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

Exploring students' discourse in academic settings over time can provide valuable insight into the evolution of learner engagement and participation in online learning. In this study, we propose an analytical framework to capture topics and the temporal progression of learner discourse. We employed a Contextualized Topic Modeling technique on messages posted by undergraduates in online discussion forums from Fall 2019 to Spring 2020. We further evaluated if topics were originating from specific courses or more generally distributed across multiple courses. Our results suggested a significant increase in the number of general topics after the onset of the pandemic, suggesting emergent topics being discussed in a range of courses. In addition, using Word Mover's Distance, we examined the semantic similarity of topics in adjacent months and constructed topic chains. Our findings indicated that previously course-centric topics such as public health developed into more general discussions that emphasize inequities and healthcare during the pandemic. Furthermore, emergent topics around students' lived experiences underscored the role of discussion forums in capturing educational experiences temporally. Finally, we discuss the implications of current findings for post-pandemic higher education and the effectiveness of our framework in exploring unstructured large-scale educational data. [For the complete proceedings, see ED630829.]

Linggle is a pattern-based referencing tool that assists in collocation learning. In this ongoing project, we aimed to improve its performance further. First, many of the example sentences are long and difficult for students to understand, so we used a machine learning method and trained a classifier to help select dictionarylike example sentences. Second, we created a database of 60,270,000 sentences from 4C, S2ORC, and VOA Learning English. We also included Google books for real-time supplements. Then, we applied the classifier to select good example sentences from the database for display. We also limited the number of example sentences displayed for search results to improve users' experiences. Two classes of English as a Foreign Language (EFL) college students (N=51) were invited to use the enhanced tool and filled out a questionnaire. The results showed that the students were positive about Linggle's new interface and the quality of the example sentences. We expect that more EFL learners will benefit from the tool. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Based on poetry translation and cross-cultural interpretation Strategies, this book has been completed to demonstrate poem interpretation from English to Mandarin. It briefly introduces various significant English poets and their well-known poetries. In fact, poetry translating is an attracting academic task that many English majors would like to engage. Because it not only practices Linguistics accumulations but also builds living paces with a romantic atmosphere.

Collaborative problem solving (CPS) is a 21st-century skill essential for learning gains, workplace success, and tackling increasingly complicated global problems. Group diversity plays a vital role during collaborative activities, especially in a digital space. Although CPS involves dynamic communication behaviors, few studies have considered the impact of cultural diversity on the complex and reoccurring discourse involved in CPS tasks. In this study, we explore team conversations during a CPS task to understand the role of cultural diversity on team communication patterns. First, we characterized team dialogues with an existing CPS framework; then used recurrence quantification analysis (RQA) to quantify group communication and capture recurrent patterns. Finally, we compared the patterns across groups with varying degrees of cultural diversity. Our results suggest that groups with higher levels of cultural diversity, compared to more homogeneous groups, had a higher number of group messages, spent more time in group discussions, and demonstrated greater convergence and complexity in communication patterns. These intricate and complicated communication patterns support the notion that cultural diversity can produce both positive and negative outcomes and may explain the perception of cultural diversity in teams as a "double-edged sword". [For the full proceedings, see ED623995.]

During the past two years, the COVID-19 pandemic has forced teachers to shift their instruction online, further exacerbating the challenges for teachers in orchestrating rich mathematics discussions. To tackle this issue, this study explored an approach that integrates online video-sharing culture (e.g., YouTube) into mathematical practices. Specifically, I designed an environment to engage children in creating and sharing mathematics how-to videos online for subsequent peer discussions. Guided by design research principles, I recruited four upper elementary children in the United States. The analysis of this qualitative study showed that the environment created offered unique opportunities for the children to communicate their ideas in a multimodal way and engage in mathematical argumentation. The findings provide insights into how an online environment can be designed to reshape children's argumentative discourse. [For the complete proceedings, see ED630210.]

Images in children's books convey messages about society and the roles that people play in it. Understanding these messages requires systematic measurement of who is represented. Computer vision face detection tools can provide such measurements; however, state-of-the-art face detection models were trained with photographs, and 80\% of images in children's books are illustrated; thus existing methods both misclassify and miss classifying many faces. In this paper, we introduce a new approach to analyze images using AI tools, resulting in data that can assess representation of race, gender, and age in both illustrations and photographs in children's books. We make four primary contributions to the fields of deep learning and social sciences: (1) We curate an original face detection data set (IllusFace 1.0) by manually labeling 5,403 illustrated faces with bounding boxes. (2) We train two AutoML-based face detection models for illustrations: (i) using IllusFace 1.0 (FDAI); (ii) using iCartoon, a publicly available data set (FDAI_iC), each optimized for illustrated images, detecting 2.5 times more faces in our testing data than the established face detector using Google Vision (FDGV). (3) We curate a data set of the race, gender, and age of 980 faces manually labeled by three different raters (CBFeatures 1.0). (4) We train an AutoML feature classification model (FCA) using CBFeatures 1.0. We compare FCA with the performance of another AutoML model that we trained on UTKFace, a public data set (FCA_UTK) and of an established model using FairFace (FCF). Finally, we examine distributions of character identities over the last century across the models. We find that FCA is 34% more accurate than FCF in its race predictions. These contributions provide tools to educators, caregivers, and curriculum developers to assess the representation contained in children's content. [This paper was published in: "Proceedings of the IEEE/CVF Winter Conference on Applications of Computer Vision (WACV)," 2022, pp. 462-471.]

Considerable amount of research in educational data mining has focused on developing efficient algorithms for Knowledge Tracing (KT). However, in practice, many real-world learning systems used at scale struggle to implement KT capabilities, especially if they weren't originally designed for it. One key challenge is to accurately label existing items with skills, which often turns out to be a herculean task. In this paper, we investigate whether an increasingly popular approach to knowledge tracing, the use of neural network models, can be a partial solution to this problem. We conducted a case study within a commercial math blended learning system. Using the data collected from middle school students' use of the system over two years, we compare the performance of a neural network-based KT model (DKVMN) in three scenarios: 1) with the original (possibly unreliable) system-provided skill tags, 2) with coarser-grained domain tags based on state standards, and 3) without inputting any mappings between content and skills. Our results suggest that including the system-provided skills in the training of the model leads to the worst performance. The best performance is observed when the skills are entirely disregarded. This supports the possibility of bypassing the laborious step of item-skill tagging in real-world learning systems which were not originally designed to work with KT models, especially if the goal is only to predict the performance of a student on future items. We discuss the implications of our findings for practice and future research. [For the full proceedings, see ED623995.]

Older adults' participation in the University for the Third Age (U3A) positively influences their physical and emotional well-being and thus increases their quality of life. However, the number of the elderly participating in the U3A has remained low in China, especially in rural areas. This study explored the factors influencing older adults' attendance in a U3A in Guangxi Province, one of the less-developed provinces in China. Results indicated that factors impact participation associated with gender, overall life quality, general health, daily life activities, self-esteem, and social relationships in the U3A. This study provides a new understanding of Chinese older adults' learning in U3A in rural provinces and may help countries with similar situations. [For full proceedings, see ED628982.]

In our ESL field of English and Chinese, oral translation has become very significant due to the speedy globalization trend. However, many seniors in Taiwan might not effortlessly participate in this global village because they did not attain their chance of learning English in their elementary school. So, some of the bosses of industries or administrators at schools might not be able to interconnect easily without a translator as their assistant in the worldwide situation. Accurately, when participating the intercontinental conferences associated with fields of commercial, medicine, or education areas, a confident and comprehensible translating staff is essential for two monolingual speakers. Moreover, the interpreter's speedy and logical translation is usually a basis of a fruitful profitable interaction. For above condition, this study acclaims the oral translator should accept "Interlanguage" communication strategies that had been promoted by Faerch and Kasper (1983) in their oral translation. Through numerous techniques of "word-coinage," "paraphrase," "exemplify," and "restructuring," the translator would be able to easier achieve a speedy, accurate and fluent Chinese/English transformations. This study will introduce English Translations for several Chinese Poems.

During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power--to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child's mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math. [For the complete proceedings, see ED630060.]

A skills gap from theoretical knowledge to practical application is always a critical issue in Taiwan's education field. The launch of 12-year Basic Education Curriculum and the emergence of the educational innovation industry arouse the awareness of project-based competency-oriented curriculum design. Introducing design thinking into the educational field has received significant attention in recent years owing to the fact that the characteristics of design thinking track with a similar vision of the "core competency" listed in the 12-year Basic Education Curriculum, including emphasizing on exploring and doing, interdisciplinary integration, and the real-world scenario. This research takes the "Campus Ambassador Program" held by Design for Change Taiwan (DFC Taiwan), an educational innovation organization, as a case study. The method of semi-constructed in-depth interview is selected to gather the information from the student teachers of the program's participants as well as the staffs of DFC Taiwan who are responsible for this program, in order to know the effectiveness of the student teachers' design thinking education program. [For the full proceedings, see ED626585.]

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the notions of team-based learning (TBL) and flipped classrooms, we proposed a business course model consisting of three main phases, which have before-class, in-class, and online-course activities. After implementing these course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. A total of 262 business undergraduate students participated in this study. The findings show that team members' valuable contributions are important in teams. This has significant impact on knowledge sharing and team effectiveness. Knowledge sharing also matters in teams since it is a significant mediator between team members' valuable contributions and team effectiveness. In addition, when team effectiveness is higher, students in this class perceive higher levels of individual learning. [For the complete proceedings, see ED579282.]

Seeking to identify and activate the Receptive Vocabulary (RV) of English Language Learners (ELLs), we designed (1) an online five category multiple-choice vocabulary survey that more quickly measures vocabulary knowledge, and (2) an online creative writing task where ELLs chose RV items identified in step (1). While RV items of highly proficient ELLs cause difficulties in language production, writing tasks promote active vocabulary use and knowledge (Laufer, 2013). We designed a four stage, five week writing task based on task-induced involvement constructs where vocabulary acquisition involves need, search and evaluation (Laufer & Hulstijn, 2001). Results show (1) 74% of RV items were activated, (2) ELLs' Productive Vocabulary (PV) increased from 21% to 37%, and (3) unknown vocabulary items decreased from 25% to 14%. In future work we will measure the individual and presumably diverse use of RV. [For the complete volume of short papers, see ED572005.]

We propose a novel tensor factorization approach, Feedback-Driven Tensor Factorization (FDTF), for modeling student learning process and predicting student performance. This approach decomposes a tensor that is built upon students' attempt sequence, while considering the quizzes students select to work with as its feedback. FDTF does not require any prior domain knowledge, such as learning resource skills, concept maps, or Q-matrices. The proposed approach differs significantly from other tensor factorization approaches, as it explicitly models the learning progress of students while interacting with the learning resources. We compare our approach to other state-of-the-art approaches in the task of Predicting Student Performance (PSP). Our experiments show that FDTF performs significantly better compared to baseline methods, including Bayesian Knowledge Tracing and a state-of-the-art tensor factorization approach. [For the full proceedings, see ED592609.]

This paper reports findings from a multi-year study of the scale-up of Reading Apprenticeship (RA), an approach to improve academic literacy by helping teachers provide the support students need to be successful readers in the content areas. WestEd's Strategic Literacy Initiative (SLI), began developing the program in 1995 and has since reached over 100,000 teachers in schools across the country, at the middle school, high school and college levels. In 2010, WestEd received a "Validation" grant from the Department of Education's Investing in Innovation Fund (i3) competition to scale-up and study the "Reading Apprenticeship Improving Secondary Education" (RAISE) project. For this five-year project, SLI focused on three secondary school content areas: English Language Arts, History, and Biology. From the grant, SLI not only funded an independent randomized control trial, but also a parallel effort to study the schools outside of the RCT that were to receive the same professional development and other supports in implementing RA. This scale-up study was intended to provide formative feedback to the SLI developers to help them achieve their goal to build local education agency capacity to disseminate, support, and sustain academic literacy improvement in high school subject areas within their regions. Whereas, the i3 and similar funding can "prime the pump," the project must build the capacity to disseminate, support, and sustain the innovation. Ultimately, adoption at the state-level, driven by local adoption and evidence of success, will keep it going. Appended to the report are: (1) Detailed Data Collection Activities; and (2) Results From GL Analysis.

The purpose of this study was to examine collaborative problem solving in a shared virtual space. The main question asked was: How will the performance and processes differ between collaborative problem solvers and independent problem solvers over time? A total of 104 university students (63 female and 41 male) participated in an experimental study. Participants were randomly assigned to four different experimental groups: individual & multi-tasking, collaborative & multi-tasking, individual & single-tasking, and collaborative & single-tasking. Results showed that the participants who collaborated and had multi-tasking activities outperformed the others. Additionally, collaboration helped to improve overall performance over time. The study offers insights for collaborative learning from both theoretical and methodological perspectives. [For the full proceedings, see ED562093.]

Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use of Digital Mysteries task with EFL learners in a Higher Education institution. It focuses more specifically on the extent to which collaborative learning platforms provided by interactive tabletops can promote and support the application of both thinking and linguistic skills for EFL learners. Based on an interdisciplinary perspective which draws from instructed second language learning and human-computer interaction fields, the evaluation considers moment-to-moment multimodal interaction of three groups of Chinese English language learners with and around the completion of the Digital Mysteries task. It seeks to identify what specific affordances in the design might benefit EFL learners in terms of thinking skills, interactional competence and linguistic performance, and by the same token, what might not. This paper concludes with a number of suggestions about how technologies designed for collaborative enquiry might be repurposed for higher-order thinking and language learning. [For full proceedings, see ED565087.]

Facebook is currently one of the most popular platforms for online social networking among university students. The ever-growing prevalence of Facebook has led business educators to explore what role social networking technology might play in business training and professional development. Nonetheless, much is left to be learned about how Facebook is influencing student learning in the area of business communication. This paper examined the effect on learners' satisfaction of incorporating Facebook into business communication courses. A total of 147 undergraduate students from a national university in Taiwan participated in this web-supported study. To analyze the students' reflection quantitatively, a survey was employed. The findings showed that the incorporation of Facebook into coursework effectively assisted students' learning of business communication. Facebook worked as the social glue that connected students together in a learning community, provided opportunities for sharing, and transformed students' learning attitudes towards their business presentation projects. Students deepened their understanding of content knowledge learning not only from the class input but also via peer feedback activities on Facebook. In addition to the benefits gained, care should be taken not to over-privilege Facebook. Weighing the balance between social networking practice on Facebook and face-to-face interaction in class, pedagogical suggestions and recommendations are addressed for future pedagogical use and research direction. [For full proceedings, see ED565087.]

This study is the part of a larger study on investigating Hong Kong (HK) prospective teachers' (PTs) subject matter knowledge (SMK) and Pedagogical Content Knowledge (PCK). In this paper, five HK PTs' and PC on teaching one topic regarding square root were investigated. The results suggest that insufficient understanding on the concept of algebraic operation is the major obstacle to limit those student teachers from teaching students with mathematical understanding. The results further echo with the viewpoint that SMK and PCK are two interrelated constructs and rich SMK leads to high quality of PCK. [For the complete proceedings, see ED597799.]

The e-Textbook and e-Schoolbag initiatives have received wide attention and have been seen as the trend towards future education. This paper describes the framework of e-Textbook and e-Schoolbag including its conceptual model and system model. It further discusses the five interconnected categories that form the main parts of this Ecosystem construct. The five categories include the overall standards, e-textbook standards, learning terminal standards, learning tools standards, and learning services standards. [For the full proceedings see ED562107.]

Learning portfolios play a critical role in fostering learning and assessing learning achievement. For easy access and more efficient processing, various electronic portfolio systems have being developed and receiving widespread adoption. Contemporary electronic portfolio systems are designed and developed proprietarily, such that the limited functionalities of each system are available to particular users only, and it is difficult to integrate them due to diverse access interfaces. However, just like other pedagogy support systems, e-portfolio systems must be renovated continuously to make them adapt to the ever-changing learning contexts and meet diverse requirements from teachers, educators, and administrators. Besides, to facilitate sharing and consolidating resources from different e-portfolio systems, it is of great importance to build easy-accessible as well as open e-portfolio systems. In consideration of the necessary agility, versatility, and accessibility, the present work proposed the concept of learning portfolio as a service and realized it with a restful styled approach. This article describes the design rationales and implementation of the learning portfolio as a service system, and analyze its impact on educational facets. [For the full proceedings, see ED562127.]

Increasing degree-seeking international students from affluent Asian countries, who use English as an additional language (EAL), have contributed to cultural and linguistic diversity in Australian universities. However, such diversity posed challenges in pedagogy and assessment. Drawn from a larger interview study, exploring what resources helped first year EAL international students come to belong in an Australian university, this paper addresses these students' concerns of finding group members. The data is analysed through Bourdieu's concepts of field and capital to provide insight into what underlies decisions over whom to group with. This paper finds that these students are caught between seeking a sense of belonging and networking to local student peers. It is argued that these considerations are produced by both prior educational trajectories and new conditions on offer in Australia's local classrooms. The findings have empirical implications to enhance group work experience in the higher education sector.

For the past few decades, instructional materials enriched with multimedia elements have enjoyed increasing popularity. Multimedia-based instruction incorporating stimulating visuals, authentic audios, and interactive animated graphs of different kinds all provide additional and valuable opportunities for students to learn beyond what conventional instruction relying mainly on print material can afford and achieve. Cognitive load theory, Sweller, Van Merrienboer, & Paas (1998) and Mayer's (2001) theory of multimedia learning, have suggested that replacing visual text with spoken text (i.e., modality effect) result in better learning outcomes and that less mental efforts would be required to learn the multimedia lessons. The aim of this study was to test the generalizability of the modality effect in animation-based multimedia instruction developed for learning English-for-specific purposes (ESP) in an EFL classroom. Specifically, the study investigated the effect of spoken (audio) annotation and text annotation embedded in a concurrent on-screen text accompanying computer-generated animations that depicts the process of blood flow in a human heart. The study also looked into the impact of language of the annotation (i.e., students' L1 vs. L2) and interactive effect of language proficiency and prior knowledge and above independent variables on the learning outcomes and cognitive load. Results indicated no significant differences between L1 and L2 glosses for all tests. Additionally, no significant differences were also found between audio and text annotations in all tests. However, L2 annotation significantly added more difficulties to the comprehension of the annotations than L1. [For the complete volume, see ED574893.]

Over the past two decades, a large body of research has been conducted on the effectiveness of computer-mediated communication (CMC) employed as either standalone or instructional tools in SLA classrooms. Findings from this large body of work, however, are not conclusive, making it important to identify factors that would inform its successful implementations. This meta-analysis of empirical studies was conducted to examine the effects of CMC on language learning outcomes by calculating Cohen's d effect sizes (Cohen, 1988) for each study on different learning outcomes. Altogether 56 primary studies were retrieved as eligible studies between 2000-2011, including 27 journal articles, 12 dissertations, 12 theses and 5 conference papers. Each study went through a two-level coding, the first level being study-feature coding and the second level effect-size coding. Twelve substantive and methodological features were coded for each study in the first level, 6 of which were identified as potential moderator variables that would affect the effectiveness of CMC differently. Tentative findings of this meta-analysis include: (a) there was a small to medium effect for CMC compared to face-to-face communication, (b) the effect of CMC was not equal for all language skills, and (c) small group sizes produced the largest effect compared to no grouping at all or groups with more than 3 students. [For the complete volume, see ED574893.]

This study investigated whether integrating cognitive-motivational strategies into multimedia-based English instruction could improve low-achievers' academic performance in grammar comprehension and reading comprehension. Forty-four students participated in this study for five weeks. They were all in the same class and under the same instruction and classified as high achievers and low achievers based on their English proficiency test scores. An interactive multimedia environment constructed with the integration of cognitive-motivational CALL model (CMMCALL) was developed according to language learning theories and the findings from the literature review. The effect of the CMMCALL on learners was examined after the experiment by comparing the learning outcome between pre-test and post-test. Comprehension tests and questionnaires were used to investigate students' learning performance and their perceptions of the CMMCALL. The results showed that the CMMCALL was able to benefit low-achievers and to increase their success of language learning, and the difference between pre-test and post-test was significantly different (p < 0.05). Their viewpoints and suggestions about using the CMMCALL program were positive and encouraging. [For the complete volume, see ED574893.]

Computational thinking (CT) has been recognized as an essential part of every child's education (Wing, 2006) and Bebras contest items have been frequently used to measure CT. Think alouds has emerged as a prominent method for identifying thought processes and correcting problems with assessments. As little research has examined validity evidence of Bebras items, this study conducted both quantitative and qualitative think alouds validation of selected Bebras items. The results showed that the selected Bebras items significantly correlated with another CT test. Students' think alouds revealed that some Bebras items measured construct-irrelevant skills and the proposed CT components of each item are not consistent with student thinking. This study proposes an effective validation process for CT assessments.

This volume comprises the refereed proceedings of the 2006 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference. The 11 articles are arranged according to the conference's sub-themes of perspectives, partnerships and projections relating to the work of learning advisors. In Chapter 1, Susan Crozier explores the institutional change of focus required to recognise the importance of developmental education. Next, Jerry Hoffman advocates for a better understanding of the students' perspective to aid adjustment to tertiary anxiety and stress. In Chapter 3, Susan Carter identifies the increasing homogeneity in international qualifications and doctoral programmes in Europe, while in Chapter 4, Mary Silvester looks at the international student experience in our country with her study of nursing students with EFL/ESL and the difficulties of colloquial use of language. In Chapter 5, Catherine Mitchell as a new learning advisor identifies herself as taking on at least 10 roles per session, and asks--what really underpins our work? Victoria Trembath extends Mitchell's multiple role concept and contends that both critical and supportive roles are necessary and that these are not analogous but complementary. Chapter 7, under the theme of partnerships, offers a discussion by Simon Lambert of the way the bicultural nature of Aotearoa/New Zealand informs educational models for enhancing the success of all partners, and identifies the need to increase the numbers of Maori in post-graduate study, describing initiatives to bring research and higher study to rural Maori communities. The final four chapters fall under the theme of projections, starting with Emmanuel Manalo's argument that improved measurement and documentation are essential to provide more accurate evidence for the way learning advisors promote significant learning, producing change in the learner, and thus play a central role within academic institutions. In Chapter 9, Annie Bartlett offers an international overview of the profession, noting that while practitioners of learning development are generally clear about the "what" and "why"of the profession, others in the institution may not be. She notes the considerable complexity surrounding the "how" of our practice, and suggests strategies for evaluating progress. In Chapter 10, Barbara Morris describes the definitional ambiguity over the characteristics associated with learning difficulties, particularly with international and ESOL [English speakers of other languages] students, and the significant issue this creates for learning advisors. In Chapter 11, Martin Freney and Denise Wood describe their CAFAS [Computer Aided Feedback and Assessment System] programme which uses new technology and software to provide appropriate feedback which is specific, timely and developmental. (Individual papers contain references, tables, figures, and appendices.)

This paper examines literature on the development of self-knowledge for possible selves--how an individual thinks about oneself and one's potential future selves (Markus & Nurius, 1986). Future science selves research, a recent offshoot of possible selves theories, centers on the development and loss of future possible scientific selves and factors such as academics, apprenticeships, or serious science gaming that may influence the science self and science career interest. Science career persistence is thought to be related to scientific exposure, reflection in real-world contexts, mentoring programs, and intensive math and science academic programs. While serious science gaming may prove to encourage science selves by providing positive virtual science-related experiences, there is limited research on best learning contexts or long-range effects of academic science gaming on adolescents. [For the complete proceedings, see ED557311.]

The goal of this study is to examine the influence of a collaborative small-group discussion approach on students' social self-efficacy and class relationships. This approach, called Collaborative Social Reasoning (CSR), was informed by the substantial literature on Collaborative Reasoning (Chinn, Anderson, & Waggoner, 2001) and social-cognitive development theories. A total of 120 fifth-grade students from three low-achieving and two high-achieving fifth-grade classrooms in a suburban school of a Midwest city participated in the study. The current findings suggest that CSR effectively improved low-achieving students' social self-efficacy and buffered against the declining trend of class relationships. High-achieving students were less influenced by CSR. The differential effect of CSR will be further examined and discussed in the future.

The present study examined the social dynamics of interpersonal immediacy, a manifestation of social support, during collaborative small-group discussions. The temporal sequence of three forms of immediacy behaviors identified from 24 discussions in two fifth-grade classrooms were analyzed using statistical discourse analysis. The preliminary results showed that each type of immediacy behavior was predicted by the same type of immediacy behavior in the previous turn. Teachers' and students' immediacy behaviors differed in terms of their effectiveness in prompting for more immediacy behaviors from students. These results contribute to a scientific understanding of small-group social dynamics and their relationships to students' social development, and underscore the importance of teachers' monitoring and purposeful use of specific immediacy behaviors.

A study quantitatively reviewed empirical studies of negative political advertising using a method that combined citation analysis and content analysis. The citation analysis examined each individual cited work in 20 selected studies with respect to its citation information, and the content analysis investigated the 20 selected studies (citing sources) in terms of their hypotheses, research questions, and methodologies. The aggregated information from the individual cited works and the citing works show that scholars from communication and other disciplines have a strong influence on the development of empirical studies of negative political ads, but communication scholars remain as the driving force. Facing continuously increased literatures in the area, communication scholars need to develop a theory or theories to guide the research. The direction of the research has been moving toward focusing on the broader and more general effects of negative political ads. (Contains 28 references, a list of the 20 studies examined, and 8 tables of data. Appendixes present coding sheets for citing source and cited source.) (Author/RS)

The term "image" has been employed in various ways to describe the practical knowledge teachers have derived from their own experiences. These images grounded in personal experience are also assumed to guide student teachers' thoughts and actions in the classroom. Adopting a case study method, this study examined two early childhood student teachers' teaching images and their classroom practice. Classroom observations, videotaping, interviews, written plans, personal journals, and reflections were the major sources of data. Based on an analysis of the data, this paper discusses: (1) early childhood student teachers' images of teaching in classroom practice; (2) changes in teaching images during the student teaching period; and (3) possible influential factors on student teachers' images. Findings indicated: student teachers hold specific teaching images before they start preservice training; these images are deeply rooted in their own experiences and appear to be ways of representing knowledge that could readily be translated into action; and the growth of student teachers' images may require teacher educators to consider how best to design training activities in which students' existing knowledge is scrutinized and challenged. (Contains 28 references.) (LL)

Parent-child relationships may be strengthened when parents and children play video games together. Literature is limited in addressing the impact of co-playing video games on parent-child relationships. Family systems theory, in particular, parental mediation through co-play, may provide insights into parent-child relationships. Parents who co-play in order to mediate video game content or child behaviors are selecting one of the less restrictive forms of mediation. Co-playing is likely to have an impact on parent-child relationships. Additionally, girls may benefit more than boys from co-play and fathers as co-players may have a greater impact on relationships than mothers. [For Full Proceedings, see: ED562107.]

Research on teacher education has been shifting from the emphasis on changing teachers' behaviors to investigating how teachers' mental thinking influences their teaching behaviors. Teachers' beliefs and planning are two important components among teacher thinking research. The purposes of this study are to uncover preservice secondary science teachers' beliefs about science and pedagogy and to investigate how preservice science teachers' beliefs about science and pedagogy influence their planning and teaching. This study used qualitative methods such as participation observation, field notes and in-depth interviews. Topics discussed in the interviews included the ways informants planned their lessons, the considerations during their planning, the resources they used in planning, and the reflection on their teaching performance. An open-coding system was generated to analyze data and the data were categorized. The study suggests that although so many preservice teachers articulate similar bliefs, their underlying context may be quite different. Therefore, the best way for science educators to introduce learning theories to their students is for them to explain what they mean by providing substantial reasoning for their responses. Self-reflection on one's action could help these preservice teachers to be aware of their own thinking and performance. (KR)

The purpose of this study is to understand how a cohort of teaching residents' beliefs and articulations about teaching for social justice change over time from before entering residency to their first year of teaching. In doing so, we conduct an examination of their conceptions of and beliefs about teaching for social justice over multiple points: (1) before entering a 14-month urban teacher residency program; (2) during the residency program; and (3) following their first year of teaching in an urban setting. We focus on a sub-sample of 5 participants from our previous study (Reagan, Chen, & Vernikoff, 2015), and we examine how they, as novice teachers in urban schools (1) conceptualize teaching for social justice and (2) how, if at all, they have changed their conceptions of teaching for social justice from preparation to practice. Specifically, we examine how these residents articulated and reportedly enacted teaching for social justice over this period.

Successful implementation of academic standards depends on teachers' understanding of the intended policy and their interpretation of what the policy means for their instruction (Spillane et al., 2002). This study examines the writing tasks fourth- and fifth- grade teachers understand as being aligned with the CCSS [Common Core State Standards], and how their understanding guides the writing tasks they assign. Results of multidimensional scaling of survey responses and qualitative analysis of interviews suggest that teachers understand the message the CCSS intends differently, particularly with respect to cognitive rigor and the meaning of text-based writing. PD should attend to teachers' varied conceptions of writing policy in trying to improve practice and should specifically address the substantive features of the policy that teachers have difficulty implementing.

The study aims to understand psychological processes relevant to learning argumentative writing in high school. Multi-group path analysis was used to explore whether self-efficacy mediates the relationship between writing anxiety and use of self-regulation across students with different goal orientation profiles. A cluster analysis identified three profiles: low on mastery and performance goals, mastery orientation, and high on mastery and performance goals. Results show that self-efficacy was a mediator only for students with mastery orientation and students high on mastery and performance goals. Writing anxiety, self-efficacy, and use of self-regulation strategies differed significantly across the distinct goal orientation profiles. Mastery orientation and multiple goal orientations are helpful in utilizing self-efficacy for overcoming anxiety and enhancing the use of self-regulation strategies.

In October 2010, WestEd's Strategic Literacy Initiative (SLI) won an i3 "Validation" grant to scale up and validate the Reading Apprenticeship (RA) model in three core secondary content area classes: U.S. history, biology, and English language arts. SLI's proposal stated two goals. Goal 1: To transform academic literacy teaching and learning in high school subject areas so that students are able to achieve high standards. Goal 2: To build LEA capacity to disseminate, support, and sustain academic literacy improvement in high school subject areas within and beyond their regions. Goal 1 is being addressed through a longitudinal randomized control trial (RCT) conducted in approximately 40 schools in Pennsylvania and California. Goal 2, the focus of this paper, is being addressed through the Scale-up Study, a formative evaluation of the scale-up process. This five year study spans four states: Utah, Michigan, Indiana, and Pennsylvania (schools other than those participating in the RCT). During the grant period, four consecutive cohorts of teachers and schools have been invited to participate in the RAISE initiative. This report focuses on the first cohort of RAISE teachers and schools, who were introduced and trained in Reading Apprenticeship during the 2011-12 school year. Using longitudinal teacher survey data (from AY 2011-12 and 2012-13, and 2013-14), this report first examines trends over time of key indicators that participants are taking up RAISE activities and indicators of scale-up outcome variables. Then, this report examines if changes in the indicators of participation in RAISE activities from the first year (AY 2011-12) to the third year (AY 2013-14) predict changes in scale-up outcomes over the same period of time. [For "Year 2 Interim Report of RAISE Scale-Up Study," see ED583145. For "Year 1 Interim Report of Reading Apprenticeship/RAISE Scale-Up," see ED583146.]

The purpose of the study is to explore the effects of text-based and non-text-based feedback in a game-based learning system. The pilot study is a case study to find low-achieving math students' comprehension and motivation in using the game-based systems. Four low-achieving students from a suburban middle school participated in the study. Data collection includes observation and in-depth interview about the use of the GBL. The results will be provided for future design and revision the math GBL. [For the complete proceedings, see ED562095.]

Describes the International Conference on Mathematics Teacher Education (ICMTE) held in Taipei, Taiwan whose program consisted of plenary talks, research reports, panel discussions, and a workshop on multimedia interactive learning environments in teacher education. Highlights issues raised by presenters during the conference. Lists 29 conference presentation titles and authors. (ASK)

Investigated were the effects of two types of stimuli, preferred and non-preferred, on the free recall and clustering of 16 moderately and severely retarded children (mean IQ = 39.12, mean CA = 10.84 years) who were enrolled in public schools. An empirical determination was made as to whether to classify a particular conceptual category of stimuli as preferred or non-preferred. All Ss were presented with 18 objects from six conceptual categories in blocked condition. Both the preferred and non-preferred stimuli were given to each S in a counterbalanced order using a repeated measures design. The major finding was that the use of preferred stimuli had a significant facilitating effect on recall but not clustering. (Author)

The question of whether ability grouping has a positive or negative effect on school children is probed. This review on the topic covers experimental studies that divide students of a certain grade within a school into classes differing in average ability level. It is limited to secondary schools in the United States. An objective and quantitative approach, meta-analysis, was used. Results show that students gained more from grouped classes than from ungrouped ones. The effects of grouping on student attitudes toward subject matter were more striking than the effects of grouping on student achievement. Effects of grouping on attitudes toward school and self concept were also positive. This meta-analysis confirmed some common beliefs about the effects of grouping, and provided quantitative estimates of the size of grouping effects based on a large number of diverse studies. (Author/GK)