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These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Increasing Students Visual Aesthetics through the Critical Analysis of Western Masterpiece Artworks (Colin Atkinson); (2) Will Ability Grouping the Seventh Grade Students in Math Positively Impact Their BST Scores When They Take The Test in Eighth Grade? (C. J. Boerger); (3) Will Assigning Math Bags in High School Mathematics Classes Increase the Amount of Time that Parents Spend Doing Math With Their Child? (Becky Breeser); (4) When Incorporating a Parental Contact Commitment Form Will Students Show a Decrease in Their Missing Assignments each Semester? (Amanda Bremer); and (5) Can Evidence be Provided to Support the Practice of Using Targeted Homework Activities to Improve Reading Performance? (Jeffery Cole). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Implementation of Individualized Self-Paced Instruction via the Accelerated Math Software Program Improve Math Competency for Target math Students? (William Theisen); (2) Will the Ongoing Practice of Presidential Physical Fitness Skills Help Students to Improve Their Fitness Testing Scores throughout Eight Weeks? (Jacob Tietje); (3) Will Teaching Eighth Grade Reading through Fiction or Nonfiction Produce Greater Achievement on Diagnostic Testing? (Benjamin Volker); (4) Does Student Academic Achievement Increase when Parents Have Online Access to Grades? (Andrew Wieme); (5) Will Earlier Exposure to High-Frequency Words, Compared to Gradual Exposure, Increase Students' Mastery of These Words? (Kelly Yolch); and (6) Does Timed Practice versus Not Timed Practice Affect the Mastery of Multiplication Facts (Erika Youlden). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Teaching with a Logical-Mathematical Style Ensures Higher Science Test Scores in Physical Science Students (Emily Hagg); (2) The Effects of Differentiated Instruction Reading Comprehension Homework on Northwest Evaluation Association Reading Assessment Performance of Second Grade Students (Ryan Haraldson); (3) The Effect of the Accelerated Math Program on the Minnesota Basic Skills Test Scores of Ninth Graders (Margarret Hongerholt); (4) Children's Behavior Will Be Affected in a Positive Manner by Going from a Mixed Gender Classroom to a Same Gender Classroom (Michael Kesler); and (5) Does the Use of a Word of the Day to Teach High-Frequency Words Help Students Read and Write the Word More Successfully? (Saundra Lovelace). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will Listening to Different Genres of Music in the Learning Environment Decrease the Levels of Stress for Students? (Chris Otterness); (2) Will Maintaining a Vocabulary List in Social Studies Improve Writing Levels of High School Seniors? (John Pittenger); (3) Will a Support Math Class for a Semester Help Low-Ability Eighth Grade Students Raise Their Scores on the Minnesota Basic Skills Test? (Nicole Pittenger); (4) Will Gradual Movement from Extrinsic to Intrinsic Reinforcers Decrease a Student's Dependence on Extrinsic Rewards? (Ryan Raabe); (5) Does the Use of Flash Cards Increase Comprehension and Retention of Vocabulary Terms for Middle School Science Students? (John Rud); and (6) Implementing Math Skills Games into the Classroom on a Daily Basis Will Improve Students' Performance on Computation Assessments in Math (Mindy Scheel). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Use of Grade Trackers in the Orchestra Classroom Improve Sectional Attendance and Overall Grades? (Julianne Dahlin); (2) Will Listening to Classical Music Before and During Tests Help Students Improve Their Test Scores? (Craig Erickson); (3) Will Studying for Spelling Tests Increase Scores if Time is Spent in Class Studying in Entertaining Ways? (Jane Erickson); (4) Do Speedskins[TM] Increase Student Typing Speed and Accuracy? (Chris Fernholz); and (5) Repeated Oral Reading and the Effects on Reading Fluency of First Grade Students (Molly Fernholz). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licenser areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Will Including High School Content Area Teachers in The Library Collection Updating Process Increase Circulation of Materials? (Erin Foster); (2) Will Applying Direct Instruction Improve Student Scores? (Carrie Johnson); (3) Will A Morning Check-In Time With Each Student, Along With A Charting Program Requiring A Parent Signature, Improve The Students' Success With Homework Completion? (Melissa Klapperich); (4) Does The Format of A Test Increase or Decrease the Average Performance Level Achieved By Students? (Janelle Lund); (5) How Does A Level System That Includes Having Students With Emotional or Behavioral Disabilities Graph Their Individual Education Plan Goals Increase Progress towards Their Goals? (Nicole Meyer); (6) Will Student-Led Conferences Increase Student Accountability? (Susan Munroe); (7) Will Students' Long-Term Retention of Spanish Vocabulary Improve if The Words Are Presented To Them in A Manner That Is Experiential, Comprehensible, Enjoyable, And Free Of Assessment Related Stress? (Anne Simon); (8) Will Smart Centers Allow Kindergartners To Learn Independently And Stay On Task? (Michelle Spitzack); (9) Does Spending The Ninth Grade in A Small, Alternative, Educational Setting Improve Student Performance Academically? (Molly Thorson); and (10) Will The Transition Training Manual and Transition Training Session Increase The Special Education Teacher's Ability To Write IEPs That Meet Current Law Requirements Under IDEA '97? (Annie Thompson). (Individual papers contain references.) [ERIC abstract modified to meet ERIC guidelines.]

This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to poetry more pleasant for his 78 high school sophomore students by including contemporary music in the poetry unit plan. The paper explains that as part of a 3-week unit he set up a data collection process before and after the poetry unit; the data collection tool was a pre- and post-form. It states that after data collection responses were tabulated and converted into a mean, mode, and median. Includes data; contains 9 references. The researcher/author of the second paper divided her two eighth-grade classes by gender for three quarters of the school year (16 consistent female participants and 20 consistent male participants) to see if this would affect learning. According to the paper, she journaled about similarities and differences and documented grade increases and decreases. The paper's researcher/author feels that it was worth splitting the classes by gender and that the students were more successful academically. Contains a 6-item bibliography and attached data. (NKA)

The papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: "Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?" (Jonathan L. Wright); "Using Writers' Workshop to Improve Writing Skills" (Margaret M.F. Kraske); "The Effects of the 'Read Naturally Program' on Middle School Students' Oral Reading Fluency and Reading Comprehension Skills in a Residential Treatment Setting" (Julie Swannette Onken); "Effects of Visual Phonics to Improve Reading Fluency and Decrease Reading Error Rate in a Remedial Reading Program" (Michelle Breitsprecher); "Will Incorporating the Building Blocks Reading and Writing Approach into a Kindergarten Curriculum Increase Literacy Assessment Scores?" (Karmen Beyer); "Literature Circles" (Colleen Hansen Egle); "Will Students Be Able to Obtain Information More Quickly and Accurately from a Hard Copy of 'USA Today' or Its Internet Site?" (Todd Francis Gasner); "Will Students Benefit from Spending More Class Time on Spelling and Spending More Class Time on Varied Approaches to Learning Spelling Words in Class throughout the Week?" (Jeffrey Michael Anderson); and "Using an Author's Chair in a Kindergarten Classroom" (Tara Bradford). (NKA)

Papers in this collection address issues related to participatory approaches to assessing impact. The first section, "What Is an Impact Study and How Should We Do It?" contains: (1) "Participatory Impact Assessment" (John Shotton); (2) "Participatory Action Research as an Approach to Impact Assessment" (Victoria McKay); (3) "Participatory Approaches to Impact Studies" (Sasidhara Rao); and (4) "Evaluation vs. Impact Studies" (N. V. Varghese). The second section, "The Role of Baseline Studies in Impact Assessment," contains: (5) "School Focused Baseline Assessments as a Catalyst for Change" (Carol Moloney); (6) "A General Framework for Evaluating Educational Programmes" (Samir Guha Roy); and (7) "Issues To Consider When Planning a Baseline Study" (Tony Luxon). Section 3,"Stakeholder Perspectives," contains: (8) "Identifying Stakeholders" (Dermot F. Murphy and Pauline Rea-Dickins); (9) "Considering the Audience an Important Phase in Project Evaluations" (Dermot F. Murphy and Clara Ines Rubiano); and (10) "Impact Studies and Their Audiences" (Coco Brenes and Tony Luxon). Section 4, "Relationship between National and External Researchers," contains: (11) "A Note on a Participatory Impact Study in Eritrea: Exploring the Relations between National and External Researchers" (Tefsai Bariaghaber); (12) "The Relationship between National Researchers and External Researchers" (Harvey Smith with Paul Bernell); (13) "Impact Studies: The Role of an Insider/Outsider" (Mohammed Melouk); and (14) "Impact Assessment in Educational Projects: Some Perspectives on the'Insider-Outsider' Debate" (Dave Allan). Section 5, "Training Teachers as Researchers," contains: (15) "Helping Teachers To Develop Competence Criteria for Evaluating Their Professional Development" (Alan Peacock); and (16) "Combining the Teaching of Research Methods with an Assessment of Project Impact" (Elijah Sekgobela). Section 6, "Topicality vs. Sustainability," contains: (17) "A Consideration of Project Assessment: Topicality vs. Sustainability" (Jeff Samuelson and Sarah Harrity); and (18) "Topicality vs. Sustainability in the Evaluation of the South African Book Aid Project" (Cleaver Ota). Section 7, "Impact Assessment and Sustainability," considers; (19) "Background to the MAPP Evaluation" (Carew Treffgarne); (20) "Sustaining Impact: The Mexican Advanced Professionalisation Project" (Keith Morrow); (21) "Assessing the Impact of Sector Wide, Institutional and Policy Outcomes" (Kora Basich); and (22) "Determining the Unanticipated Outcomes and Using These as Benchmarks for Future Projects" (Jorge Anguilar Rodrigues). The final section, "Anticipated/Unanticipated Outcomes," contains: (23) "Anticipated and Unanticipated Project Benefits" (Mfanwekonsi Malaza); (24) "The PROSPER Impact Study: A Consideration of Sector-Wide Outcomes" (Mirela Bardi and Roy Cross); (25) "Research and Evaluation in DPEP: A Review of Current Practices and Future Strategies in Impact Assessment" (Roopa Joshi); and (16) "Concluding Comments from the DFID Education Division" (Carew B. W. Treffgarne). (Contains 126 references.) (SLD)

This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education. Following an introduction, the book is divided into three parts. Part I, Principles, includes: (1) Culture in Education and Development; and (2) Researching Culture, Education and Development. Part II, Practice, includes: (3) Girls and Basic Education in Ghana: Gender and Schooling within the Domains of Home, Economy and School; (4) Children and Health Education in Uganda: Issues of Culture, Language and Curriculum; (5) Schooling and Cultural Values in South Africa: Building Cultural Capital?; (6) Primary Education in Indonesia: Issues of Culture and the Aid Process; (7) Teachers and Cultural Identity: Critical Dialogues with Self--A Case Study of Student Teachers in South Africa; (8) Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualisation of Teacherducation; and (9) Action Research and Teachers in Laos: Issues of Knowledge, Research and Culture. Part III, Policy, concludes with: (10) Culture and Educational Development: Policy Implications and Ways Forward.