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2. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
- Abstract
The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
- Published
- 2020
- Full Text
- View/download PDF
3. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
- Abstract
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
- Published
- 2020
- Full Text
- View/download PDF
4. Are Homeschoolers Happy with Their Educational Experience?
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Gergana Sakarski
- Abstract
Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
5. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
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This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
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- 2012
6. Selected Papers from NWAVE(E) 27 (Athens, Georgia, October 1-4, 1998). University of Pennsylvania Working Papers in Linguistics, Volume 6, Number 2.
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Pennsylvania Univ., Philadelphia. Penn Linguistics Club., Moisset, Christine, and Lipson, Mimi
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This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)
- Published
- 1999
7. Canadian NGOs Providing Resources for Development and Social Justice in South Africa: A Handbook. Working Paper Number 19.
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South African Information Exchange., Institute of International Education, New York, NY., and Micou, Ann McKinstry
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This publication is a handbook of Canadian nongovernmental, nonprofit organizations (NGOs) working for change and the establishment of democracy in South Africa. It is offered as a companion to an earlier handbook on similar European NGOs. In particular, this publication illuminates the framework in which NGOs operate; clarifies appropriate sources of financial, technical, and informational assistance for sustainable development programs; and draws lessons from the development aid and education policies described. The handbook was developed during one week through a series of interviews in Canada of 25 organizations (or individuals) identified as relevant to the preparation of the handbook. An introduction and overview are followed by sections describing organizations, programs and agencies under the categories: (1) Canadian government corporations; (2) NGO networks and coalitions; (3) crown corporations; (4) nongovernmental institutions; (5) development (and development education) agencies; (6) trade union-related organizations; (7) church agencies; (8) support organizations raising money for South African causes; (9) solidarity groups; and (10) research, information, and documentation centers. A subject index and a glossary of abbreviations are included. (JB)
- Published
- 1992
8. The Effectiveness of National Training Boards. Training Discussion Papers No. 110.
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International Labour Office, Geneva (Switzerland). and Wilson, David N.
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This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)
- Published
- 1993
9. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
- Abstract
Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
10. International Perspective on Managing Racial Integration in Secondary Schools
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Naidoo, Shantha and De Beer, Zacharias Louw
- Abstract
The notion that educators are committed to effective facilitation of racial integration in secondary schools has become the keystone in developing a socially just schooling system in South Africa. This paper sets out to determine the role educators play in the transformation of schools towards racial integration, as well as their nature and perception in facilitating racial integration in the truest sense. Findings emanating from this research indicate that the striking down of the policies and educational system of the Apartheid regime has propelled educators from segregated backgrounds into teaching learners from different racially diverse backgrounds. Similarly, most learners for the first time are being taught by racially diverse educators. A qualitative framework is used to investigate firsthand experiences of managing racial integration in relation to educators and school management, and their role in determining successful racial integration in secondary schools in South Africa. The purpose of this paper is to prepare educators with the accumulative knowledge, understanding and tenets of the Critical Race Theory (CRT) on how to create opportunities for decolonising classroom content and practice as well as addressing the weaknesses in previous approaches to racially integrate learners in desegregated schools. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
11. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
12. Truth without Facts. Selected Papers from the First Three International Conferences on Adult Education and the Arts.
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Elias, Willem and Elias, Willem
- Abstract
The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)
- Published
- 1995
13. International Conference on Education and New Developments 2013: Book of Proceedings (June 1-3, Lisbon, Portugal)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, 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. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our 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 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. 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. The proceedings contain 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. (Individual papers contain references.)
- Published
- 2013
14. Bibliometric Analysis of Research on Curriculum Alignment: A Web of Science Example
- Author
-
Eyüp Yurt
- Abstract
This study aims to examine the research published in the Web of Science database on Curriculum Alignment using the bibliometric analysis method. A bibliometric analysis of the studies included in the research was conducted on August 10, 2023. The "Web of Science Core Collection" was searched by entering the keyword "Curriculum Alignment." One hundred-five studies were included in the evaluation. VOSviewer package program was used for bibliometric analysis of article data. According to the general data of bibliometric analysis, 105 studies were published in 42 different sources, and the average number of citations per document was 11.21. When the distribution of articles according to publication years is examined, most articles were published in 2021. It was understood that there were more publications on Curriculum Alignment in the journals Chemical Education and Assessment in Education: Principles, Policy & Practice. It has been determined that studies on curriculum alignment are concentrated in the United States; The United States was followed by Australia, England, South Africa, Canada, and the People's Republic of China, respectively. It has been determined that topics such as learning outcomes, curriculum mapping, problem-based learning, analytical competencies, in-service teachers, enacted curriculum, curriculum change, collaboration, and assessment design are current issues discussed together with curriculum alignment. A limited number of studies have been conducted on Curriculum Alignment in Turkey. It may be recommended to conduct new studies on the subject. [For the full proceedings, see ED652261.]
- Published
- 2023
15. Female School Principals in Canada and South Africa: An Overview
- Author
-
Bulgarian Comparative Education Society (BCES) and van Jaarsveld, Leentjie
- Abstract
Worldwide, the issue of women in school principal positions is being discussed. Discussions on this matter include, among other things, the underrepresentation and promotion opportunities of female principals, stereotyping, culture and education and competencies of women. Several studies have shown that women do not have to stand back for their male counterparts. This paper deals with the perspectives of female school principals in Canada and South Africa. The study was employed in the interpretivist paradigm, and as it aimed to explore different aspects of the leadership of female school principals, a qualitative approach was used as a vehicle to come to understand the central phenomenon shared by the 12 participating female school principals in the two countries. They were interviewed by means of semi-structured interviews through which aspects with regard to their position as school principals were revealed. The case studies showed that female principals can be regarded as effective principals.
- Published
- 2020
16. Glocal Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Books, Volume 17
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]
- Published
- 2019
17. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the 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 there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain 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 Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2016
18. Diversity and International. [SITE 2001 Section].
- Author
-
Justice, Madeline and Justice, Madeline
- Abstract
This document contains the following papers on diversity and international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: "Using Technology To Support Teaching for Social Justice in a Preservice Program" (Barbara Beyerbach); "Integrating Technology into a Teacher Education Diversity Course" (Ramona Maile Cutri); "Is Anybody Listening? Inherent but Typically Ignored Problems in Distance Learning" (Paula Furr and Ron McBride); "Integrating Human Impact into a Web-Based Multicultural Course for Teacher Education" (Viola Garcia and Linlin Irene Chen); "Developing Intercultural Understanding via the Internet: Canadian Student Teachers and English Students in China Study World Literature Together" (Jim Greenlaw); "Using Internet Technology To Facilitate Anonymous Communication in World Wide Web Delivered Multiculturalism in Education Courseware" (James G. Izat and others); "Diversity through Co-Operation: Creating and Delivering Content in In-Service Teacher Education" (Monica Johannesen and Leikny Ogrim); "'WorldGate': An Attempt To Close the Digital Divide" (Richard Knecht); "Technology and Social Change: Perceptions of Culturally Diverse University Students" (Shane P. Martin and Edmundo F. Litton); "Identifying School Conditions and Teacher Practices that Have Proven Effective in Increasing Mathematics and Reading Achievement for African American Students and Students in Schools with Substantial Minority Student Populations" (Michael McFraizier and M. Danita Bailey); "Using Technology in Early Childhood Environments To Strengthen Cultural Connections" (Mikki Meadows); "Where is the 'Any Key,' Sir? Experiences of an African Teacher-To-Be" (Guillaume Nel and Liezel Wilkinson); "The Digital Divide in Schools: We Can Make a Difference" (Tamara Pearson and Colleen Swain); "Technology Empowers a Diverse Population of Students: Results from a Technology Professional Development School" (Carrie Thornthwaite); and "Linking up through Solar Energy: The Story of the Gelukwaarts Farm School" (Fred Wilkinson and Annette Wilkinson). Most papers contain references. (MES)
- Published
- 2001
19. Youth Transitions: Creating Pathways to Success
- Author
-
Education Development Trust (United Kingdom), Hughes, Deirdre, and Smith, Graeme
- Abstract
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
- Published
- 2020
20. END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. 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. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our 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 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. 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 cover 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. The proceedings contain 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. (Individual papers contain references.)
- Published
- 2015
21. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
- Published
- 2014
22. How Playful Learning Can Help Leapfrog Progress in Education
- Author
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
23. Turning the Digital Divide into Digital Dividends through Free Content and Open Networks: WikiEducator Learning4Content (L4C) Initiative
- Author
-
Schlicht, Patricia
- Abstract
In today's world where tuition fees continue to rise rapidly and the demand for higher education increases in both the developing and developed world, it is important to find additional and alternative learning pathways that learners can afford. Traditional education as we have known it has begun to change, allowing for new parallel learning opportunities to take shape and new avenues to open up. This paper describes the world's largest online training initiative on open education that teaches wiki technology to educators in the formal education sector worldwide. WikiEducator, founded in 2006, initially operated with funding support from the William and Flora Hewlett Foundation (WFHF) under the auspices of the Commonwealth of Learning (COL), an intergovernmental organization created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources, and technology. In May 2009, it became its own entity residing under Otago Polytechnic's International Centre for Open Education Resources under the auspices of the Open Education Resource Foundation (OERF) in Dunedin, New Zealand, where it continues today. WikiEducator's flagship, the Learning4Content (L4C) project, builds capacity among global educators by teaching wiki technology to newcomers and experts in the field of open education. In exchange for the free training opportunity they receive, participants are asked to create open content on WikiEducator and contribute toward WikiEducator's strategic objectives. The success of the L4C project helped WikiEducator reach its target number of equipping 2,500 educators with wiki skills to create open educational resources online two years ahead of the initially planned three years and was the reason for a large additional number of novices and experts alike joining the project. Even though many learners make use of the free learning opportunities offered through the L4C project, for those who do not have access to online content--or even computers--WikiEducator has developed a feature called "wiki-to-print," which allows users to select free and open WikiEducator content and combine it into a book that can be printed and used offline. Distribution of these print-based, compiled books provides an opportunity to those who do not or will never have access to the Internet and technology to gain access to knowledge and information. This paper will describe WikiEducator's stages of development and the outcomes it has achieved as the world's largest attempt to build wiki skills among global educators.
- Published
- 2013
24. EdMedia + Innovate Learning: World Conference on Educational Media and Technology (New York, New York and Online, June 20-23, 2022)
- Author
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Association for the Advancement of Computing in Education and Bastiaens, Theo
- Abstract
The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.
- Published
- 2022
25. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)
- Author
-
American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.
- Published
- 2012
26. Conceptual Evolution and Policy Developments in Lifelong Learning
- Author
-
UNESCO Institute for Lifelong Learning (UIL) (Germany), Yang, Jin, and Valdes-Cotera, Raul
- Abstract
In recognition of the status of the World Expo 2010 in Shanghai as a platform for exchange of ideas and experience in lifelong learning, UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO joined forces to co-organise the Shanghai International Forum on Lifelong Learning from 19-21 May 2010, during the World Expo. The aim of the Forum was twofold: to reinforce the momentum for lifelong learning engendered by the Sixth International Conference on Adult Education (CONFINTEA VI), held in Belem do Para in Brazil in December 2009; and to share Member States' best practice in harnessing the lifelong learning discourse as a comprehensive course of action for establishing learning systems and societies. The three-day Forum was successful in many respects. It brought together more than 200 dedicated participants from 35 countries and a truly remarkable group of experts from across the world, who contributed to developing learning concepts and practices within a lifelong learning perspective. The Forum offered a unique opportunity for practitioners, policy-makers, advocates and academics alike to share experience and achievements, and to debate the crucial issues facing education today in a series of plenary sessions, thematic debates and visits to World Expo and lifelong learning institutions in Shanghai. The 24 papers collected in this book document the rich debates and exciting discussions in the Forum. These papers include: (1) Discovering the treasure of learning (Roberto Carneiro); (2) Evolution of and perspectives on lifelong learning (Adama Ouane); (3) Lifelong learning: moving beyond Education for All (EFA) (Rosa Maria Torres); (4) Revisiting the classics: The necessary return to research on the teaching-learning relationship in modern China (Ye Lan); (5) The development of an institutional framework of lifelong learning in China (Hao Keming); (6) The development of lifelong learning policy in the United States of America (Brenda Dann-Messier); (7) Better city, better life! Lifelong learning with Canadian characteristics (Roger Boshier); (8) Policy developments towards lifelong learning in the European Union (Heribert Hinzen); (9) Policy framework designed to build a learning society in Thailand (Kasama Varavarn); (10) Lifelong learning and connected-up development: insights from South Africa (Shirley Walters); (11) Improving coordination between formal education and non-formal education in the domain of lifelong learning in Benin (Abdel Rahamane Baba-Moussa); (12) Promoting the quality of adult non-formal education and lifelong learning in Tanzania: policy, practice, challenges and prospects (Salum R. Mnjagila); (13) A review of Mexico's lifelong learning model (Juan de Dios Castro); (14) Sharing innovative practices in financing lifelong learning in the Philippines (Ma. Eloisa M. Ramirez); (15) Using research to guide policy frameworks for building a learning society in the United States of America (Judith Alamprese); (16) Distance education: ends, means, opportunities and threats (John Daniel); (17) The new paradigm of lifelong learning and the construction of a new learning media market--informal and non-standard learning platform for all (Kang Ning); (18) Reflections on the value of higher education in lifelong learning (Han Yanming); (19) Introduction to building a learning city (Han SoongHee); (20) Constructing a learning society for "better city, better life": Shanghai's experience (Li Junxiu); (21) Development of lifelong learning and promotion of the construction of a learning city in Changzhou (Ju Liqin); (22) Lifelong education of farmers in the context of coordinated urban-rural development in China (Hong Fuzeng); (23) Lifelong learning and industry development--the practice of the machinery industry (Tu Zhonghua); and (24) Summary report of Shanghai International Forum on Lifelong Learning (Manzoor Ahmed). Individual papers contain figures, tables, references and bibliographies.
- Published
- 2011
27. The Changing Academic Profession in International Comparative and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2008. RIHE International Seminar Reports. No.12
- Author
-
Hiroshima University, Research Institute for Higher Education (Japan)
- Abstract
This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2008
28. Prior Learning Assessment at Home and Abroad. Excerpts from Recent Articles in the CAEL Forum and News
- Author
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Council for Adult and Experiential Learning and Council for Adult and Experiential Learning
- Abstract
This paper features several articles previously published in the CAEL (Council for Adult and Experiential Learning) Forum and News, an e-newsletter CAEL regularly shares with its members. This publication includes a summary of the data gathered in CAEL's 2006 institutional survey on PLA (Prior Learning Assessment), results of a research on state-wide PLA policies, an article on how PLA is being used with working adults, and articles on how PLA is being promoted and applied in other countries: South Africa, Canada, and the European Union. The following articles are featured in this paper: (1) Prior Learning Assessment: Current Policy and Practice in the U.S. (Rebecca Klein-Collins); (2) Statewide PLA Policy (Kathleen Glancey); (3) PLA and Today's Workplace (Theresa Hoffmann); (4) Strengthening Education for All of South Africa through Recognition of Prior Learning (RPL) (Aneesha Mayet); (5) Recognition of Prior Learning (RPL) in Canada: Thoughts for Today--Hopes for Tomorrow (Bonnie Kennedy); and (6) "Recognising Experiential Learning: Practices in European Universities" edited by Consuelo Corradi, Norman Evans and Aune Valk (Book Review by David O. Justice). (Individual articles contain footnotes.)
- Published
- 2007
29. Proceedings of the 2006 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2006 du Groupe Canadien d'Etude en Didactique des Mathematiques (30th, Calgary, Alberta, Canada, Jun 3-7, 2006)
- Author
-
Canadian Mathematics Education Study Group (CMESG) and Liljedahl, Peter
- Abstract
This submission contains the Proceedings of the 2006 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Calgary in Calgary, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions and a joint session with the Canadian Mathematical Society. Papers include: (1) Developmental Research in Mathematics Teaching and Learning: Developing Learning Communities Based on Inquiry and Design (Barbara Jaworski); (2) Mathematics as Medicine (Edward Doolittle); (3) Secondary Mathematics Teacher Development / La formation des enseignants de mathematiques du secondaire (Joyce Mgombelo, Morris Orzech, David Poole, and Sophie Rene de Cotret); (4) Developing Links between Statistical and Probabilistic Thinking in School Mathematics Education / Le developpement de liens entre la pensee statistique et al pensee probabiliste dans l'apprentissage des mathematiques a l'ecole (Steward Craven, Linda Gattuso, and Cynthia Nicolson); (5) Developing Trust and Respect When Working with Teachers of Mathematics (Chris Breen, Julie Long, and Cynthia Nichol); (6) The Body, the Sense, and Mathematics Learning (Susan Gerofsky and Patricia Marchand); (7) Imagination and Digital Mathematical Performance (George Gadanidis); (8) Developing a Serious Enrichment Program (Keith F. Taylor); (9) Transforming Images of Mathematics/Teaching: A Study of Preservice Teachers/Teaching (Paul Betts); (10) Efficacy Shifts of Preservice Teachers Learning to Teach Mathematics (Cathy Bruce); (11) Composition of Functions and the Inverse Function of a Function: Main Ideas as Perceived by Teachers and Preservice Teachers (Calin Lucas); (12) Relations among "I," "Thou," and "It" in an Elementary Mathematics Professional Development Setting (Gladys Sterenberg); (13) Voices in the Silence: Narratives of Disadvantage, Social Context and School Mathematics in Post-Apartheid South Africa (Dalene M. Swanson); (14) Students, Teachers, Logarithms and I (Tetyana Berezovski); (15) Guitars & Mathematics -- Mathematiques et guitares (France Caron and David Lidstone); (16) Elluminating over Great Distance: Words and Images Cross the Waters (A. J. Dawson); (17) Mathematics Teaching and the Larger Purpose of Schooling: Developing "Moving Ideas" (Thomas Falkenberg); (18) A Framework for Reflecting on any "Learning Game" (Gary Flewelling); (19) Dialogical Relations in a Mathematics Classroom (Steven Khan); (20) Ethnomathematics and Audience (Lisa Lunney and David Wagner); (21) Team-Teaching Mathematics: Reflections on the Collaboration between a Mathematician and a Mathematics Educator (Ami Mamolo, Malgorzata Dubiel, and Peter Liljedahl); (22) What is Fundamental about the Fundamental Theorem of Calculus? (Bouchra Sabbagh and Olive Chapman); (23) "Why I'm Unhappy with Competition, Exams, Marks(!) and All that Stuff" (Peter Taylor); (24) E-STAT and Census at School as Resources for Inquiry-Based Mathematics Learning Using Authentic Data (Joel Yan); (25) A Teacher Education Success Story: A Collaborative Math and Health Assignment for Pre-Service Teachers Using the E-STAT Database (Joel Yan, Doug Franks, Barb Olmsted, and Mike McCabe); and (26) Does a Math Education PhD Program Belong in a Math Dept? (Peter Taylor, Pamela Hagen, Peter Liljedahl, and Lily Moshe). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2005 proceedings, see ED529560.]
- Published
- 2007
30. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2
- Author
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)
- Published
- 2006
31. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2018 International Pre-Conference (67th, Myrtle Beach, South Carolina, September 30-October 2, 2018)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Avoseh, Mejai B. M.
- Abstract
These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.
- Published
- 2018
32. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
33. Mathematics Education at the Edge. Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, July 15-20, 2014)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), International Group for the Psychology of Mathematics Education (PME), Liljedahl, Peter, Nicol, Cynthia, Oesterie, Susan, and Allan, Darien
- Abstract
The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of the plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations. The organization of PME 2014 is a collaborative effort involving teams of colleagues at the University of British Columbia and Simon Fraser University.
- Published
- 2014
34. Highlighting the Impacts of North-South Research Collaboration among Canadian and Southern Higher Education Partners (Principaux impacts des collaborations de recherche Nord-Sud entre les partenaires des etablissements d'enseignement superieur du Canada et du Sud)
- Author
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Association of Universities and Colleges of Canada
- Abstract
The Association of Universities and Colleges of Canada (AUCC) felt it was timely to create an academic forum in which university researchers have the opportunity to engage with their peers and relevant stakeholders and document the impacts of their North-South research collaboration in a peer-reviewed publication. The Association achieved this by hosting a colloquium on June 6-7, 2005, under the theme "Highlighting the Impacts of North-South Research Collaboration among Canadian and Southern Higher Education Partners." Funded by Canada's International Development Research Centre (IDRC), and with the collaboration of the Canadian Association for the Study of International Development and the Canadian Coalition for Global Health Research, the colloquium generated much interest among university researchers. The call for abstracts issued several months ahead of the event attracted 75 proposals from which 12 were selected by peer review for presentation at the colloquium. The papers were profiled in four panels featuring the impacts of research collaboration between Canadian and Southern university researchers on: (1) policy influence; (2) development challenges; (3) research capacity building; and (4) mutual benefits for individual researchers and teams of researchers in Canada and in the South. Following the colloquium, presenters took the time to incorporate comments from colloquium participants into their papers, and AUCC submitted these papers to a rigorous peer-review process. These peer-reviewed proceedings, published in the language of submission, capture the richness of the 12 presentations and document the broad impacts and value of collaboration between university researchers in Canada and the South. For decision-makers and granting agencies, the proceedings will serve as a base of knowledge to inform policy development with respect to the broad impacts of North-South research collaboration. For university partners, they are meant to help strengthen and enhance Canadian university involvement in international development projects and North-South research cooperation. The following 12 papers are included in this document: (1) Social Policies and Marginalized Urban Youth: Centrist Prescriptions and Divergent Practices (Richard Maclure, Octavian Gakuru, and Melvin Sotelo); (2) Transboundary Management Plan for the Lake Chilwa Catchment Area (Daniel M. Jamu, Leanda M. Delaney, and Christine E. Campbell); (3) Traditional Leaders Promoting Development and Fighting HIV/AIDS: Research Collaboration and Its Impact in Ghana, South Africa, Botswana and Canada (Donald I. Ray and Tacita A.O. Clarke); (4) Conjunctive Use of Water Resources in the Deccan Trap, India (Frank Simpson); (5) Capacity-Building Reach and Impact of Research on Sustainable Development for Chilean and Canadian Universities and the Communities They Serve (Sonia Salas, David Gauthier, and Polo Diaz); (6) Research as an Instrument for Improving Community Health (Shirley M. Solberg and Dewi Irawaty); (7) Enhancing Capacity to Engender Research for Sustainable Development (Huguette Dagenais, Do Thi Binh, and Dawn Currie); (8) Laying the Foundation for Nursing Research in Ghana (Linda Ogilvie, Mary Opare, Marion Allen, and Faustina Oware-Gyekye); (9) Geographic Information Systems Applied to Watershed Management: A Collaborative Research Initiative between the University of Calgary and the Universidad Autonoma de Campeche (Jorge A. Benitez and Shelley Alexander); (10) The Regional Impact of the Dakar Caerenad Centre: A Positive Canada-Senegal Post-Collaborative Outcome (Otto M. Ikome and Mamadou Diallo); (11) Regards croises de chercheurs quebecois et gabonais sur la question de la citoyennete [written in French] (Suzanne Vincent and Rene Casimir Zoo Eyindanga); and (12) Links upon Links: A Canada-Cuba Partnership to Build Sustainable Capacity to Manage Environmental Health Risks through International Collaboration (Jerry Spiegel and Maricel Garcia). Individual papers contain references. [The preface of this document and abstracts of individual papers are provided in English and French.]
- Published
- 2006
35. Language Policy: Lessons from Global Models (1st, Monterey, California, September 2001).
- Author
-
Baker, Steven J.
- Abstract
These papers come from a 2001 conference that explored language policy issues at the global, U.S. national, and California regional levels. There are 15 papers in five sections. Section 1, "National Language Policy," includes (1) "Language and Globalization: Why National Policies Matter" (Chester D. Haskell) and (2) "Real World Language Politics and Policy" (Joseph Lo Bianco). Section 2, "Language Policy, Migration, and Indigenous Peoples," includes (3) "Immigrant Integration: The Ongoing Process of Reform in France and Quebec" (James Archibald) and (4) "Education Language Policies in Francophone Africa: What Have We Learned from Field Experiences?" (Hassana Alidou and Ingrid Jung). Section 3, "National Security and Language Policy," includes (5) "The Language Crisis in the United States: Language, National Security and the Federal Role" (Richard D. Brecht and William P. Rivers); (6) "Meeting Current and Future Language Needs of the German Public Sector, with Special Emphasis on Defense" (Herbert Walinsky); and (7) "Heritage Languages and the National Security: An Ecological View" (Bernard Spolsky). Section 4, "Linguistic Rights and Language Policy," includes (8) "Linguistic Rights, Language Planning and Democracy in Post-Apartheid South Africa" (Neville Alexander); (9) "The Other Languages of Multicultural Europe: Perceptions, Facts and Educational Policies" (Guus Extra); (10) "Quebec's Language Policy: Perceptions and Realities" (Guy Dumas); and (11) "Language Policy for Multicultural Japan: Establishing the New Paradigm" (John C. Maher). Section 5,"Language Policy and Foreign Language Education," includes (12) "Foreign Language Policies in Europe, with Special Reference to the Roles of the Council of Europe and the European Union" (John L.M. Trim); (13) "Fish Bowl, Open Seas and the Teaching of English in Japan" (Yoshida Kensaku); (14) "Language Policy and Planning in Tunisia: Accommodating Language Policy" (Mohamed Daoud); and (15) "English Language Education in China" (He Qixin). (Papers contain references.) (SM)
- Published
- 2002
36. Vocational Education and Training for Life Long Learning in the Information Era. IVETA [International Vocational Education and Training Association] Conference Proceedings (Hong Kong, China, August 6-9, 2000).
- Author
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Vocational Training Council (Hong Kong). and International Vocational Education and Training Association, Knoxville, TN.
- Abstract
This document contains 123 papers from an international conference on vocational education and training (VET) for lifelong learning in the information era. The papers focus on the following themes: (1) societal and ethical issues; (2) human resource development and personnel training; (3) international issues; (4) information technology in VET; (5) partnership for VET; (6) program development; and (7) skills for the new millennium. The following are among the subthemes addressed in the individual papers: manpower planning; social issues; cross-border and culture issues; partnership issues; modeling and process; future directions; training effectiveness; language teaching; curriculum development and competency; curriculum and standards; leadership and professional development; distance education; program development; new information technology initiatives; teacher training; workplace initiatives; program outcomes; teaching and learning; VET in the workplace; modeling and training; teaching practice and assessment; educational approaches; industrialization and technological change; learning systems; management and planning; program design and teaching; competency and benchmarking; technological issues; knowledge development in VET; Web-based learning; impacts of VET; strategies and partnerships; pedagogical issues; skill testing, work-based training, and industrial partnerships; and international and multinational issues. Most papers contain substantial bibliographies. (MN)
- Published
- 2000
37. The Final Frontier: Exploring Spaces in the Education of Adults. SCUTREA Annual Conference (29th, Warwick, England, July 5-7, 1999).
- Author
-
Standing Conference on Univ. Teaching and Research in the Education of Adults. and Merrill, Barbara
- Abstract
This document contains 51 papers from a conference devoted to the theme of exploring spaces in adult education. The following are among the papers included: "Exploring Everyday Spaces: Women's Transitions from Welfare to Paid Work and Education" (Cynthia Lee Andruske); "Lost in Space? Re-valuing the Impact of Education Research" (Paul Armstrong); "Reclaiming and Problematising Self-Directed Learning as a Space for Critical Adult Education" (Stephen Brookfield); "Imposing Spaces in the Curriculum of Adult Learners: Models of the Same Players in Different Situations" (Darol M. Cavanagh); "Identity, Location and the Making of Adult Educators" (Clive Chappell); "Universities and Regional Partnerships for Learning: Reinterpreting the 'Local' in the Education of Adults" (Janet Coles and David Smith); "Space, Place and Subversion in University Adult Education and Continuing Education" (Ian Davidson); "Maintaining Spaces for Adult Learners in Science" (Jane de Rennes); "Back to the Land? Service and Self-Interest in Adult Education in Rural England 1920-1945" (Bernard Deacon and Lynne Thompson); "Adult Education and Social Movements: The Significance and Workings of Social Movements as a Part of the Civil Society, an Approach from the Angle of Adult and Continuing Education" (Luc Dekeyser); "Skills and Employability in the Spotlight: Exploring Official Discourses of Training" (John Field); "English, Afrikaans, Xhosa and Swetswana: Contested Language Space in a South African Adult Education Programme" (Jonathan Geidt); "Dis-stanced Learning: Adult Learners, Heidegger and Spatiality (Peter Gray); "Shaping Learning through Space: The Case of Outdoor Management Training" (Roger Hall and Caroline Rowland); "Doing the Right Thing: Positioning the Adult Learner through Discourses of Guidance and Counselling" (Roger Harrison); "Different Theatres, Different Audiences: The Arts and the Education of Adults" (David J. Jones); "Casual Literacy and Campaign Zeal: Environment and Conflict" (Jane Mace); "Sustaining Critical Communities: Stretching the Academy" (Ian Martin and Mae Shaw); "Orientation in Time: Leisure, Learning and the Life Course" (Jane McKie); "Troubling Spaces in the Analysis of Adult Education Policy" (Katherine Nicoll); "Accommodation for Adult Education" (Gerald Normie); "Going Back to Our Roots: The Role of Transformatory Education in the Battle against Social Exclusion" (Martin Notley and Helen M F Jones); and "Men on the Margins: Towards an Account of Men's Experience of Adult Education" (Rebecca O'Rourke). (Each paper contains references.) (MN)
- Published
- 1999
38. Language Legislation and Linguistic Rights: Selected Proceedings of the Language Legislation and Linguistic Rights Conference (Urbana-Champaign, Illinois, March 21-23, 1996). IMPACT: Studies in Language and Society, Volume 2.
- Author
-
Kibbee, Douglas A. and Kibbee, Douglas A.
- Abstract
This edited volume of conference papers contains the following titles: "Presentation: Realism and Idealism in Language Conflict and Their Resolution" (Douglas A. Kibbee); "Legal and Linguistic Perspectives on Language Legislation" (Douglas A. Kibbee); "The Linguistic Rights of Non-English Speaking Suspects, Witnesses, Victims, and Defendants" (Kate Storey); "Great Mischiefs--An Historical Look at Language Legislation" (Ruth Morris); "The Criminalization of Spanish in the United States" (Patricia MacGregor-Mendoza); "Towards Consensus? Standard English in the National Curriculum" (Joan Swann); "Beyond Anglo-Saxon Confederation: The Clash of World Hegemonies in the Language Ideologies of Arthur Balfour and Woodrow Wilson" (Chris Andre); "Anatomy of the English-Only Movement: Social and Ideological Sources of Language Restrictionism in the United States" (James Crawford); "The Courts, the Legislature and Society: The Shaping of Federal Language Policy in the United States" (Thomas Ricento); "Language Rights Arguments in Central Europe and the USA: How Similar Are They?" (Miklos Kontra); "What Happens After English is Declared the Official Language of the United States?" (Terrence G. Wiley); "A Historical Perspective on Language Policy in Russia" (Elena Schmitt); "Majority Language, Minority Misery: The Case of Sri Lanka" (Richard W. Bailey); "On the Eleven-Official Languages Policy of the New South Africa" (Sheila Mmusi); "OAU's Resolutions on African Languages and the State of Their Implementation" (Kahambo Mateene); "Language Policy in Education and the Future of Indigenous Languages in Post-Aparthied South Africa" (Joyce B. Sukumane); "Language and Human Rights in Africa" (Michel Ngussan) "The Case for Brazilian Sign Language: A Deaf Community Finds Its Voice" (Norine Berenz); "Requirements, Dynamics and Realities of Language Use in the EU: A Case Study of the European Commission" (Carsten Quell); "French Language Policy and Francophonie" (Louis-Jean Calvet); "Quebec's Charter of the French Language Twenty Years After" (Gerald Paquette); "The Philosophy of the French Language Legislation: Internal and International Aspects" (Yves Marek); "The Role of the French Language in Maintaining Linguistic Diversity in North America: Some Gluttopolitical Considerations" (Normand Labrie). A bibliography is included, and is divided in general and court decision sections. There are also three indexes -- for personal names, languages, and a general index. Scholarly references appear at the end of each paper. (KFT)
- Published
- 1998
39. Working Knowledge: Productive Learning at Work. Proceedings [of the] International Conference (Sydney, Australia, December 10-13, 2000).
- Author
-
Technology Univ., Sydney (Australia). and Symes, Colin
- Abstract
This conference proceedings contains 65 presentations and 3 colloquiums from a conference that dealt with knowledge at work and knowledge that works and with how education can be successfully integrated into work and work into education. The papers are "Reading the Contexts of Complex Incidents of Adult Education Practice" (Apte); "Models of Work Based Learning for Undergraduates" (Armsby et al.); "Just-in-Time Training as Anticipative Action and as Inferential Understanding" (Beckett); "Learning to Compete" (Beckett et al.); "Co-Participation at Work" (Billett); "Globalization, Work, and Education" (Boland); "Work as the Curriculum" (Boud, Solomon); "Working Towards a Curriculum Framework for Work-Related Learning" (Brown); "Evaluating Organizational Change" (Butler et al.);"New Knowledge and the Construction of Vocational Education and Training (VET) Practitioners" (Chappell); "Facing Realities" (Cornford); "Subcontractors in the Australian Construction Industry" (Crowley et al.); "Learning; Design; Practice; Practitioner Perspectives of Workplace Learning" (Cys); "Learning at the Point of Production" (Daly, Mjelde); "Teaching Online" (Dewar, Whittington); "Spirituality of Work" (Dirkx); "Learning to Work" (Eames); "A Working Ethic?" (Edwards); "Transforming Management Education's Working Knowledge" (Elliott); "Negotiating Knowledge in the Knowledge Economy" (Farrell); "Work Knowing on the Fly" (Fenwick); "Productive Learning at Work" (FitzSimons); "Teachers Redefining Professionalism and Professional Development" (Gambell, Hunter); "Modelling the Invisible" (Gamble); "The New Capitalism" (Gee); "Conceptions of Learning" (Hager); "Recognition of Prior Learning in Higher Education" (Harris); "Promoting Knowledge Sharing in a Training and Further Education Organization" (Hill); "Incentives and Barriers to Learning in the Workplace" (Hodkinson et al.); "Reflections on Empowerment, Workplace Language and Literacy Policy, and Professional Development in England" (Holland); "Enabling Productive Learning at Work" (Holland, Leggett); "Learning Through Working" (Hopkins, Maglen); "Supervisor and Facilitation" (Hughes); "Writing-Up People at Work" (Jackson); "Whiteness as a Social Construct That Drives Continuing Education" (Johnson-Bailey, Cervero); "Knowledge Workers and the Office Economy" (Kurth); "Teaching with Global Awareness" (Lekoko); "Accrediting and Assessing Learning at Work" (Lyons); "Working Knowledge and Work-Based Learning" (McIntyre); "Working Knowledge in Management and Medicine" (Mulcahy); "Workplace Learning from a Curriculum Perspective" (Munby et al.); "The 'Good' Teacher?" (Nicoll); "Professional Identity as Learning Processes in Life Histories" (Olesen); "Local Perspectives on Globalization and Learning" (Payne); "Implementing Work-Based Learning in Higher Education" (Reeve, Gallacher); "Working Knowledge, Economic Metaphors, and the 'Cogito-Economic' Subject" (Rhodes, Garrick); "Technical and Vocational Education in China" (Rongguang); "Preparing Undereducated and Unemployed Parents for the Workplace Through Effective Family Literacy Programs in Texas" (Seaman, Seaman); "Working Knowledge of Online Learning Amongst VET Practitioners" (Schofield et al.); "Working Knowledge for New Educational Landscapes" (Seddon); "Links Between Corporate and Academic Research" (Shannon, Sekhon); "Towards a Definition of Work Based Learning" (Shaw); "Relationships Between R (Research) & D (Development) and Decision-Making in VET" (Smith); "Context Variety Means Four Stories?" (Smid); "Reflecting upon Experiences" (Staley); "Ordering the Menu" (Symes); "Critical Literacy, Cultural Inclusiveness, and Text Selection in English for Academic Purposes Courses" (Thompson); "Communicative Practices in Web-Enhanced Collaborative Learning" (Treleaven et al.); "Role of Emotion in Situated Learning and Communities of Practice" (Turnbull); "Alternative Conception of Competence" (Velde); "Learning in/Through/with Struggle" (von Kotze); "More Things Change" (Wallace); "Deschooled Learning" (Whittington, McLean); "Quality Online Participation" (Wiesenberg, Hutton); and "Emergence of New Types of Communities of Practice" (Young, Mitchell). (YLB)
- Published
- 2000
40. Towards a Transformative Political Economy of Adult Education: Theoretical and Practical Challenges.
- Author
-
Wangoola, Paul, Youngman, Frank, Wangoola, Paul, and Youngman, Frank
- Abstract
This book contains 15 chapters, some of which are based on papers presented at an international workshop in Africa that brought together a diverse group of participants who shared a commitment to adult education for social transformation. The papers are organized in six sections. Following the first section, "A Transformative Political Economy of Adult Education: An Introduction" (Frank Youngman), the second section, "Theoretical Perspectives," contains two papers: "Towards a Transformative Methodology of Political Economy in Adult Education: A Critical Third World Feminist Perspective" (Marjorie Mbilinyi) and "State and Civil Society in the Perspective of Adult Education in Latin America" (Cesar Picon). "The International Context" is the topic of the third section, which contains three chapters: "The Nature of Imperialism in the 1990s and the Implications for Adult Education" (Hussein Mukasa); "Adult Education and the Political Economy of Global Economic Change" (Budd Hall); and "Adult Education for Export" (Ettore Gelpi). The fourth section, "Class, Gender, Race, and Ethnicity," contains the following two chapters: "Race, Gender, Class, and the Practice of Adult Education in the United States" (Phyllis Cunningham); and "Class, Race, and Ethnicity in Adult Education in Africa" (Dani Wadada Nabudere). Three "National Case Studies" are contained in the fifth section: "Towards a Political Economy of Adult Education and Development in Botswana" (Frank Youngman); "The Political Economy of Adult Education in Zimbabwe: A Case Study" (Taka Mudariki); and "A Political Economy of Adult Education in Comparative Perspectives: Canada, Mexico, and Tanzania" (Carlos Torres, Daniel Schugurensky). The final section, "Adult Education for Social Change," includes four chapters: "Adult Education for Global Social Change: Feminism and Women's Movement" (Angela Miles); "Gender and Adult Education: Training Gender-Sensitive and Feminist Adult Educators in South Africa--An Emerging Curriculum" (Shirley Walters); "Alternative Forms of Organization and Social Action: Implications for Adult and Community Education" (Paul Wangoola); and "Conclusion" (Paul Wangoola). The book includes information on contributors and is indexed by author and subject. (KC)
- Published
- 1996
41. Adult Education Research Annual Conference Proceedings (32nd, Norman, Oklahoma, May 30-June 2, 1991).
- Author
-
Oklahoma Univ., Norman. Oklahoma Center for Continuing Education. and Langenbach, Michael
- Abstract
Papers in this volume include: "Retirement Learning" (Adair); "Effect of Literacy on Personal Income" (Blunt); "Popular Discourse Concerning Women and AIDS" (Boshier); "John Steinbeck's Learning Project" (Brockett); "Faculty Careers of Professors of Adult Education" (Caffarella); "Racism in Canada" (Carriere); "Perspectives on Program Planning in Adult Education" (Cervero, Wilson); "Inclusive Language and Perspective Transformation" (Coffman); "Impact of Critical Social Theory on Adult Education" (Collard, Law); "Assessing Adult Learning Strategies" (Conti, Fellenz); "Class Age Composition and Academic Achievement" (Darkenwald et al.); "Redesign of Continuing Education as a 'Practical Problem'" (Dirkx et al.); "Framework for Understanding Developmental Change among Older Adults" (Fisher); "Value of Literacy for Rural Elderly" (Freer); "Professional Women as Self-Assessing Adult Learners" (Greenland); "Democratizing Knowledge" (Group for Collaborative Inquiry); "Contributions of African American Women to Nonformal Education during the Civil Rights Movement" (Gyant); "Gender-Related Differences in Adult Classroom Behavior" (Hayes); "Investigations into the Human Phenomenon of Commitment" (Ilsley); "Early Human Resource Development Work" (Jacobson); "AFS Volunteer Resources Study" (Jones-Ilsley, Hansel); "Transformation and Self-Renewal at Midlife" (Karpiak); "Critical Analysis of 'Adult Education Quarterly'" (Kim); "Lindeman and the Meaning of Adult Education" (Long et al.); "Deconstruction and Its Implications for Adult Education" (Melichar, Lumpkin); "Learning from Life Experience" (Merriam, Clark); "Subjects as Partners" (Merrifield, White); "Phenomenological Investigation of Self-Will and Relationship to Achievement in African-American Women" (Peterson); "Knowles and the Mid-Century Shift in Philosophy of Adult Education" (Podeschi); "Exploring Chinese Conceptions of Learning and Teaching" (Pratt); "Shaping Literacy" (Quigley); "Analysis of Three Strategic Training Roles" (Redding); "Deterrents to Participation in Compensatory Adult Education in South Africa" (Reddy); "What Do Adult College Students Want in an Instructor?" (Ross-Gordon et al.); "Hilda Worthington Smith" (Saul, Bernhardt); "Education and Working Class Radicalism" (Schied); "Personal Transformation through Participation in Social Action" (Scott); "Gender Differences in Faculty Perceptions of Academic Career Enhancers and Barriers" (Simpson); "Forgotten Adult Educators" (Smith); "Return to History" (Stein); "Sketches of the Landscape" (Warren); "Examining the Relationship between Pragmatism and Social Action in American Adult Education" (Wilson); and "Adult Education Movement in the 1950s" (Zacharakis-Jutz). (YLB)
- Published
- 1991
42. Teaching Excellence Initiatives: Modalities and Operational Factors
- Author
-
Higher Education Academy (HEA) (United Kingdom), Land, Ray, and Gordon, George
- Abstract
Teaching excellence is at the centre of national and international higher education policy. The Higher Education Academy (HEA) is a part of the debate to develop a shared understanding of what constitutes teaching excellence and has published research including "Considering Teaching Excellence in Higher Education: 2007-2013" by Dr Vicky Gunn and Dr Anna Fisk, which provided a much-needed and wide-ranging review of literature. This report by Professor Ray Land, Durham University, and George Gordon, University of Strathclyde, was produced as a stimulus paper for a roundtable event on the theme of teaching excellence organised by the HEA and hosted by HEFCE. It usefully surveys and analyses the nature and current direction of initiatives and strategies for fostering, recognising and rewarding excellent practice in teaching and learning in higher education worldwide. Commentaries by Professor Rosemary Deem, Vice Principal (Education) and Professor of Higher Education, Royal Holloway and Bedford New College, and Professor Amy B. M. Tsui, Chair Professor at the Faculty of Education, University of Hong Kong, were also produced for the event.
- Published
- 2015
43. Report on the Activities of the Commonwealth Scholarship and Fellowship Plan 2012-2015
- Author
-
Association of Commonwealth Universities
- Abstract
The Commonwealth Scholarship and Fellowship Plan (CSFP) is an international framework through which countries of the Commonwealth offer university scholarships and fellowships to citizens of other member states, forging enduring bonds between nations and creating valuable opportunities for cultural and academic exchange. Established by Commonwealth education ministers at their first conference in 1959, Commonwealth Scholarships have become one of the world's most prestigious and best-known international scholarship schemes. More than 35,000 individuals have been funded to date, many of whom have gone on to transform their communities, societies, and nations. The CSFP is reviewed at the Conference of Commonwealth Education Ministers (CCEM) held every three years. This paper reports on activity from 2012 through 2015.
- Published
- 2015
44. Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, 2.
- Author
-
Centre for Experimental Educational Research, Ghent (Belgium). and Verbist, R.
- Abstract
This journal of educational research contains five papers written by international authors. The initial paper presents the evaluation of a French immersion program for students from the second through the fourth grade in Toronto. The aim of the second paper, written in French with an English summary, was to find the attitude dimensions of French Canadian primary school teachers and to discover the contents of those dimensions. The third paper, also in French, describes an experiment of computer assisted instruction for diabetic, insulin dependent patients. The fourth paper identifies problems experienced by first year university students of various ethnic backgrounds at the University of Fort Hare, South Africa. The final paper investigates relationships among locus of control, difficulties with social groups, and psycho-social difficulties in social situations. Current educational research being done by various international educators is chronicled, and information about current events of the World Association for Educational Research is presented. (JN)
- Published
- 1978
45. Experimental Research in TV Instruction. Proceedings of an International Conference (4th, St. John's, Newfoundland, Canada, September 28-30, 1981). Volume 4.
- Author
-
Baggaley, Jon and Janega, Patti
- Abstract
An introduction by Jon Baggaley provides background information on this international conference and its participants, and introduces 10 papers which were presented. The papers are as follows: (1) "Teaching Production Research and Design: The Interface of Theory and Practice" (James M. Linton); (2) "The Impact of Television on Adolescents in South Africa" (D. P. van Vuuren); (3) "Why Teenagers Watch Television: Implications for ETV Production" (Gary M. Gould, Michael J. Holosko, and Jon P. Baggaley); (4) "The TV Ontario Academy: The Use of Television Broadcasting and Computer-Managed Learning for Adults" (Ignacy Waniewicz and Robert Tilroe); (5) "Evaluation of Television Formats and Viewing Behaviour" (Barry S. Green and James Matsui); (6) "Predicting Performer Effectiveness: Methodologies for TV Presenter Selection" (Gary Coldevin and Robert Bernard); (7) "Biometric Communication Research for Television" (M. S. Malik); (8) "Second Generation Electronic Testing Technology Applied to Television Evaluation" (Rand Nickerson); (9) "Formative Research in Rural Education" (Kirk Smith and Jon P. Baggaley); and (10) "Visual Biases in Television Campaign Coverage" (Hans Kepplinger and Wolfgang Donsbach). References are included for most of the papers and a list of conference participants is appended. (JB)
- Published
- 1981
46. Experimental Research in TV Instruction. Proceedings of an International Conference (5th, St. John's, Newfoundland, June 28-30, 1982). Volume 5.
- Author
-
Baggaley, Jon and Janega, Patti
- Abstract
An introduction briefly summarizes the four previous conferences in this series, identifies trends in topics addressed, and introduces the 16 presented papers in this collection. The papers are as follows: (1) "Formative Evaluation and the New Technologies" (Marjorie Cambre); (2) "Formative Evaluation of Sesame Street Using Eye Movement Photography" (Barbara N. Flagg); (3) Implications of Uses and Gratifications Research for TV Production" (Guy Lometti, Maria Dandola, and Gene Cooper); (4) "Market Analysis and Strategic Planning at TVOntario" (Barry Green); (5) "Television, Children and Society: A Canadian Perspective" (D. J. Engel); (6) "Remembering the News: Influence of Graphic and Oral Reinforcement" (Robert Bernard and Gary Coldevin); (7) "Longitudinal Effects of Television in the North: A Cross-Cultural Comparison" (Gary Coldevin and Thomas Wilson); (8) "Impact of 'Shogun' on National Stereotyping among American Viewers of Japanese and Non-Japanese Ancestry" (Clayton J. Vollan); (9) "Television Viewing and Personality Needs of South African Adolescents" (D. P. Van Vuuren); (10) "The Influence of Camera Angles and Political Consistency on the Perception of a Party Speaker" (Hans Kepplinger and Wolfgang Donsbach); (11) "Health Education on Television: A Producer's Viewpoint" (Peter Riding); (12) "Tacit and Explicit Program Design: A Practitioner's Viewpoint" (Susan Skerry and Paul Morris); (13) "Developing Compatibility between Functions and Techniques in Medical Television Production" (Richard T. Hezel); (14) "Evaluation of a Mass Media-Enhanced Smoking Prevention and Cessation Program" (Brian R. Flay and others); (15) "Cancer Communications: Planning and Evaluation Issues for Programs in Rural Settings" (Richard Windsor); and (16) "Television and Ethics: The Subjectivity of Judgement" (G. H. Jamieson). Abstracts and references are provided for all of the papers, and a list of conference participants is appended. (JB)
- Published
- 1982
47. Journal of the Midwest History of Education Society. Volume 17, 1989.
- Author
-
University of Northern Iowa, Cedar Falls. Coll. of Education. and Rutkowski, Edward
- Abstract
The 18 papers of this conference were divided into five topics ranging from literacy to the history of progressive reform to history of education from an international perspective. Part 1 includes: "Isabella Graham and Joanna Bethune's Early American Experiments in Educating Illiterates" (L. Townsend); "The Dilemma of Equivalency: American Colleges and the Evaluation of Armed Services Training in the 1940s" (A. D. Rose); and "An Analysis of Historical Studies of Literacy Standards from Three Epochs in American Elementary Education" (K. Hanus). Part 2 includes: "John Dewey: 'Philosophy and Education in Their Historic Relations'" (J. J. Chambliss); "Addams's Pragmatic Impact on Adult Education" (M. T. Colky); "Charles Deneen and Illinois Education Reform during the Progressive Era" (E. E. Gordon); "Progressive Education and School Architecture" (D. Nelson); and "The Hessian Hills School, 1930-1941: Social Reconstructionism in Practice" (K. M. Campbell). Part 3 includes: "The Career of Edward Orton, the First President of the Ohio State University" (K. A. Work; D. L. Shaver); "Booker T. Washington and the Movable School" (E. H. Goldstein); and "Frederick Siedenberg, S. J.: Catholic, Priest, and Progressive, a Contradiction in Terms" (M. C. Schiltz). Part 4 includes: "Pre-British European Educational Activities in India" (K. C. Thottopuram); "Education for Subjugation and Liberation: The Historical Context of Peoples' Education in South Africa" (T. Reagan); "An Historical Overview: Educational Assimilation of the Saami in Norway" (G. Roland); and "Dunkel's Herbart Revisited: The Milieu in which He Worked" (E. V. Johanningmeier). Part 5 includes: "Education and Reform at Robert Owen's New Lanark" (G. Gutek); "The Old Northwest Revisited: Education before the Era of the Common Schools" (C. R. Wolf); and "The Passage of Compulsory Attendance Laws, 1870-1915" (M. J. Eisenberg). The conference program, minutes of the business meeting, and a directory of attendance are included. (JB)
- Published
- 1989
48. The Real World of Performance Indicators. A Review of Their Use in Selected Commonwealth Countries.
- Author
-
Commonwealth Higher Education Management Service, London (England). and David, Dorothy
- Abstract
This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF)
- Published
- 1996
49. South Africa on the Move. A Tool Kit for Education and Action.
- Author
-
CUSO Development Education, Ottawa (Ontario).
- Abstract
This kit provides materials about South Africa for activists and educators and the Canadian public. The materials provide ideas for communicating the information and moving people to action. They include a user's guide with a kit overview and suggestions for its use; an educator's handbook on South Africa, which applies a popular education approach to South African solidarity education with ideas for planning and implementing programs, workshop examples, and popular education resources; and suggestions for taking action against apartheid in Canada. "Tools," designed for use in workshops, educational settings, or as handouts, include pamphlets exploding current myths about South Africa; conversations between South African and Canadian high school students, women, trade unionists, and church people; a summary of what South Africans are fighting against and for, including the Freedom Charter adopted at the 1955 Congress of the People; and a short piece outlining cultural expressions of resistance in South Africa, with a list of South African cultural resources available in Canada. "Background Information" materials include sectoral background papers on youth, women, trade unions, and the church; a look at Canadian government and corporate involvement in South Africa; and an overview of the South African resistance movement. A directory of Canadian groups and organizations involved in South Africa support work, an annotated listing of major print and audiovisual resources available on South Africa, and a glossary are provided. (YLB)
- Published
- 1986
50. Tourism on Television.
- Author
-
Young, Bruce
- Abstract
Thirteen half-hour television programs entitled "The Geography of Tourism" developed for use in Wilfrid Laurier University's (Canada) distance education program are discussed. Distance education embraces teaching, or communicating with, students who are not physically in the classroom with the instructor. The central theme of the series is the impact of tourism on places; the major sub-theme is the physical impact on landscapes over time. The programs include guest commentators, slides, film clips, maps, posters, and paintings. The following are among the topics examined: the components of the tourism functional system; how tourism development impacts small places, e.g., Marsaskala, Malta; tourism and Canadian lakes; the development of resorts in South Africa and England; planned resorts, e.g., Gray Rocks, Quebec; urban tourism; economic, environmental, and social-cultural impacts of tourism; tourism dynamics; goals of tourism planning; Canadian tourism; and new ideas in tourism, e.g., time-sharing. Excerpts from some programs are provided. Appendices contain acknowledgements, descriptions of photographs, and course requirements. (RM)
- Published
- 1984
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