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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]

When mathematics educators work towards making mathematics more relevant, they often think about including more real-world applications into mathematics lessons. But what happens when a lesson is devoid of real-world contexts? In what ways can students find it relevant? This study explores how high school students perceived relevance when they were asked to describe their experiences during decontextualized mathematics lessons. Students highlighted how they found certain characteristics of the lessons to be useful in their learning and how they perceived relevance through different feelings experienced in the lessons. This, in turn, broadens our understanding of what relevance means to students. [For the complete proceedings, see ED630210.]

With the increased workplace demand for STEM specialists, and the trend in capable students opting out of higher levels of secondary mathematics, the psychological influences on mathematics subject choice are important issues to explore. Expectancy-value theory is used to examine the factors influencing such achievement choices. In the present study, as part of a larger programme of research on mathematics subject choice, we sought to validate self-report measures of students' expectancies for success, values, and perceived costs associated with participation in mathematics. Confirmatory factor analysis supported the hypothesised factor structure, with the measures displaying acceptable levels of internal consistency.

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students' behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners' intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students' intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students' perceived usefulness of the VR system. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

As the first impressions, introductory courses in college play an influential role in students' decision to persist in science majors. We use students' open-ended explanations to understand how students make persistence decisions at the end of their introductory courses, based on Eccles' Expectancy-Value (E-V) Theory. Participants (N = 2737; 45.6% women; 16.4% European American, 22.6% Latino, 46.5% Asian, 14.5% other racial/ethnic groups) indicated the change in their certainty about their original major. In addition, a subset of the students (n=361) provided explanations for why their certainty in their major changed. Overall, the introductory course changed students' certainty about their major in nearly half of the cases. In the open-ended explanations, E-V constructs were frequently identified in students' responses, along with other themes. Overall, values were mentioned more frequently than expectancy in students' explanations. Students who became less certain about their major plan attributed the change to values more often than expectancy, whereas students who became more certain about their major plan did not cite E-V constructs differentially. The findings provide direct evidence for the prevalence of E-V beliefs in achievement choices and the effectiveness of the E-V theory. The result also indicates the need to understand students' experience and reasoning for the intention to leave science majors.

This paper shares some of the findings of an evaluative research project funded by the Leeds Institute of Teaching Excellence (Brown et al., 2018). The project explored the value of 'Broadening' as part of the Leeds Curriculum and the value of language learning in the context of Institution-Wide Language Provision (IWLP). The paper focuses on the data gathered from interviews with employers and presents the findings around employer expectations of graduates and their perceptions of the value of language skills and cultural awareness. It considers how to enable students to articulate the knowledge, skills, and experience gained during their undergraduate journey. It identifies the value of language skills beyond linguistic competence and maps this to employer expectations. It proposes an end-of-module reflective task for any language module to enable students to articulate their personal 'brand' based on their knowledge and social capital, thus evidencing the breadth of their employability. [For the complete volume, "Innovative Language Teaching and Learning at University: Treasuring Languages," see ED604577.]

Liberal Arts programs are often characterized by their open curriculum. Yet, the abundance of courses available and the highly personalized curriculum are often overwhelming for students who must select courses relevant to their academic interests and suitable to their academic background. This paper presents the course recommender system that we have developed for the Liberal Arts bachelor of the University College Maastricht, the Netherlands. It aims to complement academic advising and help students make better-informed course selections. The system recommends courses whose content best matches the student's academic interests, issues warnings for courses that are too advanced given the student's academic background and, in the latter case, suggests suitable preparatory courses. We base the course recommendations on a topic model fitted on course descriptions, and the warnings on a sparse predictive model for grade based on students' past academic performance and level of academic expertise. Preparatory courses consist of courses whose content has the best preparatory value according to the predictive model. We find that course recommendations are relevant for a wide range of academic interests present in the student population and that students found recommendations for courses at other departments especially helpful. The preparatory courses often lack coherence with the target course and need to be improved. [For the full proceedings, see ED599096.]

The study explored a taxonomy of alternative latent models to understand the weight of expectancy-value and approach-related goal orientations in predicting students' achievement behaviors (scientific career interest and math achievement). A full model where all the factors contribute to explaining the total variance of outcomes and two models in which the contribution of expectancy-value and achievement goals factors was evaluated separately within a structural equation modeling framework. Results, among a sample of 812 Italian high school students (486 males and 326 females, "M"age= 18.3), showed that expectancy-value variables explain a substantial portion of math achievement and career interest variance after controlling for the achievement goals. Moreover, when all path coefficients were allowed (full model), global value and its dimensions of opportunity and emotional cost influenced positively student's career aspirations, expectancy resulted the main predictor of math competence, and mastery and performance goals did not show significant effects on the outcomes. [For the complete proceedings, see ED608557.]

Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users' needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported. [For the complete proceedings, see ED608557.]

This study investigated whether parents have gendered constructs related to mathematics. Parents and their kindergarten-aged children from three primary schools in Sydney were interviewed to see what their understandings of boys' and girls' interests and abilities in mathematics were. Parents completed the Who and Mathematics questionnaire and were interviewed to determine if there were any gendered understandings and exactly what they were. The data shows that parents believe that boys are more likely to have an aptitude and interest in mathematics. In contrast, girls are perceived as more anxious, harder workers and in addition, that they have to work harder to do well in mathematics.

Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students perform less well in mathematics, and are less likely to pursue advanced mathematics. This paper presents a case study of an Australian rural school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a practice architectures framework to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Personalising learning, valuing mathematics, building teacher capacity, and linking to careers, were all associated with the school's higher than expected mathematics performance.

"Glocal" has become a catchword in Comparative and International Education, as the compelling force of globalization has forced the Comparative and International Education scholarly community to reconsider their field. This paper traces the strong hold that the nation-state as level of analysis has had on scholars in the field, and how that notion and attendant conceptual tools have come under pressure. The variety of theoretical or paradigmatic responses to the global versus "local" in the field is surveyed. The paper concludes that the concept of "glocal" is a rather naïve escape from a complex situation, and such a response has the potential to incur great damage to the field. In conclusion a new theoretical framework, encompassing not only both the global and the "local", but the entire hierarchy of contexts creating an evolving new global tapestry of education systems is suggested to render the field of Comparative and International Education streamlined to fulfill its mission in the twenty-first century. [For the complete Volume 17 proceedings, see ED596826.]

The present research paper has been focused on one of the most critical issues in the field of education in the most recent times which is the impact of educational technology on students' performance. Our paper aim to identify if there is a significant difference between respondents' attitudes towards the impact of educational technology in Ahlia University on students' performance attributed to gender (boys' schools & Girls' schools). Exploiting technology in the education sector is not a recent issue. The real start for integrating technology in education is actually known to be two decades ago when the internet started to be part and parcel of people's lives. Government of countries that have a vision and plans to develop their economies recognized that improving education and integrating the latest technologies is a key means for achieving their strategic plans and economic visions. education development was given due attention. The sample was selected randomly with the electronic sample calculator showing that the minimum number is 380 individuals. The questionnaire was circulated electronically via school administration in the four governorates. The received responses were 342 indicating that the return rate is 90%. Finally, it was concluded that there is a significant difference for gender (boys' schools & Girls' schools) was on the respondents' attitudes towards the impact of educational technology in Ahlia University on students' performance. The implications of the findings of the research showed that the findings of the study can be used as a basis for future research about the relationship e-learning and effective educational outcomes. Also, the findings of the study can be used by MOE to enhance educational technology experiences. [For the full proceedings, see ED621557.]

In recent years, game-based programming tools (GBPTs) such as Code.org, Lightbot, and Cargo-Bot have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers' perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers' behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers' attitude. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. [For the full proceedings, see ED621557.]

The current study is focused on the impact of educational technology on students' performance in the secondary stage. Selection of this stage is attributed to fact that it is impossible to focus on all the stages as there are about 130 thousand students in all stages which is a very big population. Also, students of universities who are about 31 can provide clearer and more accurate data. The sample was selected randomly with the electronic sample calculator showing that the minimum number is 380 individuals. The questionnaire was circulated electronically via university administration in the four governorates. The received responses were 342 indicating that the return rate is 90%. The researchers made use of the descriptive statistical analysis to answer the research questions. The data analysis processes guided the researchers to find out that universities effectively apply technology-based education both in terms of perceived ease of use and perceived usefulness as indicated by the mean scores. It was found out that there is a significant impact of technology-based education on students' performance. Further to that it was found out that technology-based education in terms of ease of use and in terms of perceived usefulness significantly impact students' performance in the Ahlia University. [For the full proceedings, see ED621557.]

In this paper, we present findings from an exploratory study of mathematics education stakeholders to understand their professional networks, and acquisition and use of research on mathematics teaching and learning. Evidence suggests that mathematics leaders are key to promoting organizational sensemaking and are more likely to acquire and use research on mathematics teaching and learning which has important implications for improvement efforts at scale. [For the complete proceedings, see ED606531.]

This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students' learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task. [For the complete proceedings, see ED579395.]

In an attempt to understand whether Mobile-Assisted Language Learning (MALL) could foster students' self-directed learning, this paper analyzes a self-directed learning experience by means of a language app: Duolingo. In this study, higher education language students were encouraged to use Duolingo outside of the classroom. The data collected via app tracking, surveys and semi-structured interviews reveal that the low activity in the app contrasts the high value students attribute to it. Students indicated that the low activity is due to other obligations in their lives. They also expressed the need of external motivation to finish the course. The study suggests that mentoring and modeling are still needed in the development of self-directed study skills and it highlights the importance of implementing different data collection techniques to understand what students think and do in MALL. [For the complete volume of short papers, see ED572005.]

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.]

Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus on teachers, do not explicitly exploit their ICT competence profiles when providing LO recommendations. This is a significant drawback, since it can result in LO recommendations that are beyond the teachers' competence to use. Towards tackling this issue, this paper extends previous work and proposes a teacher ICT Competence-based RS that considers teachers' ICT Competence Profiles when recommending Learning Objects. Moreover, the results of its accuracy evaluation are presented. The results indicate that the proposed approach provides high predictive accuracy and outperforms commonly used, existing RS approaches. [The work presented in this paper has been partly supported by the Open Discovery Space Project that is funded by the European Commission's CIP-ICT Policy Support Programme (Project Number: 297229). For complete proceedings, see ED557311.]

The present study is an ongoing survey targeting Japanese fifth and ninth grade elementary and junior high school students respectively using the framework of "The Third Wave" international comparative study. The purpose of this research report is to describe the questionnaire survey's results and analyze some similarities and differences between fifth and ninth graders from a value perspective. The main results show that there are five common factors underlying students' valuing and that fifth graders tend to value "process", "effort", "exploration", "fact", "openness" and "progress"; in contrast, ninth graders tend to value "product", "ability", "exposition", "idea", "mystery", and "control". [For the complete proceedings, see ED597799.]

Given the impact of globalisation on education, there is an increase in transnational education (TNE) programs in some Asian countries. While much literature in TNE has been on issues of quality assurance, culture and teaching and learning from the providers' perspectives, there is little discussion concerning students' perspectives. This paper provides some understanding of what Vietnamese transnational students rate as important when choosing to study these courses. Data collected from a survey of 333 Vietnamese undergraduate students attending Western-imported programs in Hanoi, Vietnam, and follow-up interviews with ten randomly selected participants, indicate that students are motivated to engage with the TNE programs mainly for international qualifications and English proficiency. The factors affecting their choice predominantly stem from the influence of their parents and the reputation of the awarding university's education systems. This paper highlights the need for incorporating students' perspectives into the provision of transnational programs. It will provide insights for educators and marketers who recruit students to educational contexts similar to that of Vietnam and provide useful information for the evaluation of the current TNE Advanced Programs in Vietnam.

This paper reports on one phase of a long-term project investigating mathematical content knowledge of pre-service teachers. A cohort of second year PSTs conducted a diagnostic assessment and a series of associated tutoring sessions with a primary aged child. The focus here is on the PSTs' ability to make appropriate task choices following the diagnostic process. Results of the study suggest that PSTs are capable of making sound choices of tasks and associated resources based on their mathematical and pedagogical content knowledge following a targeted diagnostic assessment process.

Data from a larger study were used to identify variables that best predict children's perceived usefulness of mathematics [PUM]. Gender differences in PUM scores were also explored using a sample of 300 grade 7 children and 225 parents from February to May 2011 in Mozambique. Surveys and interviews were used to collect data. Consistent with traditional beliefs it appeared that mathematics is viewed as more useful for boys than for girls. Education of parents, school geolocation, and number of siblings were statistically significant predictors of children's perceived usefulness of mathematics.

This document presents the proceedings of the Reinvention Center's second major conference, "Integrating Research into Undergraduate Education: The Value Added," co-sponsored by the National Science Foundation and the Woodrow Wilson National Fellowship Foundation. The goal of the conference was to distill the distinct characteristics of the educational experience research universities can offer and to articulate the "value added" of such an experience to undergraduates so that it is readily comprehended. The conference was organized around three plenary sessions, each of which probed an aspect of the overall theme. These sessions were followed by meetings in which small groups examined issues raised by the speakers from institutional and disciplinary perspectives. Some of the questions probed at the conference included: (1) Based on their singular assets, what is the unique educational experience research universities can offer? (2) How can universities integrate their dual missions of "knowledge creation" and "knowledge transmission" in order to enrich and give new meaning to their undergraduate programs? and (3) How can research universities communicate the value of a research-infused education to their diverse constituencies? Presenter biographies and an index are included. Individual presentation summaries contain resources/references. (Contains 43 figures, 2 photographs, and 5 tables.) [This report was produced by the Reinvention Center at Stony Brook.]

Teachers learn about technology integration through formal, informal, and independent modes, forming their systems of practice for professional learning. Within the context of a technology leadership intervention study, we used multiple linear regressions to investigate relationships between teachers' frequency of participation in each learning mode and their perception of its impact. We found that teachers' participation in each mode significantly predicts their participation in the others, with the strongest relationships being those predicting informal and independent participation. We also found a significant positive relationship between teachers' frequency of participation in and perceived impact of informal and independent learning but no relationship for formal learning. These results support an interrelated teacher system of practice for learning, driven by teachers and leaders.

The current investigation examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 8th grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy-value) as well as previous findings pertaining to homework.

This short-term longitudinal study examined antecedents (academic achievement and achievement goal orientations) of undergraduates' cost perceptions, and the relations between cost perceptions and later achievement. Two waves of data were collected in one semester from 86 diverse students enrolled in a general education biology course for non-science majors. The results of path analyses suggested that prior biology exam achievement negatively predicted cost perceptions. Mastery approach goals negatively predicted costs while both performance avoidance goals and performance approach goals were positive predictors. Cost perceptions did not significantly predict achievement goal orientations or academic achievement in the course. The results provide preliminary empirical evidence of factors that shape perceived costs. Implications for theory and practice are discussed.

Recent research has examined processed and outcomes of equity and diversity efforts in higher education, but leaves open the question of students' contribution to institutional diversity agendas. To understand how graduate students contribute to and experience this work, we conducted 73 interviews and 4 focus groups with faculty, administrators, and students in four PhD programs graduating significantly more women, Black, Latino, and/or Native American students than is typical for their fields. Guided by theories of emotional labor, we found underrepresented students are engaged in significant peer support that facilitates retention, and they institutionalize that support in student organizations that enhance outreach, recruitment, and climate agendas. This involvement, however, requires emotional labor that adds to the challenging journey toward a PhD.

To date, few qualitative studies and an even smaller number of quantitative studies investigating teacher boredom reside in the literature. The purpose of this exploratory study was to examine teacher boredom and its antecedents and correlates. Specifically, we chose to examine teacher boredom in relation to achievement goals, control and value appraisals, and coping in order to corroborate the control-value theory of achievement emotions. Hierarchical regression analyses were conducted to examine the relationships between variables. Self-approach achievement goals predict teacher boredom, moderated by control appraisals. The relationship between self-approach goals and teacher boredom is also partially mediated by value appraisals. Results and future directions are discussed.

Though there has been limited empirical research on the cost component from the expectancy-value model, a recent interest in the construct has spurred advances in theory and measurement. We present a longitudinal analysis of four types of cost: effort, loss of valued alternatives, emotional, and outside cost. We focus on how cost changes over time in a critical short-term setting: gatekeeper courses. These courses are introductory university courses with high drop, withdrawal, and fail rates. We present data from calculus and statistics. In both samples we found that cost was strongly, negatively related to expectancy, and moderately, negatively related to value. Cost was also a significant predictor of course performance, with emotional cost having the largest effect.

This study examined 3- to 7-year old children's knowledge about gender roles and moral and social norms, their beliefs about the possibility of violating these roles and norms, and their attitudes about children who do. The gender role norms were grouped into several categories: toys, games, play styles, adult occupations, adult parental roles, hairstyles, and clothing. Participants were 90 children divided into three age groups; they were asked individually about 20 items concerning gender, moral, and social transgressions and used a "smiley face" Likert scale in responding. Results showed that the study's first hypothesis, that children's knowledge about gender, social, and moral norms increases between the ages of 3 and 7, was supported. The second hypothesis, that beliefs about whether it is possible to violate gender norms would increase with age, was not confirmed. Regardless of age, children generally believed it was possible to violate almost all the norms, with social and moral norms harder to violate than gender norms. The third hypothesis, that moral violations would be judged to be more serious than violations of social or gender norms, was confirmed, as was the fourth hypothesis, that boys' gender-role violations involving physical appearance would be judged to be more serious than similar transgressions by girls. (Contains 21 references.) (EV)

Moral reasoning, engagement in risk, and domain placement of risk as a moral, conventional, or personal issue were assessed in two groups of students: an intervention group participating in an alternative school program employing the just community approach to education, and a control group from the larger high school with which the alternative school is affiliated. Students completed a questionnaire assessing the frequency with which they engage in four types of risk (delinquency, substance involvement, sex, and suicide); a questionnaire assessing how participants categorize decisions about whether to engage in these risks (as decisions of morality, social convention, or personal discretion); and the Defining Issues Test. Overall, students perceived risk as a personal choice, with the exception of delinquency, which was perceived as a moral choice; however, for substance involvement, this relationship differed by level of risk engagement. Domain placement of risk moderated the reasoning-behavior relationship such that students who considered delinquent activity to be a least partly a moral issue, and whose behavior corresponded to their judgments, exhibited less preconventional reasoning and more post conventional reasoning than those whose behavior did not correspond with their judgment. This relationship differed by school, indicating that the intervention had positive outcomes. (Contains 14 references.) (Author/EV)

This study evaluated the stage structure of several quasi-simplex and non-simplex models of moral development in two domains of moral development in a British and a Chinese sample. Analyses were based on data reported by Sachs (1992): the Chinese sample consisted of 1,005 students from grade 9 to post-college, and the British sample consisted of 60 students in grades 9-12 and adults. Subjects completed the Moral Development Test, which assesses affective (moral orientation) and cognitive (moral judgment) aspects of moral development. The alternative simplex models evaluated in the present study involved minor reversals, moderate reversals or serious reversals of stages. Ten non-simplex models considering alternate paths of development were also evaluated. The models were evaluated using goodness of fit with the Tucker Lewis Index and the Relative Noncentrality Index and the extent to which the model converged to solutions with reasonable parameter estimates. A strong alternative model would be one that was applicable to both moral orientation and moral judgment and to both cultural groups. The fit indexes and the parameter estimates revealed no strong competitor for the theoretical model. (Contains 34 references.) (KDFB)

This paper explores Max Weber's study of the origins of the secularization of the Puritan work ethic and examines the hybridized category of secular science expert. The hybrid construct provides an opening for the critical analysis of the concrete activity of development from two perspectives, the structural and the individual. The individual perspective is the subject of the paper. Sections of the paper include: (1) "The Idea of Expert and the Context of Development: The Global Tour of Ascetic Rationality"; (2) "The Expert and the Assignment Context: The Voyage from Secular Mechanics to Cargo of Values"; (3) "The Possibility of Transformative Development: Ethics Regained"; (4) "From 'Accidental Expert' to Reflective Ethics"; (5) "The Ethical Education of the Expert: From Consultant to What?" and (6) "Ascetic Rationality Revisited: The Expert Re-educated." Contains a chart on the self-reflection model and 49 references. (EH)

This paper raises some points of tension that religious fundamentalism poses for multiculturalism, particularly regarding the status and role of women. An early section argues that inclusion and empowerment are key concepts at the core of multiculturalism. Further, the paper argues, multiculturalism's post-modernist/post-colonial deconstruction approach has created a non-absolutist conception of power, knowledge, culture, and identity. In this context, the next section asks if multiculturalism's championing of the marginalized, and its re-examination of the relationship between religion and education, logically extends its inclusion and empowerment agendas to religious fundamentalist movements that are actually subcultures? A review of the social and intellectual development of religious fundamentalism in the United States follows along with an argument that it and multiculturalism are both responses to or critiques of modernity. The next section explores the tension that arises over the role and status of women when fundamentalist groups are legitimized under the multicultural agenda. The next section describes the experiences of two women from fundamentalist cultures who had to enter into arranged marriages and the personification in these women of the dilemma that fundamentalist culture poses for multiculturalism. If one holds to the belief that the empowerment of women is an integral part of multiculturalism, then one is bound to question the morality of women's subordination. The paper concludes that it may be time to seek a new conceptual basis for multiculturalism, one that moves beyond diversity, inclusion, and empowerment, that can bridge differences and not forget subordinated individuals and groups. (JB)

To determine whether Slaby and Guerra's (1988) measure of aggression would reliably assess younger children's belief about aggression and whether children's belief about the legitimacy of aggression relates to their self-reports of it and to their levels of aggression as evaluated by peers, 781 fourth and fifth graders were asked to complete an adapted questionnaire assessing their beliefs about the legitimacy of aggression. Children also viewed a series of hypothetical ambiguous provocation vignettes and answered questions about the situations. Two to three months afterwards, peer evaluations of children's aggressive, withdrawn, and prosocial behaviors were obtained. The children were then classified as low, medium, or high in their endorsement of the legitimacy of aggression. The high-legitimacy group was consistently more aggressive than the average-legitimacy group, which was more aggressive than the low-legitimacy group. Peers evaluated high-legitimacy children as most aggressive, average-legitimacy ones as less, and low-legitimacy children as least aggressive. High-legitimacy children were significantly less likely to choose withdrawal or prosocial acts as their most likely response to provocation. The adapted legitimacy of aggression questionnaire provides a reliable instrument for measuring children's thoughts about aggression, and beliefs about the legitimacy of aggression are significantly related to behavior. (MSF)

A study examined how people's level of moral judgment affects their memory for narratives containing moral information. Subjects, 69 eighth-grade students from a private school, 53 eighth-grade students from a public school, and 49 undergraduates enrolled in introductory psychology courses at the University of Minnesota, read four narratives containing embedded moral arguments. The Defining Issues Test (DIT) scores were used as an indicator of moral judgment development and were correlated with moral judgment recall. Results indicated that: (1) higher DIT scores (indicative of structures of moral reasoning) were significantly related to higher principled argument recall (indicative of moral comprehension); and (2) higher DIT scores were significantly related to better overall memory (general reading comprehension). Findings suggest that there is an influence of structures on recall. (Four graphs of data are included.) Contains 30 references. (RS)

Two studies of the development of children's moral relationships with nature addressed such questions as: (1) What does it mean to say that we have an obligation not to harm the natural environment? (2) Does the natural environment feel pain? (3) Does it have rights? or (4) Is moral obligation an inappropriate construct by which to understand the moral relation of humans with nature? In one study, 60 children in grades 2, 5, and 8 were interviewed about the Prince William Sound Oil Spill. In a second study, 72 children in grades 1, 3, and 5 in an impoverished inner-city black community were interviewed on their conceptions of and values about nature. The preliminary findings from these studies provide evidence for several overarching ways in which children reason about the natural environment: (1) homocentric reasoning, in which an appeal is made to the child's understanding of how the action of one person or group harms the physical welfare of others, or infringes on others' rights: the natural environment acts as an intermediary; (2) intrinsic values and rights reasoning, which highlights the idea that the natural environment has a moral standing at least partly independent of its value as a human commodity; (3) relational reasoning, which consists of framing the relationship with animals in a homocentric way such that animals serve human psychological needs; and (4) conceptions of harmony with nature that follow syllogistic reasoning. The findings build on children's obligatory and discretionary moral judgments and respond to two different questions on moral theory: What does morally right action consist of? and, What does it mean to be a morally good person? (HOD)

Arguing that there is still no single, noncontroversial foundation on which the world's present multi-structure of ethics can be built, this paper examines a scientific ethics approach. It is postulated that in North American culture, the approach to instruction in ethics for youth is haphazard at best. Society does not provide an adequate means whereby a young person can bridge the gap between an implicit, developing ethical sense of life, and there is no emphasis on what should in maturity become a sounder, more explicit approach to the making of ethical decisions about life in which sport and physical activity is a part. After briefly presenting the extant major ethical routes available to the reasoning adult in the Western world, application of scientific method through pragmatic ethical analysis is explained. The use of professional basketball players to make up the United States Olympic squad in Barcelona in 1992, in an effort to win the gold medal, points out how far the International Olympic Committee has strayed from the earlier amateur ideal. The theoretical basis for a scientific ethics approach is applied to the amateur-semiprofessional-professional controversy in sport as an example in the belief that such an approach could assist evolving North American democratic society today. (Author/LL)

An ethnographic study was conducted to determine what happens when teachers are placed in schools in which the students' cultural background differs dramatically from their own. Participants were five student teachers completing their internship in a low socioeconomic school in Tallahassee, Florida. Three methods were used to collect data: journals reflecting student teachers' thoughts and ideas about the teaching experience; participant observation; and qualitative ethnographic interviewing. Data analysis indicated that each student teacher experienced culture shock when beginning the internship, basing value judgments and expectations on norms established by their personal prior experience, and judging different experiences to be abnormal. Four of the five student teachers experienced difficulties with classroom management and control, attributing their difficulties to the background of the students being taught; and efforts to control students using the prepackaged technique of assertive discipline were unsuccessful. The five student teachers in this study indicated that their college experience had not prepared them for student teaching. The results of this study indicate the need for teacher educators to develop culturally literate teachers and to challenge prior personal experiences and attitudes of prospective teachers. (LL)

This study was conducted to examine individual differences with respect to values underlying the assessment of teaching competence in order to enhance the effectiveness and fairness of assessment. Nine classroom teachers who were preparing to be mentors of beginning teachers and five teacher educators indicated the relative importance (expressed values) they attached to the following aspects of teaching: teacher/pupil relationships; preparation and management; curriculum content; classroom interaction; assessment and records; and self-evaluation. They then rated the competence of 50 hypothetical student teachers for whom scores were available. Relative weights (implemented values) applied to the aspects of teaching were computed for each participant by employing a regression model, utilizing scores as predictors and participants' overall ratings as criteria. Results found individual differences with respect to both expressed and implemented values, and several participants exhibited discrepancies between expressed values and implemented values. The latter result may reflect a lack of self-awareness and could adversely affect communication among assessors and between assessor and assessee. (Author/LL)

Teacher burnout, defined as feelings of uselessness and inconsequentiality, did not begin in the l960s, but it was aggravated by increasing lack of respect and appreciation from the general public. The great social unrest of the l960s and l970s focused on the related issues of economic and educational inequity, and much public pressure was brought to bear on teachers to remedy the longstanding social and educational problems of disadvantaged minority group children. A series of books stirred up images of teachers as racist, authoritarian, and anti-progressive. John Holt's message was that schools corrupted the integrity and intelligence of children, particularly minority children, and he blamed teachers for children's behavior. Jonathan Kozol targeted individual teachers and racism in schools; like Holt, he fell into the trap of imagining that schools are the only influence on children's behavior. Herbert Kohl's book saw teacher incompetency as primarily responsible for students' misbehavior. James Herndon believed that schools are too obsessed with order, and Charles Silberman, more sympathetic to teachers, directed his anger towards the entrenched and mindless policies of schools and school boards. The books by these men constituted a source of stress for teachers and contributed to teacher burnout. (LL)

This paper explores an alternative way of studying journalism in the classroom by focusing on contemporary journalists' ironic treatment of morality. The paper examines the performative character of the language of news, when the words investigative journalists use are of interest not so much for what they say but for what they do. The paper establishes an appropriate framework of irony as a rhetorical device, with emphasis on its evaluative role and the implications of that role for journalists who, as a matter of professional obligation, must eschew explicit evaluation. The paper presents detailed examination of how irony works in the work of several distinguished reporters. (Twenty references are attached.) (KEH)

Student self-concept of math ability (SCMA) and math utility value shape course-taking patterns, achievement, and entree into mathematics-intensive college majors (Eccles & Wigfield, 2005). The development of SCMA and math utility value are embedded in social contexts (Marsh et al., 2005). School racial climate is a particularly important context for African American students' academic self-concept, yet understudied - particularly in relation to STEM success. This longitudinal study applies structural equation modeling to MADICS [Maryland Adolescent Development in Context Study], exploring how school racial climates moderate the relationship between teacher practices (math curricular utility value) and African American students' SCMA and math utility value. These student beliefs in 11th grade are linked to college majors two years later, holding implications for understanding African American students' STEM success.

This paper reviews 20 cross-cultural studies conducted with the Defining Issues Test (DIT). All or part of the samples in the studies were non-Americans who had not been a part of the populations presented in the DIT manual. The studies were aimed at the comparison of moral reasoning structure and development across cultures. Several aspects of the findings were reviewed: (1) the psychometric properties of cultural versions of the DIT; (2) effects of the examinee's ethnic background; (3) age and education trends; (4) sex differences; (5) correlations with other psychological tests; (6) religious differences; (7) urban-rural milieu; (8) delinquent behavior; and (9) familial and social factors. The studies reviewed in this report satisfy the evaluation criterion of the generalizability of psychological theories developed in one culture to another culture. The DIT seems to have cross-cultural validity in detecting moral reasoning structure and its development in cultures outside the United States. The validation and explanation roles of the DIT in cross-cultural studies should be pursued together. (DWH)

The following papers were presented at this meeting: (1) "The Moral Import of the Concept of Education" (Robert D. Heslep) Response: J. Gordon Chamberlin; (2) "Religion and Public Education: Formulating a Rational Legacy" (William F. Losito) Response: James W. Garrison; (3) "Using Scientific Logic To Reconcile Theism and Secular Humanism as Religions" (Tom Hawkins) Response: David Kennedy; (4) "VIsion and Person in Teacher Renewal" (Jon A. Rinnender) Response: Cheryl Southworth; (5) "Teaching Justice through Classic Texts: The Coppin-Hopkins Humanities Program in the Baltimore City Schools" (John Furlong and William Carroll) Response: Anthony G. Rud, Jr.; (6) "A Theater of Memory: Viro's View of Personal Identity" (Thomas O. Buford) Response: John R. Scudder, Jr; (7) "Teaching Cooperation" (Richard J. McGowan) Response: Beatric Sarlos; (8) "Censorship and the Right To Read" (Susan O'Brien and Joseph O'Brien); (9) "On the Horns of a Moral Dilemma: An Anatomy of the Hawkins County, Tennessee, Textbook Controversy" (J. Hamilton Hoit and Elizabeth Hoit-Thetford); (10) "Is it Always Moral To Raise Levels of Moral Judgment? (Mary I. Yeazell and Julie Tasker); (11) "Predicate Conditions for Moral Education" (Virgil S. Ward); (12) "In Praise of Illiteracy" (Joseph Di Bona); (13) "Moral Education: Ignorance and Stupidity" (Rocco Porreco); (14) "Erikson and Rogers with Kohlberg: Stange Bedfellows" (Virginia S. Wilson and James A. Litle); (15) "Understanding the Soviet Union: A Method of Fostering Peace" (Carl W. Holland) Response: John B. Haynes; and (16) "Standards for Ethical Teaching: Are Teachers' Personal Lifestyle Choices Foreclosed?" (Bruce Beezer) Response; Neale H. Mucklow. (JD)

Fifty school administrators completed Rest's Defining Issues Test (DIT) and Patterson's Moral Action Choice Test (MACT) as part of a study to determine how Kohlberg's theory of moral development might apply to day-to-day administrative decision-making. The respondents were presented with hypothetical moral dilemmas and asked to explain what they believed they should do, what they actually would do, and what thinking lay behind their responses. The study findings supported the hypothesis that the nature of administrators' responses to the hypothetical problems of the MACT would relate to their levels of moral development as revealed by the DIT scores. The data did not indicate that the administrators who internalized social rules exhibited greater discrepancies between their"should" and "would" responses than did either those treating rules as external or those developing rules from self-chosen principles. As expected, no association was found between DIT and MACT scores when critical moral issues were not confronted. The major implication of the study, according to the authors, is that as problems are conceived less abstractly and more concretely the decisions as to what "should" be done become more strongly dependent on the particular social contexts affected. (PGD)

Responses of 127 rural high school sophomores and juniors were used to examine 3 factors influencing judgments and disciplinary decisions of adolescent peer juries. The factors were levels of moral reasoning, gender of offender, and severity of the offender's act. Subjects first responded to a questionnaire testing moral development. The 113 usable questionnaires were ranked according to the percentage of principled reasoning; the upper and lower 36 were included in the remainder of the study. These 72 subjects were randomly assigned to read 1 of 4 vignettes describing identical misbehaviors by males or females. On the basis of questionnaire scores, they were assigned to high, low, or mixed score dyads. Statistical analysis revealed that the level of a student's moral development did not influence disciplinary decisions; disciplinary decisions were more severe for serious female misbehavior than for male; and disciplinary decisions made by dyads were not different from individual decisions or from each other. Future investigations could control for the sex of the subject and utilize a different sample, revised vignettes, and another model of moral development. Tables summarize responses of individuals and dyads. The four vignettes are appended. (PB)