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For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to promoting student learning and effective teaching. Chapter 1, "Developing and Sustaining a Culture of Assessment," contains: (1) "Developing the Scholarship of Assessment" (Thomas Anthony Angelo); (2) "The Convergence of Assessment and Scholarship of Teaching and Learning" (David Sill, Douglas Eder, Lesa Stern, Susan Thomas, and John DenHouter); (3) "Creating an Assessment Culture" (Colene J. Lind and Mark McDonald); (4) "Employee Development to Campus Development" (J. Janelle Masters and Jane M. Shreck); (5) "Engaged Learner and Assessment" (Jian R. Sun and Greg Miller); (6) "From Crisis to Culture" (Rebecca Wojcik, Eric Martin, and Joyce Kennedy); (7) "Cultivating a Culture of Assessment of Student Learning at Rochester Community and Technical College" (Tammy J. Lee and Anne M. Niccolai); (8) "Assessment of Student Learning" (Patricia Dwyer); (9) "Taking Assessment Off the Shelf" (Sandra S. Bowles and Alan R. Belcher); and (10) "Integrating Assessment into College Life" (Barbara Edwards, Vincent Holtmann, Kelley Raftery, and Brad Sparks). Chapter 2, "Assessment Processes," contains: (11) "Assessing an Institution's Outcomes Assessment Efforts" (Jessica Jonson, Julie Wallin, and Karla Sanders); (12) "Assessing Student Learning: Elegance in Simplicity" (Gloria M. Rogers); (13) "Ensuring the Assessment Investment Pays Off" (Andrea Greene, Gail Mee, and Gayla Preisser); (14) "Evaluating Assessment" (Janice Collins and Josh Bullock); (15) "Gauging the Level of Faculty Participation in Student Academic Assessment" (Steve Boettcher, Bryan Tippett, and Clay Goodman); (16) "Are We There Yet? One Institution's Assessment Adventure" (Anneliese Homan and Beverly Wilkerson); (17) "The Road Not Taken" (Karen Jones, Michael L. Banks, and Jacqueline Gray); (18) "'Now Is the Summer of Our Discontent'" (Lisa Brandom); (19) "A Balancing Act" (Donald Carpenter and Badih Jawad); and (20) "Broadening the Discussion" (Jacqueline Johnson and Robert Ferguson). Chapter 3, "Assessment Tools and Measures," contains: (21) "Living beyond Our Means" (John C. Simonson and George E. Smith); (22) "A Handbook of Assessment for the Layperson" (Kenneth R. Ryalls); (23) "Activating Assessment of Student Learning" (Judith Neill and Jeanne Williams); (24) "Educating Seniors, Assessing Ourselves" (Beth Rigel Daugherty, Dan Thompson, and Susan Thompson); (25) "Active Learning" (Cy Leise); and (26) "English 101 Writing Assessment That Keeps Both the 'Quants' and the 'Quals' Happy" (Lynn Sykes and Helen Szymanski). Chapter 4, "General Education: Assessing Outcomes, Reforming Programs," contains: (27) "Creating and Implementing a More Focused and Effective General Education Program" (John C. Catau, William H. Cheek, and James P. Baker); (28) "It Can Happen" (Eric Gardner, Diane Boehm, Clifford Dorne, and Mary Hedberg); (29) "Assessing the Achievement of General Education Objectives" (Irene Kovala, Trudy Bers, Gary Mines, and Suzanne Stock); (30) "Effective General Education Assessment at Large Public Institutions" (Julie Wallin and Brenda Masters); (31) "Assessing the Ineffable Outcomes of General Education through Electronic Student Portfolios" (Sharon J. Hamilton); (32) "Assessing Critical Thinking in the General Education Program" (Becky J. Chadwick and Kim D. Schopmeyer); and (33) "Assessing Critical Thinking across the Curriculum" (Nannette Bagstad, Paul Batesel, Ronald Semmens, and Mark Skean). Chapter 5, "Assessing and Supporting Effective Teaching," contains: (34) "Integrating Faculty Development and Outcomes Assessment" (John Neibling, Alan Jacobs, and John Nagy); (35) "Effective Performance-Based Evaluation of College Faculty" (Earl Nicodemus); (36) "Data-Driven Decision Making" (Nancy Blackford and Kate Wiles); (37) "Capitalizing on Internal Talent" (Alex Birkholz and Renelle Gill); and (38) "Developing the Capacity for Synthesis" (Carol Canavan). Many papers contain references. (SLD)

Alternative approaches to learning are the subject of these approximately 50 papers on non-traditional and interdisciplinary programs in higher education. The first set of papers addresses adult learning, including possible teaching and learning strategies, and ways to develop faculty and student performance through college fairs for adults, adult developmental psychology, educational planning, competition versus collaboration, and discourse analysis. The next group of papers describe alternative delivery systems such as various computer based methods, videotaped programs, and televised instruction. Assessment of prior learning and program assessment is considered in six papers which look at assessment methods, 2-year and 4-year college cooperation, and work autobiographies. Consortial, cooperative and collaborative programs are the subject of several papers which describe corporate-university partnerships, an interdisciplinary approach for soldiers and sailors, how to link the needs of industry and business with the educational approach, and developing effective communication for non-native employees. Four papers address philosophical issues in non-traditional and interdisciplinary education. The next five papers treat the recruitment and retention of special students and faculty through marketing, service management, commitment and other approaches. The following section includes eleven papers each of which describes special non-traditional or interdisciplinary courses. In the last group twelve papers describe special programs. (JB)

Abstracts of most of the papers presented at the 55th annual meeting of the National Association for Research in Science Teaching (NARST), held at the Abbey, Lake Geneva, WI, April 5-8, 1982 have been collected in this publication. Papers relate to such topics as teacher education: preservice and inservice, cognitive development, research techniques, metaanalysis, science learning and instruction, science education research in foreign countries, reasoning and problem solving, and science curriculum. (PEB)

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

This paper is a report of a 1974 conference of Teachers of Teachers of Mathematics (TOTOM) from Oregon colleges. The conference was organized for the purpose of discussing competencies of elementary teachers of mathematics. The conferees took the position that they could not define necessary and sufficient criteria for the competent teaching of mathematics, but that they could outline a set of goals and expectancies. Expectancies were developed in three major areas: problem solving, pedagogy, and mathematical content. In the discussion of problem solving, the works of several writers are considered, and several aspects of the process of problem solving are identified; 30 specific competencies related to problem solving are listed. In the area of pedagogy expectancies are listed in four major areas (psychology of learning, diagnosis, resources and materials, and teaching strategies); sample behaviors are listed for each expectancy. Expectancies and related sample behaviors are listed for six mathematical content areas (sets, operations, number sentences, number theory, logical thinking, and geometry). (SD)

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two researchers selected for their expertise relative to the article being examined. Twelve papers appear in this section. The second section includes descriptive or journalistic papers and program reviews. Papers for this section are intended to be useful and of interest to environmental educators. In all, 16 papers appear in Section II. A section of guidelines for authors concludes the document. (Author/RE)

This document presents the rationale for laboratory work, which is alleged to be ritualistic in many schools and colleges. The rationale is that laboratories are a fertile source of memory structures called episodes, which would enhance the comprehension of abstract subject matter when associated with it. Specific and generalized episodes are described. Consideration of these episodes leads to recommendations for inclusion in a year's program of: (1) a few unusual and dramatic experiments that can be linked to topics of central importance; (2) experiments that involve common, everyday objects as equipment so that physics can be more easily related to daily life; and (3) experiments that are true problems, which will train students in planning an investigation instead of following directions and in writing a proper report instead of reciting the steps laid down in a manual. (Author/GA)

The purpose of this study was to examine conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaire surveys were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four types, namely, , , , and , and each type of conception of learning and learning behavior were examined. The results suggested that conception of learning differs by type. tended to have multiple conceptions of learning, tended to have Active conception of learning, and and tended to have Passive conception of learning. [For full proceedings, see ED621941.]

These proceedings contain the papers of the 7th International Conference on Educational Technologies 2020 (ICEduTech 2020), which has been organised by the International Association for Development of the Information Society and co-organised by the University of São Paulo ("Universidade de São Paulo"), Brazil, from 5 to 7 February 2020. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. [Individual papers are indexed in ERIC.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the "knowledge of cognition" dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the "regulation of cognition" dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected "knowledge of cognition," which indicated the necessity to provide more guidance or feedback to students.

Three volumes present, in three chapters each, summaries of the papers delivered at the June 1992 European Conference on Educational Research. In 1992 the annual Dutch Educational Research Association conference became international. The 9 themes of the conference, arranged in 9 chapters, and the number of papers presented for each theme are as follows: (1) educational organization and management, 21 papers and 3 symposia; (2) curriculum, 30 papers and 6 symposia; (3) learning and instruction, 46 papers, 6 poster sessions, and 7 symposia; (4) educational technology, 46 papers, 6 poster sessions, and 2 symposia; (5) research methods and evaluation research technology, 38 papers, 3 poster sessions, and 4 symposia; (6) teaching and teacher training, 40 papers, 4 poster sessions, and 4 symposia; (7) vocational and professional education and training, 20 papers and 4 symposia; (8) higher education, 34 papers, 2 poster sessions, and 2 symposia; and (9) the social context of education, 28 papers, 2 poster sessions, and 1 symposium. (SLD)

The requirements to future specialists in professional education accentuate the qualities of their adaptability, constant self-improvement, capacity to adjust to the new demand in the profession. These qualities are especially important for students of pedagogy and art preparing for the career of actors-instructors, i.e. instructors teaching children acting in school theatres. The actors-instructors' ability to competently foresee the tendencies in their profession, to prognosticate the ways to teach their pupils seems most effective on the basis of teaching pedagogical forecasting to students. Pedagogical forecasting is viewed as the scientifically grounded activities aimed at investigating possible transformations, development trends and prospects of objects in pedagogy and education. Three aspects of pedagogical forecasting are applied in the activities of future actors-instructors: forecasting students' own leaning, forecasting and designing classes in the process of pedagogical practical training (quazi-professional activities) and teaching forecasting to pupils during practical training in schools. The present paper introduces the concept and structure of pedagogical forecasting in the activities of future actors-instructors. The levels of pedagogical forecasting in the activities of future actors-instructors are described. The criteria to measure the prognostic competency of future actors-instructors are shown. The model of pedagogical forecasting in the activities of future actors-instructors is introduced. The experimental research conducted in a higher school in the Urals in 2013-2017 illustrates the system of activities to prepare future actors-instructors to apply pedagogical forecasting in their profession. The process of future actors-instructors training to organize pedagogical forecasting is shown. The methodology to analyze the pedagogical forecasting in the activities of a future actor-instructor includes case study, educational experimentation. Data collecting and processing is based on conversational interviewing. The data collecting method is carried out to study the higher school staff opinions about the actual level of future actors-instructors' pedagogical forecasting. Statistical data processing was performed in the MS Excel 2010 environment. A comparison of the distribution of nominative variables was made using the X[superscript 2] Pearson Fitting Criterion with a sample size (n [greater than or equal to] 100). [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks such as writing, design, and collaborative problem solving, and it has been used in new informal contexts where student actions are at best semi-structured. This iteration of the conference includes a range of work in these and other areas. This year's conference features three invited talks: Julita Vassileva, Professor at the Department of Computer Science, University of Saskatchewan, Canada; Steve Ritter, Co-Founder and Chief Scientist, Carnegie Learning Inc., Pittsburgh; and Michael Mozer, Professor Department of Computer Science and Institute of Cognitive Science University of Colorado. The number of accepted papers include 22 full papers and 42 short papers. An additional 47 papers were accepted to the poster track. The poster and demo track itself accepted 14 contributions out of 34 submissions. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2019 conference held a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process. Two such papers are featured in the conference's program. Additionally this year, papers that were regularly published in the journal in 2018 were invited for presentation at the conference. Two authors accepted this invitation. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2019 Industry Track received eleven submissions of which six were accepted. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features eight such presentations. This year's conference includes also an invited talk by the authors of the 2018 winner of the EDM Test of Time Award. This year's talk is delivered by Mykola Pechenizkiy. In addition to the main program, there are three workshops: (1) Learning Analytics: Building bridges between the Education and the Computing communities; (2) Reinforcement Learning for Educational Data Mining; and (3) Workshop on EDM & Games: Leveling Up Engaged Learning with Data-Rich Analytics. Three tutorials were presented as well: (1) Sharing and Reusing Data and Analytic Methods with LearnSphere; (2) Causal Discovery with Tetrad in LearnSphere's Tigris and Designing and Developing Open; and (3) Pedagogically-Based Predictive Models using the Moodle Analytics API.

This study investigates whether undergraduates were able to take collective responsibility to gradually improve community knowledge. The participants were 30 undergraduates from 24 majors in a key normal university. The analysis of their online Knowledge Forum writing indicated that the undergraduates were aware of peers' contributions, made complementary contributions, and showed distributed engagement, and thus they could take collective cognitive responsibility. The results also showed that students gradually improved community ideas. This study has implications for teachers who aim to design technology-enhanced learning environments to engage students. [For the complete proceedings, see ED601080.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]