many governments to ensure and protect religious liberty, and the impunity with which violators of religious liberty carry out their agenda of violence, fear and hate are commonplace. The language of human rights is an integral part of the concept of our inter-connectedness as humans. To ensure that Freedom of Religion is understood as an unalienable principle of society, the Universal Declaration and the language of human rights should be integrated into the obligatory curriculum of schools everywhere. [For complete volume, see ED567040.]

This document presents the proceedings of 16th Annual Research Forum held June 15, 2011, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) The Effects of Prompted Math Journaling on Algebra 1 Students' Achievement and Attitudes (Heidi I. Arnold); (2) Group Work and Attitude (Greg Bartley); (3) Assessing How Current Events Contribute to Student Learning Outcomes in a Civics and Economics Course (LaShunda Faison); (4) What is the Impact of Inquiry-Based Instruction in a Group Setting? (Jennifer Foreman); (5) Developing Oral Language Ability in the High School Spanish Classroom (Eleanor Fuller); (6) "There's an App for That:" A Study Using Apple iPads in a United States History Classroom (Emily R. Garcia); (7) Increasing Parent Involvement: Using Newsletters to Expand School-Home Communication (Meredith Horton); (8) Guided Discovery Learning with Collaborative Discourse (Chloe Johnson); (9) Multiple Types of Assessment and Learning Styles (Jill Klinepeter); (10) Recognizing and Understanding Irony (Cederick Moore); (11) The Use of Contextualized Listening Activities to Develop Listening Comprehension in the High School Spanish Classroom (John A. Mundell); (12) The Effects of Photograph Analysis on Students' Historical Thinking Skills (Anna Newman); (13) Effective Approaches for Teaching Irony in the High School English Classroom(Carmen Peek); (14) Inspiring Instrumental Genesis through Guided Reflection (Jacob Steven Perry); (15) Global Citizenship Education in Secondary Social Studies: Utilizing Global Newspapers to Help Students Identify Global Perspectives and Bias (Andrew R. Petrilli); (16) The Use of Authentic Materials in Developing Oral and Written Language Ability in the Secondary Spanish Classroom (Amy Plyler); (17) Teaching "Habits of Mind": Impact on Students' Mathematical Thinking and Problem Solving Self-Efficacy (Cayce Poindexter); (18) The Impact of Feedback on Student Confidence, Self-Efficacy, and Attitudes Toward Mathematics (Lauren Redman); (19) Understanding Students' Ability to Recognize Irony (Grace Rishel ); (20) Improving Student Achievement through Error Analysis (Lauren Schnepper); (21) Using Homework to Improve Students' Abilities to Self-Regulate (Brian A. Smith); (22) The Use of Food as a Context to Develop Cultural Awareness in the High School Spanish Classroom (Silvia Timmerding); (23) Teaching High School Students to Identify Irony and its Effects (Sarah Vroom); (24) Recasts, Elicitation, and Praise: Tools for Oral Language Production in the High School Spanish Class (Kenneth L. Wallace, Jr.); and (25) Music and Culture in the High School Spanish Classroom (Rachel Will). (Individual papers contain references.) [Abstract revised to meet ERIC guidelines.]

These proceedings of the conference "Creating a Continuum of Excellence: A U.S. Blue Ribbon Schools of Excellence Conference," produced by SERVE in collaboration with Nova Southeastern University was held in Coral Gables, Florida, 1999. It lists keynote speakers, action planning meetings, think tanks, and titles of exemplary practice sessions, as well as a detailed description of the SERVE organization. (DFR)

The workshop, "Adult Learning, Democracy, and Peace," had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities and as leading to increased marginalization, while others partially acknowledged that globalization offers fresh possibilities and opportunities. Speakers discussed the following topics: adult learning strategies that are required to meet democratic aspirations and foster a culture of peace; understanding the local, the national, and the global stages and the tensions among them; adult learning for democracy; gender justice; moving from cultural confrontation to intercultural communication; adult learning for an active civil society; adult learning for gender democracy; pedagogical challenges for promoting democracy and a culture of peace; and pedagogical exercises dealing with conflict situations and reconciliation. (YLB)

The 33 papers presented at this conference are, as follows: "Child Participation in an Everyday Adult Practice" (Andrew Brent Andressen); "Education for Sustainable Development in Southern Philippines" (Caridad Bernardino); "Distance Education and Instructional Technologies: Cultural Transmission or Cultural Erosion" (Judith Blanchette); "Domestic Slavery into the Twenty First Century: Filipino Domestic Workers in Canada" (Susan Brigham); "Teachings from the Oral Tradition and the Digital Pedagogy of Bricolage: 'Off the Page, on the Page, and into the Screen'" (Duane Burton); "Unmasking the Obscured Familiar" (Donna M. Chovanec); "Cultural Change: Courtship Crisis" (Jendju Collins); "Supermodels in the Rainforest (A Teacher out of His Tree)" (Jean-Claude Couture); "Collective Kitchens: Making Poverty, Gender, Participation and Cooperation Unproblematic" (Nora Fernandez); "Identities In/Formation: Surfacing the Subjugated Knowledges of Queer Youth" (Gloria E. A. Filax); "A Sense of Place: Legitimizing Social Categories through Environmental Discourse" (Lorelei Hanson); "The Post Secondary Institution of the Future: A Virtual Reality" (Judy Harrower); "Personal Construct Psychology and Teacher Education: From Pedagogy Past to Teacher Beliefs in Practice" (Tim Hopper); "Valiant Girls: The Reconstruction of Femininity" (Barbara Heather); "School Education in the Former Soviet Union" (Victoria Hritonenko); "The Use of Erik Erikson's Life Stages Theory in Deaf Education" (Pat Hughes; Michael Rodda); "Race and Education: Waking Up to the Smell of the Coffee" (Jenny Kelly); "Internal Supply Policy" (Sheri Long); "Woman as Genre" (Rebecca Luce-Kapler); "Fostering a Global Conscience through Student Social Justice Activism" (Darren Lund); "Workplace Ergonomics - Importance of Education and Training" (Rammohan V. Maikala); "Can 'Gender' Survive in the Age of Queers?: De-Normalizing the 'Normal,' De-Polarizing Gender'" (Sheryl McInnes); "Situating East Asians in Canadian Race Discourse" (Hijin Park); "Local Control of Education in a Global Environment" (Larry Phillips); "The Dutch Experience with 'Charter Schools'" (Annette Richardson); "The Concept of Gradualness for a Sustainable Education" (Ahmad Sabetghadam); "'Are These the Muslined Pink Young Things to Whom We Vowed and Swore?': Addressing the Gendered Reader in the English Classroom" (Betty-Anne Schlender); "Political Science as Normalising Discourse" (Malinda S. Smith); "Teacher Education: Promoting Professional Identity" (Earl B. Stephanson); "Globalization: Friend or Foe?" (John Valentine); "Endangered Indigenous Languages" (Lynne Wiltse); "Communicative Language Teaching in China: An Analysis from a Cultural Perspective" (Ping Yang); and "Economic, Cultural, Political Significance of Market Women in Nigeria" (Adenike Yesufu). (BT)

Summarizing results from a 3-day conference on community colleges and globally competent learners, this report presents participants' conclusions regarding the colleges' role in producing globally competent learners. Following introductory sections, a definition is provided of globally competent learners, suggesting that they are empowered by the experience, are committed to lifelong learning, are aware of diversity, recognize global interdependence, are capable of working in diverse teams, and accept responsibility for world citizenship. Requirements for establishing effective global education efforts at colleges are then reviewed, including obtaining commitment from top administrators, implementing global education as an integral component of the mission, conducting a needs assessment for local businesses, allocating resources, and providing support and student services. The current status of global education in community colleges is then reviewed, examining partnerships, faculty development, curriculum enhancement, and diversity, and forces hindering attempts to globalize are reviewed related to attitudes, practices, priorities, and marketing. Strategies are then provided for countering these obstacles and for beginning or expanding globalization efforts. Finally, suggestions for advancing global education beyond the campus are addressed. A list of participants is included. Appendixes provide welcoming remarks by Richard H. Stanley; "Connectedness, Community, and Stardust," the opening address by Margaret B. Lee; and a list of global competencies. (HAA)

Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi-level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley Dole); "Computing as Literacy--The Computing Practices of Language and Literacy Teachers" (Chris Corbell); "Chickens, Eggs and 'Access': Untangling Competence and Capability through a Re-examination of Skills, Knowledge, Values, Non-formal and Formal Learning in Agriculture" (Ian Falk, Sue Kilpatrick); "Challenges Facing Training" (William Hall); "Office Discourses: Which Attributes Are Given Authority in Institutional Classrooms?" (Ann Kelly); "Flexible Delivery: One Practitioner's Point of View--What Has to Change When You Go Flexible?" (Anne Kiley); "Aboriginal and Torres Strait Islander Adult Education Histories and Their Relationship to the Development of Academic Writing Skills" (Bill Langlands); "A New Work Order: Some Implications for Being Literate in a Global Economy" (Colin Lankshear); "Assessing Front-line Management the Identification of Personal Constructs in the Workplace" (Irena Morgan-Williams); "The Role of Volunteer Tutors in the History of Adult Literacy in Queensland" (Jean Searle); "Parents and Literacy (PAL)" (Julie Spreadbury); and "Choosing Change through Literacy" (Kath White). (MN)

This study traces Turkish Cypriot and Greek Cypriot students' perceptions of the Cyprus conflict. The data comes from a 1993 Harvard workshop which included 11 Turkish Cypriot and 38 Greek Cypriot students. The workshop was a collaboration of Harvard's Conflict Management Group, AMIDEAST, and US AID. The objective of the workshop was to teach students effective negotiation skills, such as identification of students' perceptions. The primary purpose of the study was to determine how perceptions of involved parties compared. Written workshop products were coded for certain features and examined. Results indicate that students' perceptions differed greatly but their willingness to communicate and seek solutions that would best suit both parties' interests suggest that the negotiation skills targeted towards these ends were initiated. Investigations based on psychology of ethnic and political violence can provide access to individuals' perceptions and, when coupled with other strategies of conflict resolution, can be vital in attaining peace education. (EH)

This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3) increased use of technology to prepare children and youth to live in harmony with a national and global diversity. A resource directory of 51 curriculum guides, literary resources, and classroom strategies is appended. Contains 35 references. (KDFB)

This study compared the impact of an international educational program with that of a multicultural educational kindergarten program. A convenience sample of 13 children participated in a university-based full day international education kindergarten program. Sixteen children from a medium-size seacoast center participated in a multicultural educational kindergarten program. The project-developed picture-based Inventory of Cultural Information and Attitudes was used to measure culturally accurate information, culturally sensitive information, overgeneralized information, culturally insensitive information, and ethnocentric responses. Parents completed a questionnaire regarding cultural influences present in the child's environment, the extent of the child's travel, and if there were international influences in the child's heritage. Results indicated that there was no significant difference on overall culturally accurate information by site or by sex. However, children gave more culturally accurate information for cultures they had studied. Children in the international program used phrases that were more culturally sensitive than children in the multicultural program. All the children overgeneralized information, with international program children overgeneralizing slightly more often. Very few culturally insensitive remarks were made by either group. Boys were more likely to respond in ethnocentric ways than girls. Parent questionnaire scores correlated with children's overall culturally accurate score and their sensitivity score. (Contains 46 references.) (KDFB)

This paper describes multiculturalism courses in teacher education at Bethany College (California) and at the University of Southern Mississippi and argues that an increasingly global society creates the need for unity that can be achieved through multicultural education, which if effectively designed and implemented enlightens individuals to the importance of multiple perspectives. The paper discusses reasons why multicultural education is necessary and notes that the majority of individuals training for careers in teaching at Bethany College are females of Euro-American descent. The paper also describes efforts at Bethany College to infuse multicultural awareness and appreciation along with the Specially Designed Academic Instruction in English (SDAIE) strategies. In a social studies methods course at the University of Southern Mississippi students read and reacted to two pieces of assigned multicultural literature, met in cooperative groups, and kept reflective dialogue journals. Students also formed pairs to recall and discuss critical incidents in which they had witnessed prejudice or an unkind act directed toward someone because of difference in gender, cultural affiliation, age, or socioeconomic status. Finally, the paper mentions that preservice teachers implemented integrative thematic social studies units that they had developed in culturally diverse classrooms near the university. The paper closes by arguing that future teachers must have a better understanding of other cultures so that they can provide an optimal education for all of their students, regardless of their cultural backgrounds. Furthermore, because we live in a culturally diverse society, it is critical that students not only develop an understanding and an appreciation of other cultures, but that they also possess skills that will enable them to function within diverse societies whether at home or abroad. (Contains 30 references.) (JB)

This paper is part of a larger study entitled "A Comparative Geography of Three Ecologically Similar Regions," which compares the Chesapeake Bay region of Maryland with the Murray River region of South Australia and the Rio de la Plata region of Uruguay. Readings with accompanying questions are intended for classroom use. Teachers are encouraged to draw upon other resources to add more depth to this unit. Suggestions for using comparative geography of the regions are included. Test questions are attached. (EH)

This paper suggests how peace stamps can be used to further understanding of the movement for world peace. In this effort the Nobel Peace Prize, the most prestigious award in the world for peacemaking, is used as a focus. In the prizes from 1901 to the present, the Norwegian Nobel committees have recognized the major paths to peace. This variety is considered in portraying a number of laureates. In referring to prize winners, the volume distinguishes between what have been called negative peace and positive peace and what the document terms "fundamental peace." The paper also presents additional suggestions for the use of stamp collections to illustrate other subjects relevant to peace education. (EH)

These proceedings report on a project designed to help faculty and administrators in the Louisiana State University (LSU) College of Agriculture to internationalize the undergraduate curriculum of the college in order to foster students' awareness of the global agriculture environment. Through a series of six workshops, the undergraduate teaching faculty in the college were provided with the background information and guidance necessary to add this international dimension to their courses. Each workshop consisted of two major components: the background/information component, which focused on global markets and why they demand the attention of all agricultural disciplines; and the methods component, which focused on assisting teaching faculty in reviewing and reformulating course outlines and materials. After the workshops were completed, the project model of implementation was made available to deans of colleges of agriculture at all 1862 and 1890 land grant institutions. The 10-page project report is followed by summaries of the six workshops in chapter II. The summaries are as follows: one conducted for the entire college faculty; one designed for college department heads/directors of schools and for the project's planning and organization committee; and four targeted for faculty in four selected sets of curricula offered by the college. Chapter III lists highlights of LSU's model for internationalization and recommendations for future globalization efforts. Appendixes include the survey and evaluation instruments and a 48-item annotated bibliography. (YLB)

This report informs about an international seminar, convened by the Lugansk Regional Committee of Educators for Peace. Among the interrelated themes dealt with included: (1) the role of technology in education for a new age; (2) systems thinking; (3) education for peace and new world order; (4) international projects such as "The Peace Ribbon"; (5) support groups for communication training; and (6) education for international understanding. The seminar is part of the Project for Ecological and Cooperative Education (PEACE). About 30 people participated from the Lugansk region, Russia, Canada, the United States, Switzerland, France, and Norway. The tour visited schools and museums as they discussed the ideas of "The Ukrainian Movement Educators for Peace and Mutual Understanding." (EH)

The papers in this collection are divided into five sections: literacy, correctional education, multicultural and issues of diversity, technology, and general education. The articles include: "Creating a Literate Society through Home School Instruction" (Doris A. Henry); "Inclusive Strategies for Content Area Teaching" (Jeanne M. Jacobson); "Becoming Literate: Schooling and Global Involvement" (Rita Roth); "History of Correctional Education" (Thom Gehring; Carolyn Eggleston); "The Delivery of Special Education Inservice Training to Educators in Correctional Settings Via Audio and Computer Conferences: A Collaborative Problem Solving Approach" (Roseanne Hessmiller); "Building International/Cultural Awareness and Understanding through Bibliotheraphy: Correctional Education Approaches in Different Cultures" (Salvatore M. Messina); "Using Multicultural Literature in Teaching To Promote International Awareness" (Thomas W. Bean); "Teaching in the Multicultural Classroom" (Yvonne Callaway, Evelyn Mahmud, and Wanda Cook-Robinson); "Harmony and Diversity" (Paul M. Hollingsworth, Keith R. Burnett, and Roy Winstead); "Celebrating Diversity: Enhancing Multicultural Appreciation" (Dorothy Lee Singleton and Nancy Masztal); "Transcultural Health: Principles and Practices" (Susan C. Slaninke); "Technology: Contrasts and Complexities--Small Private Universities and Large Comprehensive Public Universities" (Jacquelyn Alexander and James Yates); "Technology Supported Teacher Education: Implementing a Global Vision" (Kathleen L. Daly); "Environmental Physics: A Conceptual Approach to the Study of Science" (Thomas B. Cob); "Creating Collaborative Coalitions To Meet the Challenge of Diverse Urban Classrooms" (Donna Evans and Cheryl Fountain); "Attitudes and Values in Formal Environmental Education: The Case of Quebec" (France Jutras); "The Teacher Researcher: From Promise to Power" (Jane McGraw); "A Comparison of Education of Principals in the Philippines with California" (Arthur J. Townley), June H. Schmeider, and Cesar A. Hidalgo); and "Basic Economics Tests in Japan: The Results in High Schools and the Comparison with University Students" (Michio Yamaoka). (EH)

The 23 conference papers in this proceedings include: (1) "Global Awareness Society International: Retrospectives and Prospectives" (Chang Shub Roh); (2) "Technology Transfer in Developing Countries: The Case of Turkey (1989-1994)" (Huseyin Ates; Asim Sen); (3) "Indigenous People, Environmental Protection and Globalization" (Edward D. Barker); (4) "Children['s] Literature: A Tool to Implement Multicultural Education" (Wei Wei Cai); (5) "Technology Transfer in Human Services: The Case of Basic Ecclesial Communities" (John G. Cosgrove); (6) "Adaptation of Traditional HR Rocesses for Total Quality Environments" (Robert D. Costigan); (7) "Some Language Concepts We Could (Should) Do Without" (Maverick M. Harris); (8) "Global Competition & TQM" (Selim S. Ilter); (9) "The Thorny Road of Confucian Religion Mission to the West" (Thomas Hosuck Kang); (10) "Developing Strategies for Accelerated Economic Growth and Global Awareness for Caribbean Countries" (Stanley J. Lawson; Jay Nathan); (11) "The Reinvention of U.S. Public Personnel Administration: International Implications and Impacts" (William M. Leavitt); (12) "Functions of Forms of Address in Intercultural Communication" (Anna Lubecka); (13) "Administrative Governmental Reform: An International Comparative Analysis" (Berhanu Mengistu; Keith R. Reynolds); (14) "Peacespeak: A Framework for Using Language for Peace" (Sylvia S. Mulling); (15) "Is National Health Insurance Needed" (Robert Obutelewicz); (16) "Students' Stereotypes of Non-Western Cultures and the Effects on Global Awareness" (Egerton Osunde; Neil Brown); (17)"Total Quality Management Training Implementation: A Cross-Cultural Perspective" (Wolfgang Pindur; Sandra E. Rogers; Sherry M. Burlingame); (18) "The Dynamic Impact of Union Density on Labor Productivity Across Economics" (Rod D. Raehsler); (19) "Macro Factors for Determining Total Quality" (Asim Sen); (20) "Perspectives in Global Education" (Madhav P. Sharma; Stephen A. Pavlak); (21) "Welfare Reform and America's Children" (Dale L. Sultzbaugh); and (22) "Accessible Mental Health Services for Pre-School Families in Rural America" (Judith A. M. Sultzbaugh. Some papers contain references. (EH)

This proceedings focuses on religion and global governance, and addresses what kind of new world order will be present in the 21st century. Members of seven different religious traditions spoke from their perspectives on the contribution of religion to the development of ethical and humane systems of global governance, with special relevance to human rights, peace and conflict resolution, economic well-being, ecological sustainability and cultural integrity. The panelists interacted among themselves and with the audience on how the world's religions can contribute their traditions, memories, faith, and spirituality in a positive way to shape future global structures of mind and global political entities. In particular, they discussed: (1) proposed elements of a shared global ethic; (2) the requirements for a truly global civic society; (3) policies, systems, and instruments to support a global society; and (4) multi-religious strategies for advancing effective world systems. (EH)

The Global Thinking Project at Georgia State University and the Department of Middle Secondary Education and Instructional Technology sponsored a Symposium on Global Thinking Research, in November, 1993. The following 11 papers were presented at the symposium: (1) "Teaching Students to Think Globally" (Jack Hassard); (2) "Introducing Global Thinking to Students in an Australian Secondary School" (Paul McColl); (3) "The Global Thinking Project in Catalunya (Barcelona)" (Narcis Vives and Anna Pinero); (4) "Global Thinking in an American Middle School" (Sarah Crim); (5) "Preparing to Teach Global Issues" (Roger Cross and Ronald Price); (6) "Introducing Global Thinking in an Elementary School" (Cheryl Garner); (7) "An Investigation of Cooperative Learning and Group Problem Solving Within the Global Thinking Project" (Susan Dunkerly-Kolb, Priscilla Golley, Doug Shook, and Jane Yonts); (8) "Environmental Concerns of Teachers Attending a Global Thinking Teacher Preparation Institute" (Margaret Venable and Julie Weisberg); (9) "Environmental Concerns of Middle Grade Students" (Martha McIlveenne); (10) "Teacher Opinions About the Global Thinking Project" (Wayne Robinson); and (11) "Attitude Survey on Society and Environment" (Simon Vershlovsky). (MDH)

More than 100 inspectors and directors from French and Italian speaking Switzerland participated in a 2 day conference that examined the focus and commitment of Swiss education and educators as European unification draws closer to reality. Following an introduction by the president of the Association of Inspectors and Directors of French and Italian Speaking Primary Schools in Switzerland (AIDEP) and opening remarks by the director of the Institute of Educational Research and Documentation (IRDP), the document is dividend into two parts. Part 1 features four presentations that focus on Swiss education and the European Union. Topics include how the Maastricht Treaty will affect education, the politics of education today and in the future, and Swiss education revitalization efforts. Part 2 offers eight presentations that examine the Swiss cantons and their interdependence with the Council of Europe. Among the topics featured are the views of European youth, European standards, and European dynamics and the Swiss system of education. The seminar participants provided three conclusions: (1) school is a driving force in a changing society; (2) the Swiss are committed to educating Europe; and (3) there is a strong interest in education projects that have a European character. (RH)

This paper suggests that the concept of "democratic citizenship education" must be expanded and deepened. The conventional conception excludes the key ideas of the social and cultural dimensions of citizenship and the central tension of social life--unity/difference. The paper features the following areas: (1) "Essentially Contested Concepts"; (2) "The Dominant Conception of Citizenship Education: Difference as Dissolution"; (3) "'Advanced' Ideas about Democracy"; and (4) "Conclusion." Ideas promoted as "advanced" include path/accomplishment and pluralism/assimilation. Historical examples and literature are used to support the points raised for consideration. Contains 63 references. (EH)

This paper examines some of the South Western Pacific Island nations and considers their economic and social development and the ways in which education can play a role in future development. Excluding Australia, Papua New Guinea, and New Zealand, the south-western part of the Pacific is home to 20 small nations. This paper focuses on five of those nations: (1) Fiji; (2) Solomon Islands; (3) Vanuatu; (4) Tonga; and (5) Cook Islands. Smaller island countries are still heavily reliant upon external aid to support their development. Efforts toward development are being addressed at the local and community levels with the aid of small grants from the International Community Education Association (ICEA). Aid is based upon the belief that people in their local communities can acquire the confidence, knowledge, and skills to meet their needs and solve their problems with a minimum of external support. An appendix lists some of the small grants of the ICEA in the Pacific Region 1990-1994. (EH)

This research paper addresses the development of peace education initiatives through exploring primary sources, photographs, essays, prayers and writings of children from 1828 until the present. There has been a "hidden history" of peace education that chronicles humanitarian and education efforts but has not been clearly documented. Critical turning points in peace education history are identified with explanations as to their success or failure. An infusion or integration of peace studies into the teacher education programs, both preservice and inservice, and a part of undergraduate and graduate programs is advocated. "Voices from the Past for Peace...and Peace Education," which has excerpts of writings related to the topic from 1847 to 1991, is included. (EH)

Public and congressional opinion of U.S. involvement in world affairs has begun shifting from support to opposition. Recent public opinion polls and congressional decisions such as the one to re-direct $100 million of the United States Information Agency's (USIA) budget to Midwest flood relief indicate waning advocacy for internationalism and a growing tendency toward isolationism. Lack of a clear understanding about the impact of international affairs programs has led to ebbing enthusiasm for such projects. The United States must maintain the international relations cultivated during and following the Cold War; the nation cannot separate its domestic economy and foreign policy by decreasing world involvement because it depends too much on foreign trade and resources. The notion that to rebuild the domestic economy the United States must direct its attention away from the outside world is challenged by several facts, including: (1) 1991 imports and exports comprised nearly one quarter of the Gross National Product; (2) 50 percent of overall growth since the mid-70s has been in exports; (3) one of every six manufacturing jobs in this country depends on exports; and (4) of all articles published recently in research and scientific journals worldwide, half were co-authored by people from countries other than the United States. Engagement with other countries is vital not only economically, but also because of the threat of other countries' ballistic missile, bacterial, and chemical weapons capabilities; migrations of large groups of people; and environmental threats such as global warming and acid rain. The mission of USIA and similar organizations is largely educational--specifically, to promote and spread democracy--and because a world of democratic nations is a more harmonious and thus safer one, continued support of internationalism by the United States is critical. (LP)

These conference proceedings address the capabilities of technology in education. Papers and summaries of presentations are provided on the following topics: programs for special needs students; virtual realities; funding opportunities; videodiscs; future programs and perspectives; telecomputing; computer networks in the classroom; human infrastructures and interfaces; creating schedules with artificial intelligence; a management information system; a classroom instructional technology center; teacher training; student response journals; teachers and telecommunications; interactive electronic learning; integrating multimedia applications; exploring native cultures; implementation strategies; multimedia lesson planning tools; multimedia and hypermedia projects; electronic mail; global learning; local area networks; gender-free perspectives; for-profit schools; computer simulation of laboratory instruments; connecting students and the community; multimedia for bilingual children; technology leadership in school library media specialists and school administrators; electronic versus print textbooks; distance education; online systems selection; empowering students; computer literacy; information needs; musical and artistic applications; teaching and learning with technology in the classroom; research and development; international perspectives; rights and responsibilities for electronic learners; environmental awareness; critical thinking; collaborative learning; desktop publishing; restructuring; and improving student performance. In addition, the NECC '93 committees and the NECA Board of Directors and Committee are listed. Subject and presenter indexes are also included. (AEF)

Global citizenship education (GCE) suffers from a local problem, or its tendency to avoid particular people and problems nearby while privileging the situations of more distant others. This tendency, which I call global deflection, is one reason why GCE is too often ignored by educators and educational systems. The current qualitative study of two cases in Ontario, Canada and Mumbai, India, suggest that the complicated terrain of local, civic engagement engaged in light of global circumstances, can be undertaken meaningfully to support a both/and way of thinking about global citizenship while enunciating Arjun Appadurai's conception of cosmopolitanism from below.

This collection of 26 papers focuses on interdisciplinarity and its impact on the core or general education curriculum at postsecondary institutions. The papers include: "Professing or Instructing: Outstanding Challenges in the Task of Facilitating Student Reflection on Identity as Individual, as Family Member, and as Citizen" (Steve R. Gordy and others); "An Integrated Humanities Base: The Results of a Pilot Study" (Stephen Wilhoit); "Putting the Culture into Multicultural Education: Toward a Critical Model of Cultural Literacy" (Stanton W. Green and Stephen Perlman); "Making Connections: Interdisciplinary Senior Capstones for a Core Curriculum" (Beth Daugherty and others); "The Process of General Education Reform: An Impossible Dream...Almost!" (Thomas Curran and others);"Revolutions in Science: Making Connections across the Core Curriculum" (Frank T. Kuserk and others); "Evaluating Two Liberal Arts Curricula: An Initial Assessment of Comparative Performance" (Peter Von Allmen and others); "Teaching Literature and Medicine: Unequal Marriage?" (Gayle Whittier); "Theoretical Models of Curriculum Integration for Postsecondary Curriculum: A Historical Perspective" (Rose A. Rudnitski); "Writing To Learn: Learning To Write" (Joel Wingard and others); "Initiating Change in College Classrooms Through Stories and Collaborative Discourse" (Jere R. Holman and Mary A. Jensen); "Scientific Literacy and Quantitative Thinking" (Michael I. Sobel); "Innovative Approaches to Teaching Introductory Geology to Urban Students in the New York Metropolitan Area" (Howard R. Feldman); "In Response to Conflict: An Innovative and Practical Application of Interpersonal Communication Courses" (Dudley D. Cahn and Barbara Geider); "The 'New' Rhetoric Across the Disciplines" (Alison Warriner); "The Teaching of Critical Thinking through Adolescent Literature" (Sheila Schwartz); "Faculty Development for Critical Thinking Across the Disciplines" (Mark Weinstein and Wendy Oxman); "Global Origins of U.S. Society: Manhattan College's Multidisciplinary Course: Its Inception, its Syllabus, the Burdens of Success" (June Dwyer); "Values and Diverstiy: Towards a Critical Multiculturalism" (Scott Brophy and Steven Lee); "Cultural Encounters: Interdisciplinary Faculty Development for an Intercultural Core Curriculum; (Judith DeGroat and others); and "Global Issues, An Interdisciplinary Core Course" (Clarke Chapman and others). (MDM)

The Covid-19 pandemic brought challenges to education in ways that could not have been foreseen, yet at the same time opened opportunities for new ways of thinking and doing, also in higher education. While other activities of higher education involuntarily quickly adapted and teaching and administration went largely digital in one form or another, thousands of international students were stranded and prevented from either travelling home or travelling to their institutions. Academics who intended to travel, were also grounded. The impact of the pandemic on internationalisation of higher education was indeed significant. Socially isolated, discussions that would normally take place at face-to-face gatherings, such as conferences and staff exchanges, came to a halt yet were still able to continue on digital platforms and in the media. In these fast-changing times, it is important to keep up with the latest thinking and in this paper, we explore the sensemaking that took place through University World News during 2020. [ABSTRACT FROM AUTHOR]

The world of education continues to be presented by national education systems that are more or less integrated into international programs and initiatives. Students in modern conditions of digitalization, internationalization and mobility receive education from different sources and contexts. All of them reflect the values, attitudes and worldview of their carriers. In such a situation, the national-cultural and global-cultural self-determination of students develops. The fact that it is possible to form multidirectional identities is a challenge to education. The purpose of the article was to identify the sources and contexts of the formation of different identities. The article is theoretical in nature. Analysis, communication and interpretation are methods which were used. The methodological approach of A. Straus was used as a methodological base. As a result of the study, it was revealed that the main sources and contexts of the formation of the national and cultural identity of students in most countries are national education systems. The main sources and contexts for the formation of the global identity of students included global education, international organizations and the Internet. The article shows how ambiguously different countries assess the value of the identity, which of the countries are ready to sacrifice national self-determination, and which are not. The issues of national-cultural and global-cultural self-determination of students can hardly be considered. [ABSTRACT FROM AUTHOR]

The article represents the main trends in of education development, their reasons of changes and their consequences. The authors reveal the key tendencies of the higher education system development in modern Russia and the other countries of the world. The research is based on statistical data of the Federal Statistics Service (Rosstat), the CLLE of Ranepa, RIA Novosti and other analytical sources. The authors apply the methods of document analysis: traditional analysis of documents, as well as secondary, comparative analysis. The article points out the possible trajectories of evolution of university education in Russia. [ABSTRACT FROM AUTHOR]

Globalization and technology are rapidly changing the world we live in. Preparing students for their role as citizens of the world is an important task in higher education, given the challenges in the focus of global society. Thus, the main objective of this research was to examine the possible relationship between ethical sensitivity and global competence among university students. The Ethical Sensitivity Scale Questionnaire, Global Citizenship Scale and a personal information sheet were administered to a sample of 248 (136 female, 112 male) students. The results indicated that there was a positive relationship between the levels of ethical sensitivity and global competence among students. At the same time there was a significant positive relationship between ethical sensitivity, global competence, gender and academic performance. From the findings of this research, we can conclude that students have high ethical sensitivity and global competence skills, therefore moral development and global competence must become a part of the core mission of global education. [ABSTRACT FROM AUTHOR]

Internationally, there is a growing body of work on globalization and glocalization driven by a rapidly changing world and associated global and local issues. Although both notions, globalization and glocalization, have developed as a response to the increasingly interconnected and interdependent world, global education has gained stronger scholarly attention than glocal education. This paper provides a platform to put together the two notions in conversation with each other in order to uncover the meaning of glocal education in practice in connection to teaching, researching, and citizenship. [ABSTRACT FROM AUTHOR]

Beginning in the nineteenth century, a plethora of western Christian and secular philanthropies introduced "top-down" philanthropic initiatives in Sub-Saharan Africa to promote education and "development". There seems to be a complex link between the agendas of international philanthropies and their home governments' broader foreign policy frameworks. This paper discusses American philanthropies' educational initiatives in Sub- Saharan Africa (SSA) from the 1920s to the end of the twentieth century. The paper focuses on four American philanthropies namely, Phelps-Stokes Fund, Carnegie Corporation, Ford Foundation and Rockefeller Foundation. It argues that American philanthropies' education initiatives helped to push the United States foreign policy agenda of transplanting adapted education in SSA, extending the social stratification of Black Africans in the global geopolitical processes, and promoting race relations. The agenda was promoted within the framework of White racial superiority and American "idealism" which the philanthropies presented as "development" after nations in SSA attained independence. [ABSTRACT FROM AUTHOR]

The relevance of the issue under study lies in meeting global, national and regional challenges of modern time in the course of vocational preparation of Master's degree students. The purpose of article is to define psychological and pedagogical conditions that have an impact on the process of teaching Masters of Education in the context of social challenges and the created portrait of a student of Southern Federal University as a consumer of educational services. As for these psychological and pedagogical conditions, we would like to refer to the concept of pedagogical education development approved at Southern Federal University; the strategy of preparing Masters in the direction "Pedagogical Education"; the stakeholderfocused model of Masters' preparation. The devised psychological and pedagogical conditions were step by step discussed by the professional community of Southern Federal University and invited employers. Research findings define its practical importance: in the course of the conducted research, the authors have worked out, systemically described, put into practice and presented the results to the professional community for independent assessment at a conference, a round table and a pedagogical forum. [ABSTRACT FROM AUTHOR]

This article reflects on 13 years of experience lecturing blended learning higher education courses, in the Polytechnic of Porto. The reflection presented in this paper focus on different learning experiences, special on gamification and how it can make learning and evaluation enjoyable. We implement a new learning environment on higher education. Instead of using the time in-class for lectures we gave online lectures to the students using videos, social network, webinars and interactive e-contents and use the time in-class to promote debates, synchronous communication with students from Portugal and Brazil and other interactive learning activities. In each class we also promote learning activities based on the gamification theory. In this article we present a learning model that we are using in our institution that combines face to face sessions and online sessions in a global higher education environment. [ABSTRACT FROM AUTHOR]

The article analyses the process of globalization with regard to the educational system on the whole and in one country (Russia) in particular. It deals with the concepts of global education, the main and ideological principles of global education are described, the definition of global education is offered by the author. In addition the advantages of this approach, the principles and the criteria of selection of content with regard to foreign language as a school subject in the context of global education are outlined. [ABSTRACT FROM AUTHOR]

Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Many universities have embraced video conferencing tools such as Skype and Google Hangouts for common learning activities with students in classrooms across the street, across the country, or across the globe. This paper describes an ongoing collaboration between two universities, one in the United States and the other in Romania, where students use synchronous and asynchronous communication tools to complete a combined work product during the course of a semester. The project requires students to create, curate and publish digital media using established and emerging open educational and social media tools such as VoiceThread, ThingLink, SoundCloud, and YouTube. Each year, students work in groups with their international partners to create digital media artifacts that share their findings related to a current technology trend. Students chronicle their work, share resources, and collaborate using the ViCaDiS (Virtual Campus for Digital Students) platform and select the means of digital communication that they deem most appropriate for the various tasks involved. In the process, they also experience global cultures while communicating with develop critical thinking and problem solving skills while using the Web as a research tool. This paper presents an analysis of student and faculty experiences over a five-year period using a variety of open educational tools as resources for creating an international Connectivist, learning environment. The analysis is based on authors' records, initial and final surveys of student experiences each year, and their feedback. The paper concludes with recommendations on using these tools as OER in an international collaborative learning environment using Connectivist principles, thus creating a Connectivist OER (xOER). [ABSTRACT FROM AUTHOR]

This paper outlines work in progress to support an international project, titled Collaborative Online Learning in Global Education (COLIGE), which aims to engage vocational educators in collaboration with international peers to enhance their understanding of the nature of learners in different contexts and expand opportunities for developing global education competences. A case study of a collaboration process co-designed for participants of a Vocational Teacher Education Programme in Finland and the Teaching Qualification for Further Education in Scotland is outlined and facilitators' reflections on designing and supporting online collaboration for a multi-national group are detailed. The paper draws on the concepts of task ownership, character and control (Kirschner et al. 2004) to explore facilitators' experiences. Findings suggest that facilitators play multiple roles, which include designing activities within programme constraints and resources; allowing appropriate learner control and authentic engagement with meaningful tasks; encouraging task ownership; and engaging in live online facilitation with sensitivity to learner needs and co-facilitator approaches. Successful design of international online collaboration also requires articulation of assumptions about approaches to teaching and learning, and opportunities for meaningful socialisation and development of shared cultural understandings. The findings have implications for vocational educators planning or developing international online collaboration and inform effective methods for the development of intercultural activities for vocational educators. [ABSTRACT FROM AUTHOR]