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The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. 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, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. 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, tables, and figures. [For the 2011 proceedings, see ED547245.]

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. 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. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]

The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]

This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T. E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.]

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)

This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu: (1) Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study (Joanne Mulligan, Michael Mitchelmore, and Anne Prescott); (2) A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations (Ricardo Nemirovsky and Chris Rasmussen); (3) The Construction of Proportional Reasoning (Stephen Norton); (4) The Transition of a Secondary Mathematics Teacher: From a Reform Listener into a Believer (Jo Clay Olson and Karmen Kirtley); (5) Substantive Communication of Space Mathematics in Upper Primary School (Kay Owens); (6) Transforming Korean Elementary Mathematics Classrooms to Student-Centered Instruction (JeongSuk Pang); (7) The Effect of Improved Automaticity and Retrieval of Basic Number Skills on Persistently Low-Achieving Students (John Pegg, Lorraine Graham, and Anne Bellert); (8) Degrees of Freedom in Modeling: Taking Certainty out of Proportion (Irit Peled and Ronit Bassan-Cincinatus); (9) "I Know That You Don't Have to Work Hard": Mathematics Learning in the First Year of Primary School (Bob Perry and Sue Dockett); (10) Disentangling Mentors' Role in the Development of Prospective Teachers' Efficacy Beliefs in Teaching Mathematics (George Philippou and Charalambos Y. Charalambous); (11) Linear Functions and a Triple Influence of Teaching on the Development of Students' Algebraic Expectation (Robyn Pierce); (12) Engaging the Learner's Voice? Catechetics and Oral Involvement in Reform Strategy Lessons (Adrian J. Pinel); (13) Teaching Projectile Motion to Eliminate Misconceptions (Anne Prescott and Michael Mitchelmore); (14) An Investigation of a Preservice Teacher's Use of Representations in Solving Algebraic Problems Involving Exponential Relationships (Norma Presmeg and Rajeev Nenduradu); (15) On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking (Luis Radford, Caroline Bardini, Cristina Sabena, Pounthioun Diallo, and Athanase Simbagoye); (16) Generalization Strategies of Beginning High School Algebra Students (Joanne Rossi Becker and Ferdinand Rivera); (17) Synchronizing Gestures, Words and Actions in Pattern Generalizations (Cristina Sabena, Luis Radford, and Caroline Bardini); (18) Analyzing Student Modeling Cycles in the Context of a "Real World" Problem (Roberta Y. Schorr and Miriam Amit); (19) Negotiating about Perceived Value Differences in Mathematics Teaching: The Case of Immigrant Teachers in Australia (Wee Tiong Seah); (20) Development of Mathematical Norms in an Eighth-Grade Japanese Classroom (Yasuhiro Sekiguchi); (21) Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation (Ana Coelho Vieira Selva, Jorge Tarcisio da Rocha Falcao, and Terezinha Nunes); (22) From the Everyday, through the Authentic, to Mathematics: Reflecting on the Process of Teaching Mathematics through the Everyday (Godfrey Sethole); (23) Personal Experiences and Beliefs in Early Probabilistic Reasoning: Implications for Research (Sashi Sharma); (24) Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? (Atara Shriki and Ilana Lavy); (25) Student Thinking Strategies in Reconstructing Theorems (Tatag Yuli Eko Siswono); (26) A Comparison of How Textbooks Teach Multiplication of Fractions and Division of Fractions in Korea and in U.S. (Ji-Won Son); (27) Mathematical Knowledge of Pre-Service Primary Teachers (Beth Southwell and Marina Penglase); (28) Analysing Longitudinal Data on Students' Decimal Understanding Using Relative Risk and Odds Ratios (Vicki Steinle and Kaye Stacey); (29) Girls Journey toward Proportional Reasoning (Olof Bjorg Steinthorsdottir); (30) University Student Perceptions of CAS Use in Mathematics Learning (Sepideh Stewart and Michael O. J. Thomas); (31) Prospective Teachers' Understanding of Proof: What if the Truth Set of an Open Sentence Is Broader than that Covered by the Proof? (Andreas J. Stylianides, Gabriel J. Stylianides, and George Philippou); (32) Planning and Teaching Mathematics Lessons as a Dynamic, Interactive Process (Peter Sullivan, Robyn Zevenbergen, and Judy Mousley); (33) Teacher Factors in Integration of Graphic Calculators into Mathematics Learning (Michael O. J. Thomas and Ye Yoon Hong); (34) Students' Overreliance on Linearity: An Effect of School-Like Word Problems (Wim Van Dooren, Dirk De Bock, Dirk Janssens, and Lieven Verschaffel); (35) A Process of Abstraction by Representations of Concepts (N. C. Verhoef and H. G. B. Broekman); (36) Argumentation Profile Charts as Tools for Analysing Students' Argumentations (Jill Vincent, Helen Chick, and Barry McCrae); (37) Characterizing Middle School Students' Thinking in Estimation (Tanya N. Volkova); (38) Reviewing and Thinking the Affect/Cognition Relation (Margaret Walshaw and Tania Cabral); (39) Young Children's Ability to Generalise the Pattern Rule for Growing Patterns (Elizabeth Warren); (40) Consolidating One Novel Structure whilst Constructing Two More (Gaye Williams); (41) Spreadsheets, Pedagogic Strategies and the Evolution of Meaning for Variable (Kirsty Wilson, Janet Ainley, and Liz Bills); and (42) A Study of the Geometric Concepts of the Elementary School Students Who Are Assigned to the van Hiele Level One (Der-bang Wu and Hsiu-Lan Ma). (Individual papers contain references.)

This document contains the proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science which was held in Charlotte, North Carolina, January 10-13, 2002. Papers include: (1) "Teaching Science Methods Courses with Web-Enhanced Activities" (Alec M. Bodzin); (2) "How Is Your Lawnmower Working? Understanding Scientific Inquiry through Metaphors" (William S. Harwood, Rebecca R. Reiff, and Teddie Phillipson); (3) "Teacher Explanations for Discourse Variations in Elementary Science Methods" (William J. Newman Jr., Paula D. Hubbard, and Sandra K. Abell); (4) "Strategies Enabling Teachers to Critically Analyze Learning and Teaching" (Donna R. Sterling); (5) "A Quantitative Comparison of Instruction Format of Undergraduate Introductory Level Content Biology Courses: Traditional Lecture Approach vs. Inquiry Based for Education Majors" (Jennifer L. Willden, David T. Crowther, Alan A. Gubanich, and John R. Cannon); (6) "Examining the Influence of a Graduate Teaching Fellows Program on Teachers in Grades 7-12" (Stephen L. Thompson, Vicki Metzgar, Angelo Collins, Melvin D. Joeston, and Virginia Shepherd); (7) "Preservice Secondary Science Teacher Apprenticeship Experience with Scientists" (Sherri L. Brown, Kim Bolton, Nancy Chadwell, and Claudia T. Melear); (8) "Views of Science Teachers One-Three Years After a Pre-Service Inquiry-Based Research Course" (Leslie Suters, Claudia T. Melear, and Leslie G. Hickok); (9) "Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge" (Alicia C. Alonzo); (10) "Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science" (Juanita Jo Matkins, Randy Bell, Karen Irving, Rebecca McNall); (11) "An Extended Examination of Preservice Elementary Teachers' Science Teaching Self- Efficacy" (Patricia D. Morrell and James B. Carroll); (12) "Science, Creationism and Religion: Responses from the Clergy" (Alan Colburn, Laura Henriques, and Michael Clough); (13) "A Card Sorting Task To Elicit Science Teaching Orientations" (Patricia J. Friedrichsen and Thomas M. Dana); (14) "Managing Student/Teacher Co-Construction of Visualizable Models in Large Group Discussion" (John Clement); (15) "Voices in a Reservation School: A Sonata-Form Narrative from a Professor and a Dakota Pre-Service Teacher about Their Professional and Practical Knowledge Teaching Science in Culturally Responsive Ways" (Jo Anne Ollerenshaw and Delberta Lyons); (16) "Discrepant Questioning as a Tool To Build Complex Mental Models of Respiration" (Mary Anne Rea-Ramirez and Maria C. Nunez-Oviedo); (17) "The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' View of Nature of Science" (Fouad Abd-El-Khalick); (18) "Developing an Authentic Language for a Web-Searchable, Hypermedia Teacher-Education Database" (E. Barbara Klemm); (19) "Professional Development Models: A Comparison of Duration and Effect" (David T. Crowther and John R. Cannon); and (20) "Chemistry Students' Challenges in Using MBLs in Science Laboratories" (Hakan Yavuz Atar). (MVL)

This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy" (Larry D. Yore and Tracey Knopp); (2) "Stars: Evaluating the Use of Video Technology for Modelling Science Process Skills" (Kenneth P. King and Thomas E. Thompson); (3) "Site-Based Professional Development: Learning Cycle and Technology Integration" (Brian L. Gerber, Andrew J. Brovey, and Catherine B. Price); (4) "Professional Development as Inquiry: The Role of Formative Assessment in Professional Development" (Doris Ash, Karen Levitt, and Lin Tucker); (5) "A Comparative Analysis of Science Teacher Education in Global Communities" (Pamela Fraser-Abder); (6) "Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change" (M. Randall Spaid); (7) "Professional Development for Elementary School Teachers Working with Science Learning Outcomes" (Ken Appleton and Allan Harrison); (8) "Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science (Fouad Abd-El-Khalick, Norm G. Lederman, Randy L. Bell, and Renee S. Schwartz); (9) "Thinking Reflectively Rather Than Reflexively: A Theoretical Framework for Portfolio Development in Teacher Education" (Christopher Andersen); (10) "Prospective Elementary Teachers' Use of an Online Communicative Tool: Implications for the Use of Technology in Science Teaching Preparation" (Lucy Avraamidou and Barbara Crawford); (11) "Inquiry-Based Research Published in 'I Wonder': The Journal for Elementary School Scientists (1999-2000)" (Michael E. Beeth and Tracy Huziak); (12) "Pre-Service Science and Mathematics Teachers as Cultural Agents: A Transformative Study" (Carolyn Butcher and Gilbert Valadez); (13) "Increased Science Achievement for Adolescent Girls" (Nancy Stubbs and Caryn Hoffman); (14) "What Do We Know about Students' Cognitive Conflict in the Science Classroom: A Theoretical Model of Cognitive Conflict Process" (Gyoungho Lee and Jaesool Kwon); (15) "Science and Language Links" (Zale A. Liu and Valarie L. Akerson); (16) "Learning Science through Reading: Fifth-Grade Students' Conceptualization of Observation and Inference" (Francis S. Broadway and Katherine Taillon); (17) "Does Being Wrong Make Kettlewell Wrong for Science Teaching?" (David Wyss Rudge); (18) "Integrating Technology into Teacher Preparation and K-12 Classrooms" (Vickie D. Harry and R. Elaine Carbone); (19) "Technology: Preservice Teachers' Preparation: Oil: Water" (Patricia D. Morrell and James B. Carroll); (20) "Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary" (Paul Vellom, Marcia Fetters, and Michael Beeth); (21) "The Philosophy, Theory and Practice of Science-Technology-Society Orientations" (Chris Lawrence, Robert Yager, Scott Sowell, Elizabeth Hancock, Yalcin Yalaki, and Paul Jablon); (22) "Eighth-Grade African American Students' Sense-Making of Electricity" (Morgan C. Greene and Francis S. Broadway); (23) "Making Science Accessible: Strategies for Modifying Science Activities to Meet the Needs of a Diverse Student Population" (Marcia Fetters, Dawn Pickard, and Eric Pyle); (24) "An Environmental Education Needs Assessment of K-12 Teachers" (Yvonne Meichtry); (25) "Language Development and Science Inquiry: A Child-Initiated and Teacher-Facilitated Program" (Evelyn P. Klein, Penny L. Hammrich, Stephanie Bloom, and Anika Ragins); (26) "Examining Discourse in Elementary Science Methods: Differences between Science Content and Pedagogy" (William J. Newman, Jr., Paula D. Hubbard, and Sandra K. Abell); (27) "Science Work Experience Programs for Teachers: Refocusing Professional Development Using a Qualitative Lens" (Wendy M. Frazier); (28) "An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Jennifer M. Ritter, William J. Boone, and Peter A. Rubba); (29) "Impact of Global School/University Partnerships on Science Teacher Enhancement" (Jack Hassard and Julie Weisberg); (30) "Learning Together: A Collaboration between Researcher and Classroom Teacher Using Inquiry-Based Instruction" (James T. McDonald); (31) "What Is Necessary to Include in a Science Methods Course for Teachers on Emergency Permits?-- The Role of the Feedback Portfolio" (Hedy Moscovici); (32) "Jumping onto the Portfolio Bandwagon: What Teachers Say about the Process" (Mary Stein); (33) "The Sisters in Science Program: A Three Year Analysis" (Penny L. Hammrich, Greer Richardson, and Beverly Livingston); (34) "Team: Staff Development and Mentoring for Urban Elementary Teachers, Preservice Teachers, and Students" (Kenneth King and Thomas Thompson); (35) "Science as a Way of Knowing: Using Reader Response as a Means to Construct a Personal Understanding of Science Literature" (Robert W. Blake, Jr. and Robert W. Blake); (36) "Getting to the Fourth Year" (Patricia R. Simpson, George Davis, Teresa Shume, David Cline, and Dorrie Tonnis); (37) "Profile Changes for Two Students in a (Mathematics, Science and Technology Education) Preservice Teacher Education Program with Constructivist Views of Teaching and Learning" (Youngsun Kwak and Michael E. Beeth); (38) "Sharing Our Strategies: A Role for Science Teachers" (Pamela Fraser-Abder and Nina Leonhardt); (39) "Sisters in Science: Using Sports as a Vehicle for Science Learning" (Penny L. Hammrich, Greer M. Richardson, Tina Sloan Green, and Beverly Livingston); (40) "Strategies Enabling Collaborative Teacher Teams to Develop and Implement Assessment of Student Understanding of Science" (Donna R. Sterling); (41) "The Bridges Project: Pairing Preservice and Inservice Teachers for Professional Development in Science, Math, and Literacy Using Performance Assessment Tasks as Contexts" (Valerie L. Akerson, Amy McDuffie, and Judith A. Morrison); (42) "Elementary Science Teacher Leadership (ESTL) Program: A Professional Development Model" (Marlene Thier and Herbert Thier); (43) "Secondary Science Teacher Candidates' Beliefs and Practices" (Deborah Waggett); (44) "Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course" (Juanita Jo Matkins and Randy Bell); (45) "Changes in the Philosophies of Teaching of Four Interns during the Internship Year" (Michael J. Wavering); (46) "From Practice to Theory--Narrowing The Gap: First Year Teachers Emerging from a Constructivist Science Education Program" (Michael Dias and Jack Hassard); (47) "Reconceptualizing a General Chemistry Curriculum Using a Standards-Based Approach to Instruction" (Warren J. DiBiase and Eugene P. Wagner); (48) "Documenting Strategies for Two Local Systematic Change Projects" (Larry D. Yore, James A. Shymansky, and John O. Anderson); (49) "Constructing Investigations: Collaborative Professional Development in Technology and Science Education" (Lawrence B. Flick, Walter Gamble, and Dick O'Connor); (50) University Science Majors in Collaborative Partnerships with Elementary Teachers: Inquiry Based Teaching and Learning" (Donna L. Ross and Cheryl L. Mason); (51) "The Relationship between Attitude toward Science and Enrollment in a 4x4 Block Schedule" (James E. Spellman and J. Steve Oliver); (52) "A Revised Introductory-Level College Science Course: Steps Toward an Inclusive Pedagogy" (Tarin H. Weiss); (53) Daughters with Disabilities: A Professional Development Model to Reframe Science, Math, and Technology Education for Girls with Disabilities" (Penny L. Hammrich, Lynda Price, and Graciela Slesaransky-Poe); (54) "The Levels of Accessibility Matrix System for Determining the Appropriateness of Hands-On Science Activities for Students with Disabilities" (E. Barbara Klemm and Joseph R. Laszlo); (55) "The Effects of an After-School Science Program on Middle School Female Students' Attitudes toward Science, Mathematics and Engineering" (Maria M. Ferreira); (56) "Science and Mathematics Professional Development at a Liberal Arts University: Effects on Content Knowledge, Teacher Confidence and Strategies, and Student Achievement" (Cynthia H. Greer); (57) "Sexuality Has a Place in the Science Classroom" (Anne-Marie Scholer); (58) "Drawing on Their Understanding: Using Illustrations to Invoke Deeper Thinking about Plants" (Shannan McNair and Mary Stein); (59) "Block Scheduling Science: Does It Help or Hinder?" (Donna L. Ross and Julie F. Westerlund); (60) "'Just in Time': An Alternative Pathway to Teaching (APT)" (Camille L. Wainwright); (61) "Issues in the Preparation of Teachers to Face the Challenge of the Black-White Achievement Gap in Science: 'I Love Your Questions, But We Have to Get Through This Stuff'" (Charles R. Ault, Jr. and Obed Norman); (62) "Stories From the Field: Challenges of Science Teaching and Learning through Interdisciplinary Approaches" (Katherine C. Wieseman, Hedy Moscovici, Turtle Moore, Jill van Tiel, and Esme McCarthy); (63) "The Genesis of Science Teaching in the Elementary School: The Influence of Student Teaching" (Lee A. Plourde); (64) "Goals 2000 and Action Research: A Viable Plan for Teachers" (David T. Crowther, Norman G. Lederman, Bob Curtis, and John R. Cannon); (65) "Three Non-Western European Student Teachers' Conceptions of Teaching Science to Adolescent English Language Learners" (J. Richard Pomeroy); (66) "Calibrated Peer Review in General Education Undergraduate Human Physiology" (Nancy J. Pelaez); (67) "The Space Exploration Team Inquiry Model: Linking NASA to Urban Education Initiatives" (Richard E. Shope III and Lloyd Chapman); (68) "Improving University Science and Engineering Instruction--A Case Study of an Environmental Engineering Lab Course" (Valarie L. Akerson, Victor F. Medina, and Nina Wang); (69) "Creating an Integrated Elementary Teacher Education Program: The Response of Nine California State University Campuses" (Laura Henriques, Amy Cox-Peterson, Bonnie Brunkhorst, Herb Brunkhorst, Barbara Burke, Alan Colburn, Teresa Crawford, Barbara Gonzalez, Barbara Hawkins, Cheryl L. Mason, John McGowan, Hedy Moscovici, Kathy Norman, Nancy Pelaez, Donna L. Ross, Gerry Simila, Ed Walton, and Robert Yamashita); (70) "Technology: A Link to the Mountains and Beyond, Discourse Practices in a Web Course for Elementary Science Teachers" (Kathleen S. Davis); and (71) "The Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Science (Helen L. Gibson, James Bernhard, Aaron Kropf, and Georgena A. Van Strat). (YDS)

Topics of papers presented at the Mid-South Educational Research Association (MSERA) 1992 meeting include: learning; teacher education; culturally-diverse students' performance on Torrance Tests of Creative Thinking; school improvement; at-risk students; attitudes; holistic scoring of writing samples; handicapped students; black education; reading; administration; the MSERA; science; research methodology; whether funding inequities produce educational disparity in Alabama; counseling; parent involvement; finance and educational vouchers; mathematics; applied research using Q-methodology; testing and instruction; teacher assessment; inservice teacher education; teaching educational research in computer laboratories; postsecondary issues and programs; curriculum; intercollegiate athletics and higher education; reading and career education; the arts; early childhood education; learning styles; vocational education; English education; American Psychological Association learner-centered principles; an integrated media environment for publishing teacher education student projects; gender issues; gifted students; stress; writing and publishing; development and language; the Mississippi Alliance for Minority Progress; microcomputers; parent education; graduate study; instructional grouping; adult education; statistics; health education; retention; and drug education. The MSERA constitution and bylaws and lists of MSERA presidents and award winners are included. (RLC)

This collection of five symposium papers explores the initial design and development of the New York State Teacher Certification Examinations. The papers refer to work in progress to assess knowledge and skills associated with subject-matter knowledge and knowledge and skills in instruction and the profession of teaching. The following papers are included: (1) "State Certification Policy Issues and the Mandate for Innovative Teacher Certification Tests for New York State" (C. C. Mackey, Jr., and G. L. Freeborne); (2) "Testing Program Design and Development Procedures" (W. P. Gorth, R. G. Allan, and P. M. Nassif); (3) "Assuring Educated Educators through the New York State Liberal Arts and Sciences Test" (J. R. Silvestro and S. E. Lake); (4) "The New Standard for Subject-Matter Knowledge Assessment: The New York State Teacher Certification Examinations" (J. W. Clayton and C. C. Mackey, Jr.); and (5) "New York State Assessment of Teaching Skills: A Multiple Method Assessment of Teacher Competency" (S. Elliot and E. Hunsberger). A 22-item list of references is included. (SLD)

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 National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad range of research methods, investigations of literacy education, and effective teaching practices, all of which are aimed at fostering literacy learning across many communities. Following a preface and awards presented to James V. Hoffman and Connie Juel, the papers in this yearbook include: (1) In Leaving No Child Behind Have We Forsaken Individual Learners, Teachers, Schools and Communities? (Deborah R. Dillon); (2) Opening Access: Reading (Research) in the Age of Information (John Willinsky); (3) Profiling the Developing Reader: The Interplay of Knowledge, Interest, and Strategic Processing (Patricia A. Alexander); (4) Children's Minds at Work: How Understanding of Rich Narrative Text Emerges in Fourth-Grade Classrooms that Combine Peer Group Discussion and Journal Writing (Kim Bobola); (5) Literacy Research and Students of Diverse Backgrounds: What Does It Take to Improve Achievement? (Kathryn H. Au); (6) The Impact of Family on Literacy Development: Convergence, Controversy, and Instructional Implications (Patricia A. Edwards); (7) Literacy Interventions for Preschool Children Considered at Risk: Implications for Curriculum, Professional Development, and Parent Involvement (Dorothy S. Strickland and W. Steven Barnett); (8) To Become a Doctor: Reflective Literacy Experiences that Transform (Joanna C. Arnold, Patricia L. Anders and Patricia Griesel); (9) Sign, Sign, Everywhere a Sign: Multiplying Literacies in the Preservice Language Arts Curriculum (Deborah L. Begoray); (10) Development of Phonological Awareness: The Trouble with Middle Sounds (Jerrell C. Cassady and Lawrence L. Smith); (11) Exploring the Gap Between Espoused and Enacted Cultural Models of Literature Discussion (Samantha Caughlan); (12) Pedagogy and the Learning of the School-Based Language (Zhihui Fang); (13) Negotiating Voice and Identity in Classroom Writing Events (Amy Seely Flint and Marva Cappello); (14) The Literacy Instruction of English Language Learners Across Multiple Settings (Georgia Earnest Garcia and Angela M. Lopez-Velasquez); (15) Powerful Memories of Literacy, Gender, and Teaching: Rebecca's Story (Marie Hardenbrook); (16) New Times: First-Person Shooter Games Go to College (Jerome C. Harste, Sibel Ariogul, Devon Sanner, Debbie East, Julie Ann Enyeart, Beth M. Lehman, Gloria Skegrud Reeves, and Kimberly Conway); (17) Teacher Preparation in Reading: A Case Study of Change in One University-Based Undergraduate Program (Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Leann Steinmetz, and Bertha Pere); (18) What Images of Family Literacy Reveal about Family Literacy Practices and Family Literacy Programs (Maureen Kendrick, Jim Anderson, Suzanne Smythe, and Roberta McKay); (19) Preservice Teachers as Tutors: Influences of Tutoring on Whole-Class Literacy Instruction (Dixie Massey); (20) A Transactional Theory of Hypertext Structure (John E. McEneaney); (21) Asserting Identities in Multiple Contexts (Ellen McIntyre, Melissa Sutherland, Susan Ghiaciuc, and Diane Kyle); (22) Learning Communities: An Exploration of Theoretical Conceptualizations (Marilyn McKinney); (23) The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction (James Mosenthal, Marjorie Lipson, Jane Mekkelsen, and Ellen Thompson); (24) An Exploration of Eight Sixth Graders' Engagement with Nonfiction Trade Books (Barbara Moss); (25) Supporting Beginning Writers of Research: Mentoring Graduate Students' Entry into Academic Discourse Communities (Elizabeth Noll and Dana L. Fox); (26) Eye Movements and Miscue Analysis: Reading from a Constructivist Perspective (Eric J. Paulson, Alan D. Flurkey, Yetta M. Goodman, and Kenneth S. Goodman); (27) Transgressing Transformation Theory (Heidi Silver-Pacuilla); and (28) From Guided Reading to Promoting Thoughtful Literacy: Explorations of a Teacher-Researcher Team (Susan Kidd Villaume, Edna Brabham, Tonya Hill, Kelly Pettit, Teri Prim and Resia Thornton). An introduction to the program by Lee M. Gunderson is also presented. (Individual papers contain tables, figures, footnotes and references.) [For the 51st Yearbook, see ED522782.]

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)

This publication presents the papers presented at the Proceedings of the National Citizens Conference on Education held at the Washington Hotel, Washington last May 19-21, 1920. The purpose of the conference is to capitalize for the new era the interest in education that is springing up in all parts of the country, and to organize it for effective action, to the end that it may come out of this conference Nation-wide in extent and influence. This publication contains the following papers: (1) Aims and purposes of the conference (P. P. Claxton); (2) Some facts about the schools and their teachers (Leonard P. Ayres); (3) Adequate preparation for an adequate number of teachers to fill the schools of the United States (William C. Bagley); (4) The source of supply of teachers (David Felmley); (5) Selling the idea of good schools to the people (William Harding); (6) Meeting new tests of rural and urban life (Albert Shaw); (7) A practical program for the development of the rural school (Thomas E. Finegan); (8) An adequate program of public education (Frank Spaulding); (9) Economies in education (Charles H. Judd); (10) Education and agricultural production (Raymond A. Pearson); (11) Education and the Army (William G. Haan); (12) Education and the wage earner (Matthew Woll); (13) Education in relation to invention and research (Charles R. Mann); (14) Conference on highway engineering and highway transportation education (Albert F. Woods); (15) The new interest in education in Great Britain (Auckland Geddes); (16) The new interest in education in France (G. Chinard); (17) The new interest in education in Latin-American countries (Jacobo Varela); (18) Education as a national interest (Horace M. Towner); (19) The rural school and the rural teacher (Robert A. Cooper); (20) Education for citizenship (Carl E. Milliken); (21) The interest of the churches in education (Robert L. Kelly); (22) Education and the suffrage (Maud Wood Park); (23) Education for citizenship (Thomas J. Shahan); (24) Education for human culture (Enoch A. Bryan); (25) Training the teachers for the rural schools (John A. H. Keith); (26) Cooperation of business and industry with the schools (H. E. Miles); (27) How women's clubs can help (Philip North Moobe); (28) The interest of patriotic societies in the promotion of education (George Maynard Minor); (29) The program of the national committee on chamber of commerce cooperation with the public schools (James T. Begg); (30) What musical organizations can do (Frances E. Clark); (31) Health education a duty of the schools (Emmett Holt); (32) A new policy necessary in dealing with the salary situation (George Drayton Strayer); (33) Will the people respond? (Hugh S. Magill); and (34) Extracts from Letters and Statements from governors of States; from State superintendents of public instruction; from heads of educational institutions; and from prominent persons to the United States Commissioner of Education. An index is included. [Best copy available has been provided.]

This PME-NA proceedings volume contains the full text of 41 research papers. In addition, brief usually one-page reports, are provided for 11 oral presentations and 13 poster sessions. The full research reports are as follows: "Cognitive Analysis of Chinese Students' Mathematical Problem Solving" (J. Cai and E. A. Silver); (2) "Mathematical and Verbal Abilities in Mathematical Problem Solving by Talented Students" (S. D. Moore); (3) "One Student's Effort in Resolving His Self-Generated Measurement Problem: 'See If It Would Work With a Triangle.'" (A. Reynolds and G. H. Wheatley); (4) "Problem Solving Using Arithmetic and Algebraic Thinking" (A. R. Teppo and W. W. Esty); (5) "The Development of Children's Concept of Unit--Grades 4-8" (S. J. Lamon); (6) "Interaction and Fraction Knowledge: Children's Construction of the Iterative Partitioning Scheme" (R. Tzur); (7) "Using Case Studies to Promote Instructional Change" (B. Armstrong, And Others); (8) "The Validity of Concept Maps as a Research Tool in Remedial College Mathematics" (J. Laturno); (9) "Collaborative Action Research in Mathematics Education" (A. M. Raymond); (10) "Middle School Students' Perceptions of Their Everyday Mathematics Usage" (J. O. Masingila); (11) "A Basis for Equity in Mathematics Education: An Experiment In Cultural Course Development" (N. C. Presmeg); (12) "A Case of Equity Reform In Mathematics" (B. F. Risacher); (13) "The Negotiation of Social Norms in a Mathematics Class" (S. D. Trowell and G. H. Wheatley); (14) "Exploring the Social in Social Construction" (S. R. Williams and K. M. C. Ivey); (15) "Empowering Students to Talk About Mathematics In a Seventh-Grade Classroom" (V. M. Adams); (16) "Confidence in Answer Keys Among College Calculus Students" (H. T. Barton); (17) "Enhancing Student Interest in Mathematics Using Integrative Curricula" (M. Mitchell); (18) "The Effects of Psychosocial Variables on Middle School Student Problem-Solving Achievement in Mathematics" (J. L. Nath, And Others); (19) "Justifying the Reasonableness of Answers: Processes of Middle School Mathematics Students" (S. E. Williams and J. V. Copley); (20) "A Teacher's Perception of Time in a Mathematics Classroom" (K. M. C. Ivey); (21) "Preservice Secondary Teachers' Beliefs About Mathematics and Their Expectations About Student Performance on Open-Ended Assessment Tasks" (B. W. Grover and P. A. Kenney); (22) "Changing the Mathematics Learning Environment in Relation to Beliefs, Knowledge, and Practices" (P. A. Jaberg and C. A. Lubinski); (23) "Connecting Orientation Towards Authority to First-Year Teachers' Thinking About Teaching" (B. E. Shealy); (24) "Transforming Mathematics Teaching in Grades K-8: The Role of Material Resources in Supporting Teacher Change" (L. R. Davenport); (25) "Affective Issues in Developing Mathematics Teaching Practice" (L. T. Goldsmith and L. R. Davenport); (26) "Case Studies on Empowering Secondary Mathematics Teachers in Computer-Intensive Environments" (M. K. Heid, And Others); (27) "Perceived Deficits in Middle Grades Mathematics Teaching" (M. K. Heid, and S. J. Feeley); (28) "How Middle School Teachers Adjust to Change: Classroom Testing Of Materials From An Innovative Curriculum Project" (D. V. Lambdin and R. V. Preston); (29) "The Needs of Second Career, Secondary Mathematics Teachers: How Well Are They Met by Academic Programs and Inductive Processes?" (S. A. Maxwell); (30) "Development of Classroom Social Norms and Mathematical Practices with Preservice Teachers" (B. McNeal and M. A. Simon); (31) "Teaching in an Era of Reform: Mathematics in Elementary Classrooms" (P. Sztajn and F. K. Lester, Jr.); (32) "Changing Practice: Describing Mathematics Teachers' Development Through A Modification of Perry's Scheme" (M. R. Wilson and M. P. Goldenberg); (33) "Teacher's Graphical Representations of Rate of Change" (S. B. Berenson and G. S. Carter); (34) "Distributive Flaws: Latent Conceptual Gaps in Preservice Teachers' Understanding of the Property Relating Multiplication to Addition" (S. Campbell and R. Zazkis); (35) "Elementary Teachers' Understanding and Implementation of Unitizing Operations" (T. L. Golding and M. J. Behr); (36) "Elementary School Teachers' Perceptions of Algebra: The Role of Modelling and Technology" (B. J. Pence); (37) "Learning Mathematics While Teaching" (S. J. Russell, And Others); (38) "Teacher's Changing Conceptions of the Nature Of Mathematics" (D. Schifter); (39) "The Fundamental Theorem of Arithmetic: Used and Confused" (R. Zazkis and S. Campbell); (40) "Delineating the Transformation of Subject-Matter Knowledge in Pedagogical Content Knowledge" (C. L. Ebert); and (41) "Pedagogical Content Knowledge, Curricular Knowledge and Teacher Change" (B. S. Rich, And Others). (WTB)

Conference papers are clustered into three major categories: background--the past and future; current issues in rural and small school education; and individual and group roles in rural and small school education. Papers in the first category provide an overview of the basic changes in rural education, project a picture of rural education in the future, and look at research related to rural and small schools. Issues highlighted in the second section include school district reorganization, rural school finance, vocational education, rural cooperatives, career development, minority groups in rural and small schools, the myths associated with rural and small schools, population trends in Kansas, curriculum development, and teacher recruitment and retention. Papers in the third group identify the individuals and agencies that have been influential in rural education and suggest what the role of those individuals and agencies should be in the future. Papers cover the rural superintendent's role, leadership styles, political direction needed, the role of higher education, variables influencing rural students' college attendance, the relationship between the federal government and rural schools, the regional laboratory, the activities of People United for Rural Education, the role of interest groups, and the need for a strong education organization in Kansas. (CM)

The materials collected here were presented at the fourth annual meeting held October 23 through 25, 1982, at the University of Georgia. The papers are grouped under the following headings: Mathematical Abilities; Understanding; Early Number; Adolescent Reasoning; Problem Solving; Teaching and Teacher Education; and Technology. Space limitations required that the papers be short, but each item is viewed to be state-of-the-art work in its field. The document concludes with an author index, mailing addresses, and an addendum consisting of three additional papers. (MP)