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A study on leadership, conflict management, research and development (R&D) worker motivation, commitment, and risk-taking propensity in universities compared with corporations and government is presented. It arose from the recognition that R&D in any developed country is critical to the continued well-being of its economy and people, and that university R&D management must continually be assessed. The three countries used in this study are Japan, the United States, and England, with focus on Japan. The following topics were examined: psychological characteristics of effective academic and industrial research leaders; styles of conflict management predominating in effective and ineffective leaders; impact of leader characteristics defined by the three independent variables on subordinate motivation and creativity; laboratory orientation; the market force effect on variables of interest; and leadership at the end of the project. Unlike the United States and England, education and industry are not closely articulated in Japan, and advanced education and training is largely relegated to on-the-job programs. In the United States individuality is tolerated and encouraged but in education, R&D is disadvantaged by its separation from industry. Four appendices include: demographic differences between corporations, universities, and government laboratories; leader attitudes and values; differences between sections rated high or low quality, and theoretical and policy implications. Contains about 175 references. (SM)

In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of "Diversifying Higher Education Systems in the International and Comparative Perspectives," which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

The Research Institute for Higher Education (RIHE) in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. This research is funded by the Ministry of Education and Science as a grant-in-aid for scientific research headed by Professor Akira Arimoto, Director of the Research Institute for Higher Education, Hijiyama University and Professor-Emeritus of Hiroshima University. Before the conference in 2009, they had already held three international conferences in this topic. The fourth conference was held in Hiroshima in January 2009. This conference was organized by RIHE in cooperation with Hijiyama University, Japan. The conference addressed issues concerning the following three specific themes: (1) Internationalization of the profession; (2) Education and research activities of the profession; and (3) Personal characteristics or careers of the profession. This publication contains the following papers: (1) Changing Academic Profession in the World from 1992 to 2007 (Akira Arimoto); (2) Teaching "versus" Research in the Contemporary Academy (William K. Cummings); (3) Biographies, Careers and Work of Academics (Ulrich Teichler); (4) International Dimensions of the Australian Academic Profession (Leo Goedegebuure, Hamish Coates, Jeannet van der Lee, and Lynn Meek); (5) The Internationalization of Japan's Academic Profession 1992-2007: Facts and Views (Futao Huang); (6) The Internationalization of the American Faculty: Where Are We, What Drives or Deters Us? (Martin J. Finkelstein, Elaine Walker, and Rong Chen); (7) The Academic Profession in a Diverse Institutional Environment: Converging or Diverging Values and Beliefs? (Simon Schwartzman and Elizabeth Balbachevsky); (8) Education and Research Activities of the Academic Profession in Japan (Hideto Fukudome and Tsukasa Daizen); (9) The Academic Profession in Mexico: Changes, Continuities and Challenges Derived from a Comparison of Two National Surveys 15 Years Apart (Jesus F. Galaz-Fontes, Manuel Gil-Anton, Laura E. Padilla-Gonzales, Juan J. Sevilla-Garcia, Jose L. Arcos-Vega, and Jorge G. Martinez-Stack); (10) Teaching and Research across Academic Disciplines: Faculty's Preference, Activity, and Performance (Jung Cheol Shin); (11) Teaching and Research in English Higher Education: New Divisions of Labour and Changing Perspectives on Core Academic Roles (William Locke and Alice Bennion); (12) The Changing Employment and Work Situation of the Academic Profession in Germany (Anna Katharina Jacob and Ulrich Teichler); (13) The Changing Academic Profession in Japan (Yusuke Hasegawa and Naoyuki Ogata); and (14) What Changes Happened to the Academic Profession over 1992-2007? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, footnotes and references. [This paper was co-created with Research Institute for Higher Education, Hijiyama University.

Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.

The paper presents the aims and the design of the international e-learning course for teacher training "International Project" / Internet and Competence to work on the Project"/IPC/, organized with students from the Sofia University "St. Kliment Ohridski" (Bulgaria) and universities from Germany, USA, Spain, Japan, Sweden and Poland (http://www.internationalproject-ipc.com/en/). The project has a long tradition and is developed in co-operation from university teachers by using different methods and approaches. The project is based on an inquiry-based learning. The topics of the student's investigations are connected with the school education and with the children's perspective on school, teaching and learning. Coached by university teachers and tutors the students work in many international groups using different research methods and web tools as wikis, chat forums or blogs. By working on topics selected from the teacher training curriculum the students improve their expertise related to the curriculum and develop awareness of cultural differences. At the end of the course the students from the different universities present the results of the comparative international research and do conclusions about the differences and similarities in the curriculum and the education in different countries and continents. The IPC project fosters the development of many competences for teacher students because of working and doing educational research in international team. [For the full proceedings, see ED622227.]

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze); "Distance Education for Adults: Old and New Barriers for Participation" (Kjell Rubenson); "Distance Education for Adult Students: From Old to New Barriers for Participation?" (Ger van Enckevort); "Distance Education in OECD Member Countries"; "The Open University of the Netherlands"; "Background and Objectives" (Pierre Morin); "Basic Concepts" (Henk de Wolf); "The First Students" (G. van Enckevort); "The Open University of the United Kingdom" (Keith Harry); "The German Distance University: Its Main Features and Functions" (Jorn Bartels, Otto Peters); "The Instituto Portugues de Ensino a Distancia, Portugal" (Armando Rocha Trindade); "The Universidad Nacional de Educacion a Distancia, Spain" (Doina Popa-Lisseanu); "Distance Education in Yugoslavia" (Ana Kranjc); "Towards a Contextual Rationale in Distance Higher Education: The Small Scale Cases of Australia and Sweden" (Urban Dahllof); "Adult Learning and the Consequences for the Selection of Media: The Japanese Approach" (Yoshiya Abe); "Technology-Based Distance Education for Adults in the United States of America" (Marilyn Kressel); "Distance Education, a Critical View from Canada" (Ian Morrison); "The Impact on Higher Education of New Information and Telecommunication Technologies" (Pamela Christoffel); "Selection of Media at the Dutch Open University" (G. van Enckevort, Freek Gastkemper)"; "Development of Computer-Based Learning Materials" (Jef Moonen); and "Computer Communication: A New Tool for Distance Education" (Norman D. Kurland). (SW)

Eight perspectives on higher education are provided in essays based on papers presented at a 1982 seminar. The historical perspective is provided by Harold Perkin with attention to turning points in higher education in Europe, Japan, and the United States. Maurice Kogan considers the political view and specifically intrainstitutional issues, the college and the state, and national politics of higher education, with the United Kingdom as illustration. Gareth Williams considers the economic approach, including the rise and fall of human capital theory, educational finance, policy, and change. Burton R. Clark provides an organizational view on the various memberships of academics (e.g., discipline, college); coordination of disciplines and enterprises at state, regional, and national levels; and change. Martin A. Trow considers stratification of higher education and trends in government-university relations in Australia. The cultural view is provided by Tony Becher, with attention to institutions, roles and functions, and intellectual arenas. Cultural analysis of higher education is assessed. Simon Schwartzman focuses on historical developments in scientific research and higher education, policy implications, and science in Latin America. Ladislav Cerych provides a policy perspective and compares case studies of specific reforms in Europe. An introduction and conclusion are provided by Burton R. Clark. A list of conference participants and an index are provided. (SW)

Papers on library history and library theory and research presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "The History of Western Literature Library Collections in Japan" (Yoshitomi Okazaki, Japan); (2) "Trends of Library History Research in Japan" (Hiroshi Kawai, Yukio Fujino, Atsushi Ishii, and Yoshitaka Kawasaki, Japan); (3) "Impact of the Information Society on the Library" (Yoneji Masuda, Japan); (4) "The Impact of Information Society on Libraries in Japan--Its Emblematic Appearance" (Nobutaka Sakurai, Japan); (5) "Libraries for Scientific Research in China" (Peng Feizhang, China); (6) "Strategic Planning for Information in the Research University--A Report on a Project and Its Implications for Library Education" (Robert M. Hayes, United States); (7) "Library Science in the 21st Century" (Tomoo Matsuda, Japan); (8) "The Tri-Dimensional Nature of Information Work" (Rosario Gassol de Horowitz, Venezuela); and (9) "Research in Library and Information Science in India" (P. B. Mangla). (KM)

Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience. [For the complete proceedings, see ED600837.]

Eight general areas were addressed in this conference on Japanese/United States chemical education, including: introductory courses; adequacy of texts, manuals, laboratory workbooks for non-majors; laboratory role in non-major courses; adaptation of such techniques as computers, programmed instruction and videotapes; evaluation and testing instruments; interdisciplinary courses/programs; science/economics/political interface in the instruction of chemistry students; and case studies as an instructional strategy. The bulk of this document includes position papers, full texts of papers, and other supporting materials related to the eight general areas. Fifteen recommendations are suggested, including among others, a continued search in both countries for better courses for non-majors, strengthening U.S. science/mathematics secondary school programs as well as teacher preparation in these areas, emphasizing the role of the laboratory in courses for non-majors, stressing the importance of science processes and contributions of chemistry to non-majors, developing chemistry courses for mathematics-shy students, utilizing a variety of instructional strategies (including computers) and resources, and using interdisciplinary/multidisciplinary approaches. (JN)

Many studies on intercultural communication introduced how their collaborative projects were conducted. There are also several studies that discuss how intercultural collaborative activities can be integrated into a foreign language curriculum, as well as a big project (the INTENT project) that helps teachers integrate collaborative activities into their language curricula. Nonetheless, intercultural collaborative projects have not yet been mainstreamed for various reasons, such as insufficient pedagogical support from their institutions and a lack of interest in getting involved in projects among colleagues. We need to continuously examine and develop activities that can be relatively easily integrated into language curricula and that are appealing to more teachers to get involved in collaborative projects. Starting in the fall of 2013, we have been conducting a three-year experimental Facebook video project with learners of English in Japan and those of Japanese in the US. This paper will provide a brief overview of the Facebook collaboration projects and present the outcomes. [For full proceedings, see ED564162.]

Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The researchers implemented verbal and non-verbal activities in an intercultural collaboration project for learners of English in Japan and learners of Japanese in the U.S. This paper will detail the project activities and provide a comprehensive summary of the results, especially as they pertain to interaction with native speakers of the target language to develop verbal and non-verbal communication skills. [For full proceedings, see ED564162.]

Intercultural simulations, such as Barnga (Thiagarajan & Steinwachs, 1990), along with the use of critical incidents (Gibson, 2002; Gropper, 1996), have long been a mainstay of intercultural communication courses and have found their way into English as a second language (ESL) and English as a foreign language (EFL) classrooms (Apedaile & Schill, 2007). In this paper, a computer-mediated communication (CMC)-enhanced cultural exchange project, which is in the spirit of these intercultural simulations, will be described and evaluated. In the process of the exchange project, conducted between universities and high schools in Japan and the United States, students in the respective settings exchanged word associations and tableaux vivants based on the same word prompts. A variety of web tools facilitated the project: the forms and spreadsheets available through Google Drive to gather the word associations; word cloud creation websites to visually represent the word associations; as well as online forums for the two groups to exchange impressions and interpretations. It was found that the exchange facilitated interesting insights and interpretations and allowed for the critical analysis of the concept of culture itself. Some of the artifacts produced through a series of these exchanges will be shown and applications of the project to tandem language learning will be explained. [For full proceedings, see ED565087.]

Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano); "Geography in the Global Issues Classroom" (Kawata); "Gender Issues in Language Education" (Thomas Hardy, Amy Yamashiro, Cheiron McMahill). Individual papers contain references. (MSE)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This study evaluates an international collaborative project developed and practiced on the internet, as a form of SNS, focusing on how much university students from six countries worldwide participated in the project, from the viewpoint of the participants' contribution to the forum discussion of their own group's topic on education. The 66 participating students' communication data posted in the eight group forums were compiled and analyzed by quantitative and qualitative methods. As for the quantitative method, the corpus data comprising 48,990 running words was analyzed by topics and countries to obtain profiles of the characteristics of the participants' English language use in terms of message volume as well as vocabulary density, sentence length, and key words. As to the qualitative method, the data were analyzed by KBDeX software focusing on some key words such as "agree/disagree" and "opinion" to investigate the interactive discourse of discussion, negotiation, or mediation in each group. The results from both quantitative and qualitative analyses revealed the students of each country had their own distinguishing features in language use and communication patterns. [For full proceedings, see ED565087.]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.