L19 mailing


Jul 24, 2019
08:00-09:00 Conference Registration Desk Open / Mesa de inscripción abierta
09:00-09:20 Conference Opening / Inauguración del Congreso—Dr. Bill Cope, Professor, College of Education, University of Illinois, Urbana-Champaign, President, Common Ground Research Networks, Champaign, IL, United States; Dr. Mary Kalantzis, College of Education, University of Illinois, Urbana-Champaign, IL, United States; Dr. José Luis Ortega Martín, Professor, University of Granada, Granada, Spain
09:20-09:40 Welcome Address / Discurso de bienvenida—Dr. Carl Bagley, Professor, Educational Sociology, and Head, School of Social Sciences, Education and Social Work, Queen’s University Belfast, United Kingdom; Ms. Mary-Jo McCanny, Director of Visitor Servicing, Visit Belfast, Belfast, United Kingdom
09:40-10:15 Plenary Session / Sesión plenaria—Dr. Nóra Révai, Analyst, The Organisation for Economic Co-operation and Development (OECD), Paris, France

"Connecting the Dots: Rethinking the Teachers-Knowledge-Learning Nexus"

Nóra Révai is an analyst at the Organisation for Economic Co-operation and Development (OECD), where she has been working in the Innovative Teaching for Effective Learning project since 2015. She holds an MSc in mathematics and a BA in English teaching. Before joining the OECD, she was involved in the management of EU-funded international projects on school leadership at the Knowledge Centre of Tempus Public Foundation in Budapest, Hungary. She was engaged in the development of a competency framework for school leaders and was responsible for leading knowledge management activities in the European Policy Network on School Leadership. She had also worked as a secondary school teacher. Her research interests include teachers’ pedagogical knowledge and its dynamics, teaching standards, and teacher education.
10:15-10:45 Garden Conversation / Charlas de jardín

Garden Conversations are informal, unstructured sessions that allow delegates a chance to meet plenary speakers and talk with them at length about the issues arising from their presentation. When the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.

Las charlas de jardín son sesiones informales no estructuradas que permiten reunirse con ponentes plenarios y conversar tranquilamente sobre temas derivados de su ponencia. Cuando el lugar y el clima lo permiten, se realizan en el exterior.
10:45-11:30 Talking Circles / Mesas redondas

Held on the first day of the conference, Talking Circles offer an early opportunity to meet other delegates with similar interests and concerns. Delegates self-select into groups based on broad thematic areas and introduce themselves and their research interests to one another.

Celebradas el primer día del congreso, las mesas redondas constituyen una de las primeras oportunidades para conocer a otros participantes con intereses y preocupaciones similares. Los participantes eligen los grupos que prefieren según grandes áreas temáticas y se sumergen en grandes debates sobre los temas y problemáticas para el área correspondiente de la Red de Investigación.

Room 2 (02/011) - Early Childhood Learning
Room 3 (02/013) - Literacies Learning
Room 4 (02/017) - Learning in Higher Education / Adult, Community, and Professional Learning
Room 5 (02/018) - Tema destacado 2019: Aprendizaje para la diferencia social
Room 6 (02/025) - Pedagogy and Curriculum / Assessment and Evaluation
Room 8 (03/005) - Pedagogía y currículo
Room 9 (03/006A) - 2019 Special Focus: Learning to Make a Social Difference
Room 10 (03/006B) - Science, Mathematics, and Technology Learning / Technologies in Learning
Room 11 (03/011) - Educación superior
Room 12 (03/017) - Educational Organization and Leadership / Learner Diversity and Identities
11:30-11:40 Transition Break / Pausa
11:40-12:55 PARALLEL SESSIONS
Room 2 - 02/011 Professional Learning

Boot Camp: An Innovative Learning Experience in Higher Education
Sara Galban, Researcher, Escuela de Pedagogía, Universidad Panamericana, Ciudad de Mexico, Mexico
Claudia Fabiola Ortega Barba, Profesora-investigadora, Universidad Panamericana
Monica del Carmen Meza Mejia, Profesora-investigadora, Pedagogía, Universidad Panamericana

Overview: The research is framed in the context of an university level education that seeks to integrate teaching and learning practices directed towards the development of both, professional skills (hard skills) and generic or transversal skills (soft skills). In this context arises, the proposal of the boot camp, which promotes a total immersion experience that aims to meet a real need of society, through interdisciplinary learning and entrepreneurship that results in the development of innovative projects relevant to the context of the student. The main objective of this research is to display the experience that university students have had when participating in a boot camp and how it has contributed to their professional development. A qualitative methodology was used whilst focusing on the description, understanding and interpretation of the meanings that students gave to their personal experience. Among the most representative findings, we can highlight the development of skills for personal life, work environments and social interactions, such as teamwork, decision-making, tolerance to frustration and work under pressure. Additionally they emphasized the value of interdisciplinary work, which allowed them to reaffirm their professional identity. However, the students also reported that they faced certain challenges such as stress management and reintegration to their regular activities.
Theme:Learning in Higher Education

Situated Learning: The Transition of Social Workers from Professional Education into Practice
Julie Byrne, Assistant Professor, Social Work and Social Policy, Trinity College Dublin, Dublin, Ireland
Gloria Kirwan, Student, Trinity College Dublin

Overview: Professional careers involve a number of transitions from one role or activity to another (Arnold, 1997) and one of these transitions is particularly learning intense; the move from professional education into early professional employment. There are two broad perspectives for viewing this transition. The first is that the learning acquired through professional education prepares the individual for employment. The second is that professional education can only teach general information which must be transferred, applied and situated in work contexts (Zucchermaglio & Alby, 2009). This transition can be seen, not as a moment in time, but rather as a prolonged adjustment with multiple phases (Wendlandt and Rochlen, 2008) which build towards cohesion or fragmentation (Moriarty et al, 2011). Using semi-structured interviews with newly qualified social workers in Ireland, this study examines the ways in which social workers situate and contexualise their professional knowledge and skills through early professional practice. It explores the factors that promote effective learning in the practice setting and how newly qualified social workers fill in the learning gaps that professional practice presents. This study also helps to illuminate the sometime uneven learning pathways that can mark this key transitional journey (Holden and Hamblett, 2007) particularly for those in a profession devoted to social justice who must learn to reconcile ideals with the realities of practice.
Theme:Adult, Community, and Professional Learning
Room 3 - 02/013 Beyond the Binary

Teachers' Understandings and Beliefs about Inclusion
Dr. Stuart Woodcock, Senior Lecturer, Faculty of Human Sciences, Macquarie University
Overview: This paper presents research into Canadian elementary and secondary teachers’ understandings of inclusion. The research investigates how a sample of 120 teachers in the southern part of Ontario defined inclusion, and the extent to which they believed an inclusive classroom is an effective way to teach all students. The study employs Nancy Fraser’s conception of justice as requiring redistribution, recognition, and representation. The findings reveal teachers’ relative lack of attention to issues of resourcing, but considerable emphasis upon issues of representation. While issues of recognition are largely valued, there is a tendency to reify categories of student identity, rather than challenging concerns about the lack of social status attending such foci. The research reveals a push ‘beyond the binary’ of considering teachers’ practices as either inclusive or exclusive, and how teachers’ engagement with resource provision, recognition of learners, and representation of student needs exists along contingent and intersecting spectra.
Theme:Learner Diversity and Identities

Effect of Drama on Learning Identities and Learning Preferences
Charlotte Sannier Bérusseau, PhD Candidate, Teaching and Learning Studies, Laval University, Québec, Canada
Overview: During his/her curriculum, a student meets a lot of topics, teachers, contexts. In this communication, we explore how a new learning identity emerges from the interaction between the individual and the learning context, and how learning preferences are affected by this new learning identity. We adopt a systemic view, which allows us to think the learning identity as a whole, formed from multiple specific identities corresponding to each learning context and influencing one another. We present here our research and our preliminary results about the effect of the introduction of drama as a sociocultural activity, in secondary schools, on the emergence of a new learning identity, the evolution of global learning identity, and their effect on learning preferences.
Theme:Learner Diversity and Identities

Designing Rubrics: Equitable Measures and Assessments
Dr. Carrie Wastal, Director, Muir College Writing Program, University of California
Overview: Rubrics serve a necessary and oftentimes contentious purpose. Simplified, these tools for assessment provide instructors, students, and schools with a way to quantify student products and learning. Complicated, rubrics can be viewed more productively through other frames. For example, Peter Gallagher (2012) conceives of rubrics as an “articulation” between institutional constraints and writing program aims whereas Asao Inoue (2016) argues for assessment that acknowledges the racialized and politicized hegemonic underpinnings of traditional assessments of student writing. This paper addresses the needs of educators to develop rubrics that help us to assess the diversity of students and their work in the social milieu of today’s diverse society. Each academic quarter, writing program directors critique and revise the program rubrics to ensure that the rubrics assess program’s objectives for student writing. Yet, these rubrics show that MCWP has privileged a “white racial habitus” (Inoue 2016) that determines what we value in writing. Therefore, in order to better support student writers, rubric revision needs to address the following: In what ways do our current rubrics discount the experiences of students? How have we advantaged or disadvantaged students by holding them accountable to how well they learn to work within a potentially racist framework? Put another way, how can programs design fair and equitable rubrics that reflect an “articulation,” of the institutional pressure to meet a valued hegemonic ideal and the role race plays in the development and assessment of what constitutes “good” student work in today’s increasingly globalized societies.
Theme:Assessment and Evaluation
Room 4 - 02/017 Teacher as Stakeholder

Guided by Images: Visions of Novice English Teacher Selves
Dr. Katharina Glas, Lecturer in English Language Teaching, Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile
Patricia Dittmar, Pontificia Universidad Católica de Valparaíso, Chile
Paz Allendes, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile

Overview: Mental imagery of ideal future selves is considered a powerful means for motivation. Inspired by Dörnyei & Kubanyiova’s (2014) proposal to link teacher motivation and learner motivation within a framework based on building vision, this study explores how novice teachers of English as a Foreign Language have used visualisations of themselves as motivating teachers as a guiding principle in their first year as teachers. Have they helped them find ideal means to create a motivating classroom atmosphere? This longitudinal multiple case study was carried out with 18 Chilean early career teachers. Data were collected through interviews following visualisations, as well as classroom observations. Over a period of 18 months after the first round of interviews, teachers were interviewed and observed in regular intervals so as to analyse the development of their mental images, as well as the possibilities and limitations of putting these into practice. Results show that visualisations become more concrete over time, and guide novice teachers in some classroom decisions. Implications: By gaining a deeper understanding of the impact of mental imagery in teacher’s early professional development, we draw conclusions about the potential uses and pitfalls of this reflective tool in teacher education.
Theme:Adult, Community, and Professional Learning

Using Re-Authorization Process to Enhance Teacher Preparation Programs: A Case Study of a Large Teacher Preparation Program in the US
Dr. Jingzi Huang, Director; Associate Dean, School of Teacher Education, University of Northern Colorado, Greeley, Colorado, United States
Brea Giancaterino, graduate student, University of Northern Colorado
Michelle Saltis, Doctoral Student, University of Northern Colorado, United States
Dr. Eugene Sheehan, Dean, College of Education and Behavioral Sciences, University of Northern Colorado
Corey Pierce, Associate Dean, College of Education and Behavioral Sciences
Brian Rose, Associate Professor, School of Teacher Education
Dr. Michael Floren, Assistant Professor, Misericordia University, United States

Overview: In the United States, nearly every institution engaged in the preparation of educators needs to engage in an external institutional program review for re-authorization or re-accreditation every few year. The political discourse exhibits ever-increasing pressure from all directions on teacher preparation programs. This has led to more rigorous and demanding accreditation/reauthorization processes, which are considered to be a measure for accountability. While the increasing demand for outcomes and measures documenting the success of teacher education programs in meeting required professional standards may feel like it stifles the creativity and autonomy of Teacher Educators, a more constructive approach to take is to use this accountability process in a way that advances program quality, teachers success, and ultimately student learning. In research, limited effort has been made to examine authorization or accreditation process and its effect. The proposal will focus on demonstrating the manner in which the re-authorization process can be used constructively. This paper will examine the process and outcomes from the state re-authorization of a large historical teacher preparation institution, showcasing and providing an opportunity for dialogue regarding ways to use the accreditation process as a way to advocate for change to meet standards, while maintaining autonomy and creativity. Data sources include demographics, focus groups among stake holders, and data collected via survey and directly from student performance. The findings will shed light on how the institution could use the re-authorization process as a useful tool, rather than stifling external regulations, for desired program improvement without losing autonomy and creativity.
Theme:Assessment and Evaluation

Faculty Assessment of Teaching Excellence in Higher Education
Dr. Patrick Ryan Murphy, Assistant Professor, Economics, Saint Leo University, Saint Leo, Florida, United States
Dr. Dene Williamson, Assistant Professor, Sport Business, Saint Leo University, Saint Leo, Florida, United States
Dr. Randall Woodard, Chair, Associate Professor, Philosophy, Theology, and Religion, Saint Leo University, Saint Leo, FL, United States

Overview: In his “A Courage to Teach,” Palmer offered a powerful idea for teachers: “For better or worse, we teach who we are.” Palmer challenges teachers to understand that we don’t just bring content expertise to class- we bring our own humanity. “Who is the self that teaches? How does the quality of my selfhood form—or deform – the way I relate to my students, my subject, my colleagues, my world?” Faculty are aware of course evaluations provided by students that provide feedback on our teaching. But the assessment forms themselves make many assumptions about what excellent teaching is, how it is carried out, and what categories ought to be included in the evaluations. The feedback is important, but we might also consider what faculty themselves, with valuable experiences in the world of higher education might find important in their own craft of teaching and learning. This study will evaluate data received from research on what characteristics faculty themselves consider to be central in teaching excellence. We will gather data across all disciplines from a medium size teaching university and evaluate the qualities faculty report being the most important in order to see how faculty themselves view excellence in teaching and learning. The paper will gather data from participants using a technological survey to assess the group vision of excellence in teaching, and then share the findings from our research in an interactive manner that will allow for discussion surrounding this important topic.
Theme:Learning in Higher Education
Room 5 - 02/018 Impacts of Textual Materials

Unre”Lie”able Sources of “Fake News” : Critical Explorations of ‘Alternative Facts and Multiple Truths’ Online
Dr. Elaine Correa, Professor & Chair, Child, Adolescent, and Family Studies, California State University, Bakersfield, Bakersfield, California, United States
Andrea Anderson, Librarian/ Library Instruction Coordinator, Walter W. Stiern Library, California State University, Bakersfield

Overview: Where is the starting point for discussions on truth? What strategies do educators employ to strategically discuss ‘objectivity’ from their own subjective positions in the classroom or online? How can faculty assist and equip students to become more ‘critical consumers’ of the information they receive online? What are the differences in ‘information’ versus ‘knowledge’ and how can students ‘unpack’ the types of ‘information’ and or ‘knowledge’ they encounter in multiple social media sites? These are some of the questions that are critically explored as faculty challenge and are confronted by contemporary versions of re’lie’able sources of ‘fake news. In a culture of alternative facts and multiple truths in the public sphere that is mirrored in classroom debates, how should faculty address what is truth?
Theme:Pedagogy and Curriculum

Decolonising the English Textbook: A Venture from Critical Interculturality
Prof. Astrid Núñez-Pardo, Professor, School of Education, Universidad Externado de Colombia
Overview: This qualitative documentary research aims at stating the ontological, epistemological and power criteria, grounded on critical interculturality as a decolonial alternative, which will orient the development of a contextualised English textbook, to resist its uncritical development from the voices of Colombian teachers, authors and experts. Eight English textbooks will be analysed, eight authors and teachers, and three experts will be interviewed. Content analysis as a research method, supported by the socio critical approach will be used to articulate the analysis of the information. Such criteria are expected to overcome the instrumental, homogenised and colonised textbook and to build a desirable one, decolonised and sensitive to universal diversity.
Theme:Pedagogy and Curriculum

How Do CLIL Course Gains Compare to Content Gains in Regular L1 Courses?: Advanced Pharmaceutical Sciences in English or Thai
Dr. Malcolm Field, Professor, Faculty of Social Sciences, Kyorin University, Mitaka, Tokyo, Japan
Prof. Tsutomu Kitajima, Professor, Health Economics, Kyorin University
Yaowared Chulikhit, Associate Dean, Khon Kaen University, Thailand

Overview: The goal of the research was to establish whether students undertaking a content-based course that is taught in a second language, namely English, which are known as Content and Language Integrated Learning (CLIL) courses, are achieving equivalent gains in the acquisition of the content being studied as those students who are learning the same content through an equivalent course that is taught in their first language, which in this study was Thai. The students were enrolled in an advanced Pharmaceutical Science course at one of Thailand's best universities. The course is offered in either Thai or English, with the latter being promoted as advantageous for the students' futures. Contents, pedagogy and assessment requirements were as much as possible the same. Both cohorts were tested for pre-entry knowledge of the course material, mid-semester and exit knowledge. An attempt to compare second language proficiency gains was also considered. The results presented are from the first trial with some unforeseen results arising.
Theme:Science, Mathematics and Technology Learning
Room 6 - 02/025 Conscious Policy

The Recruitment and Retention of Male Educators in Preschools in South Africa
Chinedu Ifedi Onochie Okeke, Professor, and Head of School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Enock Nyanhoto, PhD Student, University of Fort Hare, South Africa

Overview: This study focused on the recruitment and retention of male educators in preschools in one Education District in the Eastern Cape Province. It employed an interpretivist paradigm and a qualitative approach to gain an understanding of the suitable strategies to recruit and retain male educators in preschools. Purposive sampling was used to select ten participants consisting of 2 officials from the Department of Education, 2 principals, 2 preschool proprietors and 2 female preschool educators, and 2 male educators from the Foundation Phase. Data were obtained through the use of in-depth interviews, while the obtained data were analysed by content thematic analysis. All ethical principles for research involving human beings were clearly observed by the researchers. Results indicate that there were no male educators in preschools in the Education District that took part in the study. Results also reveal that men shun away from preschools as a result of culture, stigma, fear, prejudice and the low status of ECCE. Further findings show that the presence of male educators, as role models and father figures, can actually benefit children who attend preschools. In addition, preschools environments were perceived as hostile working environments for male educators. The study concludes that a clear policy on the recruitment and retention of male educators is germane for the sustainability of male educators’ participation in preschools in the Education District that took part in the study. Few recommendations were made based on this conclusion.
Theme:Early Childhood Learning

Decolonising Curricula: Attitudes, Learning Environments, and Student Wellbeing
Danielle Tran, Senior Lecturer in Learning, Teaching, and Professional Development, Educational Development Unit, University of Greenwich, London UK, London, United Kingdom
Overview: Much has been discussed in terms of the meaning behind the phrase "decolonisation of the curriculum" and its connection to an internationalisation of the curriculum, but consideration should also fall on the effect this can have on attitudes and the wellbeing of students. This paper considers what decolonising curricula can mean to staff and students, and how these meanings can affect practical changes for redesigning curricula. By reviewing the attitudes among students towards their existing curricula and the ideas surrounding a decolonising of curricula, the talk also considers the ways in which students' sense of wellbeing is connected to curriculum content (what is taught), teaching approaches (how it is taught), and who it is taught by. Curriculum design in light of decolonising curricula debates, subject content, delivery, and the attitudes of teaching staff all come together to form a learning environment for students which affect their wellbeing and is thus an emerging research area which is in urgent need of further exploration. Through drawing upon first hand interviews, surveys, and focus group data, the talk aims to explore whether decolonising curricula can positively impact on student wellbeing in HE within particular subject disciplines.
Theme:Pedagogy and Curriculum

Assessment and Evaluation of the Competency Based Curriculum in Kenya
Grace Orado, Coordinator Research and Development, CEMASTEA, Kenya
Beatrice Macharia, Deputy Coordinator of Training, CEMASTEA, Ministry of Education

Overview: Kenya is in the process of implementing a new curriculum, Competency based curriculum (CBC). A recent evaluation of the curriculum by an external evaluator reported several successes as well as challenges. Some of the successes reported include: CBC is necessary in Kenya and has the potential of improving the previous curriculum, the curriculum promotes creativity and innovativeness, the curriculum is less taxing to teaches and more engaging to learners, and, the curriculum is focused on talents and not examinations. Challenges include and not limited to: It is an expensive curriculum to implement, Teachers are not adequately trained to implement, and, teachers are not adequately prepared on how to prepare rubrics and portfolios for assessing learners. The new curriculum requires careful examination of the processes involved and identifying any challenges that would interfere with effective implementation. This paper elaborates on the successes as well as challenges in the implementation of CBC in Kenya and proposes measures to mitigate challenges for effective implementation. References KICD, 2018. Kenya institute of curriculum development competence based curriculum for early years’ education phase one pilot reports. NEECBC, 2018. National external evaluation of competency based curriculum report.
Theme:Assessment and Evaluation
Room 7 - 02/026 Adjuvant Curricula

Providing Support for Undiagnosed Palestinian College Students with Learning Disabilities
Dr. Jonathan Kasler, Kiryat Shemona, Israel
Overview: The purpose of this qualitative study was to evaluate student perceptions of a support program for students belonging to the Palestinian-Arab minority in Israel (PAMI) with learning disabilities and attention deficits (LDs) in a medium-sized college in Israel. Previous research has indicated that PAMI students have difficulty succeeding in Israeli institutions of higher education, in which the population is predominantly Jewish and, Hebrew is the language of instruction. In Israel, few of those entering higher education from the PAMI have been diagnosed with LDs. As research has shown that the provision of support and guidance to higher-education students with LDs is essential, It is reasonable to assume that such assistance is even more critical for PAMI students with learning disabilities. We interviewed twenty-two PAMI students who received support after screening and diagnosis for learning disabilities. The results of the analysis of the interviews indicate significant positive effects of the program but also point to needs that it did not address. The results should inform the development of similar programs.
Theme:Learning in Higher Education

Psychological Capital, Anxiety-Related Patterns, and Academic Adjustment
Batel Hazan Liran, Lecturer, Special Education, Tel-Hai Academic College, Upper Galilee, Israel
Dr. Paul Miller, Professor, Special Education, Tel-Hai Academic College

Overview: The present study examines variables of facilitating or undermining potential with regard to different domains of academic adjustment. On the one hand, its focus is on three anxiety-related patterns – all manifested in preservative negative thinking, which has been reported to lead to marked academic, emotional and social difficulties. On the other hand, it looks into the core construct of psychological capital (PsyCap) which has repeatedly been found a positive resource with regard to adaptive behavior. More specifically, the aim of this study is to achieve deeper insights into the mediating role of PsyCap in the relationship between anxiety-related patterns of thinking and academic adjustment. Its motivation was the perception that a better understanding of factors of sustaining or undermining the potential for academic adjustment is crucial in modern society, wherein academic success is increasingly linked to satisfactory occupational and social integration. For this purpose, 250 BA students completed five questionnaires, one assessing participants' psychological capital, three assessing specific anxiety-related patterns of thinking, and one assessing their academic adjustment. Participants' grade point average, as an additional measure of academic adjustment, was collected at two points in time. SEM analyses indicated that psychological capital mediates the relationship between anxiety-related patterns of thinking and academic adjustment. They further demonstrated the significance of psychological capital's unique contribution to the explanation of variance in academic adjustment. Findings are discussed with direct reference to recognition of PsyCap as a positive motivational resource in the domain of Positive Organizational Behavior and adjustment to higher education.
Theme:Learning in Higher Education

Perceptions of Higher Education Students
Malik Muhammad Wali Awan, M.Phil Scholar, University of Management & Technology, Lahore, Punjab, Pakistan
Prof. Farah Naz, Assistant Professor, Social Sciences and Humanities, University of Management and Technology, Lahore, Pakistan
Hasan Murad (Late), Chairman, University of Management and Technology, Pakistan

Overview: Universities today are responsible for the mental, physical and spiritual growth of the students managing to improve the social, cultural, economic and political life style of individuals. World over the universities are performing the key role in leading all kind of organizations and enhancing the economic growth. In Pakistan the role of private sector like other fields cannot be denied in education as well. The public sector could not fulfill the requirements of higher education. The twist of the century attracted the attention of the stakeholders of education marking the fact like; unqualified faculty, low enrollment, minimal relevance of higher education to national needs, lack of compatibility to international standards, low quality of research, and poor governance of universities. The organizations look forward for a change breaking the discontinuity through leadership, vision, empowerment, cooperation, meaning of life and commitment to it. There is a grave concern that universities are supposed to discharge the responsibilities of equipping the individuals enlightened with the meaning of life transforming their understanding of self towards this end. Study has been designed to achieve the objective of knowing the reflection of transformation in the university students. It would be a quantitative study, conducted through survey of the opinion of 1st year and pass outs of BS/ Master education program. Three public and three private universities were selected. Fifty new entrants and 50 pass outer were selected through random sampling to conduct the survey. The results of private sector were found encouraging as compare to public sector.
Theme:Learning in Higher Education
Room 8 - 03/005 Pedagogies for Change

Exploring the Pedagogisation of Multimodality Studies for the Teaching of Multiliteracies
Dr. Fei Victor Lim, Assistant Professor, English Language and Literature, Nanyang Technological University, National Institute of Education, Singapore, Singapore
Overview: The field of multimodality studies has made notable advances in recent years to the analysis of multimodal discourse developed (see for example, compilations by Jewitt, Bezemer, & O’Halloran, 2016; and Bateman, Wildfeuer & Hiippala (2017). While many of the extant theories are meant for graduate and post-graduate research work, it can be worthwhile to explore how some of these understandings can be extended to inform the teaching of multiliteracies in the classroom context. I present a pedagogical approach developed to teach multiliteracies for high school students. The instructional content and meta-language in the approach is organised and informed by the work in systemic functional theory oriented multimodality studies by O’Toole (1994/2010) and Kress & van Leeuwen (1996/2006), which is translated and pedagogised for classroom instruction by Tan, Marissa and O’Halloran (2012), Lim & Tan (2017), and Lim & Tan (2018). The pedagogy for the enactment of the approach in the classroom is based on the principles and knowledge processes of experiencing, Conceptualising, Analyzing and Applying in the Learning by Design Framework (Cope & Kalantzis, 2015). The approach is situated within translational multimodal research, where theories of multimodality inform the design of instructional practices in education. This translational research trajectory follows the work of Cowey (2005) in ‘accelerated literacy’ and Rose & Martin (2012) in "reading to learn" approaches which applies systemic functional theory to reading and writing instruction predominantly in the UK and Australia.
Theme:Literacies Learning

Student Teacher Literacy Practices: Connections to Professional Identity
Laurie Hill, Staff, Shaw High Speed Internet
Overview: Teacher preparation is a complex undertaking, with many competing subjects and disciplinary voices competing to develop the skills and understanding that are required by the pre-service teacher. One of the pre-service teacher’s tasks is to integrate new knowledge and understanding with their developing sense of professional identity. Their focus in this task to reflect on what it means for them to teach in a particular way, in a particular subject area, with a particular group of students. This qualitative study highlights the development of pre-service teacher professional identity as that identity relates to literacy instruction in the classroom. Professional identity and literacy practices are explored through 1) accounts of how pre-service teachers’ literacy identity developed over the course of their life; 2) how their literacy identities further developed through their study in the Bachelor of Education (B. Ed.) program and; 3) the way in which their literacy identity influences their pedagogical literacy practices in classroom instruction. Qualitative data were collected through semi-structured interviews with open-ended questions worded to provide a similar context for exploring an understanding of professional identity and teaching practice related to language and literacy. Pre-service teachers also shared artifacts such as a literacy lesson plan and a favourite book that allowed them to reflect on their personal connection to literacy and educational goals for teaching. This research suggests ways in which B. Ed. courses can highlight and foster a range of approaches to teaching literacy and also offer opportunities for exploring professional identity.
Theme:Pedagogy and Curriculum

Strengthening the Teaching Profession for Culturally and Linguistically Responsive Practice : A Case Study of a State Mandate for Making a Social Difference in Teacher Education
Dr. Jingzi Huang, Director; Associate Dean, School of Teacher Education, University of Northern Colorado, Greeley, Colorado, United States
Overview: In the U.S., K-12 classrooms are experiencing dramatic increase of culturally and linguistically diverse (CLD) students who face the dual tasks of developing their academic English while simultaneously learning the school curriculum content. Effective integration of language development and content learning has been a focus of CLD teacher development for a long time. However, these CLD students interact most often with the majority of K-12 teachers who do not have the CLD education preparation. Thus, equipping all K-12 teachers with the knowledge and skills to work with CLD students has become a priority across the nation. This priority calls for actions at all levels to make a social difference in teacher education. This paper, reporting on a recent state effort to have all K-12 classroom teachers become capable of working with CLD students in schools, intends to examine the process, the success, and the challenges during the development and the initial implementation of the initiative with potential for making a social difference in teacher preparation and development. The guiding questions include: How did the state manage to launch the initiative in the form of legislation? How is the mandate taken by the regulated agencies? What are the success and challenges during the initial implementation? Data sources include public documents, meeting notes, participation observations, and informal interviews. The initiative is one of its kind in the Unites States. Considering teacher development for CLD education is a global phenomenon, the findings of the study provides implications at the national and international levels.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 9 - 03/006A The Whole Child in Early Education

Helping Kindergarten Children in Hong Kong to Understand Issues of Death
Mun Wong, Assistant Professor, Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
Overview: This study examines how 5-year-old Chinese children can develop a better understanding of issues related to death, when they talk about death with teachers at kindergartens. Nine Chinese teachers and their children were recruited from eight kindergartens that had implemented a socioemotional programme (Zippy’s Friends, 2018) for 5-year-old children in Hong Kong. This programme is the only school programme that had included a discussion of issues associated with death for preschool children in Hong Kong. This study focused on collection of data during the teaching of module five, Dealing with change and loss, when preschool teachers were conducting it. Each Zippy’s module started with a story about how the main character coped with different daily stresses. Zippy was the pet of the main character in Zippy’s stories. In module 5, Zippy died in the story. Strategies helping the main character to cope with Zippy’s death were discussed during the lessons. Data from this study were collected by using multiple qualitative methods: children’s drawings; observations and field notes of child-child and teacher-child dialogues during the Zippy’s lessons (including a visit to a graveyard), and teachers’ sharing of their teaching experiences. Findings indicate that children shared many personal experiences and much information about issues related to death, including children’s emotional reactions, coping, sociocultural practices, causality and metaphysical death. Implications for educators and government policy are discussed at the end of the paper.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Collage and Mathematical Creativity in Early Years’ Learners
Olusola Ariba, Student, Childhood Education, University of Johannesburg, Johannesburg, South Africa
Prof. Kakoma Luneta, Senior Lecturer, Childhood Education, University of Johannesburg, Johannesburg, South Africa

Overview: Learning Mathematics has been encumbered with a lot of challenges over the years in Nigeria. Many learners have been misinformed about the concepts and nature of mathematics. This has led to learners’ dislike and phobia for mathematics which now has a ripple effect on mathematical creativity. Can Collage–making (a creativity-oriented and activity-directed art form in the Visual Arts) promote mathematical creativity in learners? Thus, this study seeks to demonstrate how the integration of Collage into mathematics learning can foster mathematical creativity in the early years. The theoretical framework was based on the constructivist’s approach to learning. The study sought to identify the existence of any connection between Collage making and mathematical creativity. Purposive sample technique was utilized in the study since the age range (4-6 years) has been identified as the peak of creative functioning in children, (Fox and Schirrmacher 2012). The contents and materials of Collage-making were integrated into the teaching of some topics in Mathematics. Being a mixed-mode study, data were collected using the creativity assessment tool (CAT) a ready-made instrument (Lucas 2014, 2016), participant observation, and video graphics. Quantitative data analysis using Mann-Whitney U test reflected a fostering of learners’ creativity in mathematics with a high effect of 0.83 using Cohen (1988) criteria, while the qualitative approach revealed a cognitive transfer from collage-making into mathematics thus aiding creativity. With further evidence in literature, the study ascertains a strong correlation between Collage and learners’ creativity in early years’ mathematics. This can better inform teaching and curriculum planning.
Theme:Early Childhood Learning

Early Education of Orphans and Vulnerable Children in Sub-Saharan Africa: A Social Justice Perspective
Jace Pillay, Professor & Research Chair, Educational Psychology, University of Johannesburg, Johannesburg, Gauteng, South Africa
Overview: In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub- Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio- ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa. The findings have global value since OVC exist in all countries.
Theme:Early Childhood Learning
Room 10 - 03/006B Preservice and Inservice Curricula

Developing Critical Capacities for Social Justice in Teacher Candidates
Paul Vellom, Associate Professor, Teaching, Learning, and Educational Studies, Western Michigan University, Kalamazoo, Michigan, United States
Allison Hart Young, Professor, Western Michigan University

Overview: As preKindergarten-12 educational contexts in the US and around the world become increasingly more diverse, it is ever more critical for teacher candidates to examine and explore their own identity and positionality. Our undergraduate teacher education program attracts candidates who are predominantly White, middle-class, CIS-gendered, heteronormative, and able. They hail from towns and cities in which they are most often positioned as part of the dominant identity group. Our concern is that public schools do not reflect these privileged identities. This paper describes the practices of two teacher educators responsible for introductory coursework in a traditional teacher education program. Our goal is to develop practitioners who are reflective and who see themselves as agents of social change. Developing anti-racist perspectives through the study of their own identities is central to this goal. Work by Arao & Clemens (2013), DiAngelo & Sensoy (2014), and Nieto (2008) helps to frame this work. Our introductory courses are important environments in which to develop our students’ critical and analytical thinking about their identities, the nature of schools, and the profession. We do this by troubling their privileged identities and positionalities, to engage them in learning about social justice (Harro, 2013; Tatum, 2013; McDermott & Samson, 2005). Through assignments like a demographic analysis of their hometown, readings focused on identity and identity development, and Freire’s (1973/1990) Pedagogy of the Oppressed we hope to dispell the notion of “colorblindness” and to develop in our students a more grounded and responsive view of themselves.
Theme:Learning in Higher Education

Foregrounding Teacher Agency in a Teacher Education Programme
Ansurie Pillay, Senior Lecturer, School of Education, University of KwaZulu-Natal, Durban, KwaZulu-Natal, South Africa
Overview: In a world often filled with uncertainty, teachers need to be empowered not just with disciplinary knowledge and pedagogical tools, but also with an understanding of how to make a social difference to the lives of their learners, irrespective of context or resources. This paper reports on a study that foregrounded teacher agency within a South African teacher education programme. The study, underpinned by critical pedagogy, involved working collaboratively with pre-service teachers within a participatory action research design. The study found that pre-service teachers responded positively to lecture-rooms that were perceived to be safe and respectful of their views. By foregrounding agency, they felt empowered to make decisions and access resources, and they embraced challenges perceived to be valuable. By the end of the study, they recognised that teachers can serve as primary resources in schools if they empowered themselves with deep content knowledge, effective pedagogical skills and an understanding of how to make a social difference. They also understood the need to engage learners, scaffold learning, build on prior knowledge, affirm histories, and enable a classroom where learners’ contributions are valued. Ultimately, foregrounding teacher agency required the pre-service teachers to critically reflect on their practices, confront their prejudices, and ascertain the underpinning philosophy shaping their practices.
Theme:Learning in Higher Education

Embracing Culturally Responsive Pedagogy: How Educational Leaders Instill a Belief about Cultural Responsiveness in Their Teachers
Dr. Douglas Hermond, Professor, Educational Leadership, Prairie View A&M University
Dr. Tyrone Tanner, Prairie View University

Overview: Gay (2010) defines Culturally Responsive Pedagogy (CR) as instructional applications that help educators “improve the academic achievement of students from diverse racial, ethnic, cultural, linguistic and social-class groups." These pedagogical approaches take into account the “discontinuities between the school culture and the community cultures of low-income students and students of color." Despite the frequency of CR in the literature, its practice is not widespread, even though most educators are cognizant of it. We conjecture that educators have not internalized CR as a part of their knowledge-belief system, thus, when faced with classroom challenges, they abandon CR for conventional approaches. In 2002, Muijs and Reynolds verified that teacher beliefs impact their behavior. Given this connection, we expect teachers to behave based on their beliefs. Consequently, the question remains, what informs an educators’ beliefs about CR, and how can this be internalized? To answer this question, we identified ten educational leaders of majority-minority urban schools that are experiencing academic success and whose teachers consistently practice CR. This inquiry helps us understand how educators scaffold CR into their knowledge/belief system. With this knowledge, we will be able to equip educational leaders with processes to influence educators to internalize CR as a part of their philosophical repertoire.
Theme:Pedagogy and Curriculum
Room 11 - 03/011 Responding and Responsive Institutional Change

A Technique to Map and Evaluate Fulfillment of Institutional Learning Outcomes: Analyzing Outcomes to Facilitate Educational Accountability
Julie Sexton,
Dr. Jay M. Lightfoot, Professor and Associate Dean, Accounting & Computer Information Systems, University of Northern Colorado, Greeley, Colorado, United States
Brian Dauenhauer,
Dr. Eugene Sheehan, Dean, College of Education and Behavioral Sciences, University of Northern Colorado
Renee Welch,
Tara Wood,

Overview: Outcomes assessment in higher education has grown beyond basic formative and summative evaluation. To ensure full participation and educational advantages to under-represented groups we must begin to assess and evaluate the entire academic institution and its contribution to social change. Toward that end, our University developed a set of institutional learning outcomes (ILO) that encompass both academic units and student service functions. These ILOs are organized within five broad categories that include: foundational skills, interactions with others, connecting ideas, professional competence, and healthy behaviors. The intent was to determine and analyze the extent to which the ILOs are taught and assessed throughout the University at all levels within all units. The project collected data from 49 programs/departments concerning the extent to which each of the ILOs is taught and assessed within the unit’s courses and activities. Collecting the data from the units was relatively straight-forward; however, we found that comparative analysis was problematic given the nature of the data and the varied functions of the units. To solve this, we developed a visual mapping technique to represent the data that allows easy analysis and quickly draws attention to areas where ILOs are not adequately addressed. Our paper describes the ILO mapping project and demonstrates the visual technique it incorporated. The technique is generalizable to any level of the academic organization and provides the information needed to fine-tune teaching and assessment activities. This, in turn, can improve the overall effectiveness of the educational institution.
Theme:Assessment and Evaluation

Pushing Back on Casteism in Schools in India: Knowledge Mobilization and Dalit Social Action
Dip Kapoor, Professor, Educational Policy Studies, University of Alberta, Edmonton, Canada
Simone Brown Mc Laughlin, Graduate Student, University of Alberta, Canada

Overview: Despite the Constitutional prohibition of discrimination based on caste (Article 14) and the practice of untouchability in any form (Article 17) in India, Dalit (the “downtrodden” or “outcasts”) continue to be subjected to caste-based discrimination and untouchability practices in schools. Based on a recent funded participatory research initiative in the eastern state of Odisha undertaken with the Center for Research and Development Solidarity (a Dalit popular research organization) which engaged 401 Dalit students in grades 6-10 attending 16 state schools in a 25 village zone, this paper demonstrates how research as knowledge mobilization for and with Dalits can simultaneously expose such discrimination while mobilizing organized collective action with parents, Village Education Committees (VECs) and local Dalit NGOs and movements to address casteism and untouchability in state schools.
Theme:Adult, Community, and Professional Learning

Social Inclusion and Digital Equity for Vulnerable and Marginalized Adults: Newcomer Language Learners in Canada
Matthias Sturm, Lead Evaluator, LearnIT2Teach Project, New Language Solutions, Vancouver, Canada
Overview: Public services are increasingly offered exclusively online, thus Internet access and digital literacy become basic requirements of social, economic, and educational inclusion (Dailey, Bryne, Powell, Karaganis, & Chung, 2010). Digital-by-default policies reduce or discontinue face-to-face interactions with public services in favour of online interactions, with the goals to increase efficiency (European Commission, 2018), enhance access to services, and realize financial savings (McKinsey Center for Government, 2016). Digital access and literacy skills are not equitably distributed among populations (Haight, Quan-Haase, & Corbett, 2014; European Association for the Education of Adults, 2019). This creates the potential for new forms of digital and social inequality and necessitates a closer examination of how digital policies affect vulnerable and marginalized adults such as Canadian newcomer language learners, who rely on government services, and already experience social and economic inequality related to age, income, education, location, and immigration status (Haight et al., 2014). This is a particularly pressing issue, as adult learners are “stuck in a double bind” because these disparities, compounded with lack of online problem-solving skills and access to learning supports, contribute to the existing digital divide (Pinsent-Johnson & Sturm, 2017). The proposed doctoral study investigates the implications of digital policies on migrants’ experiences using resources and service online and how learning digital skills contribute to cultural capital (Bourdieu, 1977, 1990). The presentation discusses the theoretical framework and methodology of the research, conceptualizing connections between digital policies, social inclusion, and digital equity for literacy research in the digital turn.
Theme:Literacies Learning
Room 12 - 03/017 Personalizing Instruction

Using UDL and SAMR for Inclusive Teaching and Learning: Effective Practices in Post-secondary Online Spaces
Dr. Wendy Kraglund Gauthier, Core Faculty, Faculty of Education, Yorkville University, Fredericton, Canada
Overview: Teaching with technology is not only about the use of particular devices, but also how technology can create engaging and accessible spaces for learning. Effective instructional strategies are integral to the successful delivery of online courses; yet, a lack of familiarity with the pedagogical constructs needed to create effective digital learning environments, and sometimes uncertainty in how to implement them, impacts some educators’ praxis. Universal Design for Learning (UDL) and SAMR help educators meet these outcomes by providing a framework for understanding how to create curricula that reflects a focus on a student-based pedagogy and acknowledging each student differs in interests, learning profile, and level of functioning. Blurring the lines between Theme 7 and 8, this session will be an interactive discussion on the challenges and opportunities that can emerge when educators are mindful of how UDL and SAMR can not only enhance, but also transform post-secondary students’ experiences in online spaces. It will include lessons learned through recent research and activities to bring colleagues accustomed to working in face-to-face classrooms into digital learning spaces that maintain alignment with effective learning pedagogy and UDL principles. It will be an opportunity for participants to reflect on and share their own strategies and effective practices in embedding the four core principles of SAMR into online instruction and student learning. Take-aways will include evidence-based strategies and tips for addressing digital curriculum design and changing mindsets to be more equitable, inclusive, and socially just.
Theme:Learner Diversity and Identities

Mathematical Mediation from Zoltan Dienes to Spreadsheets via Data Tables: Technology Immune/Technology Enabled Problems within an Action on Objects AoO Framework
Michael Connell, Professor of Mathematics Education, Urban Education, University of Houston-Downtown, Houston, United States
Overview: Technology creates new mathematical objects requiring new modes of student interaction - for example, the National Library of Virtual Manipulatives. These virtual manipulatives draw much of their efficacy from prior embodiment as hands-on materials currently in elementary mathematics classrooms. In preparing teacher candidates to make use of these new manipulative-based virtual resources Zoltan Dienes writings and views on manipulatives in instruction were explicitly referenced throughout my elementary mathematics methods courses. Dienes is best known for multi-base blocks created for teaching place value – particularly base10 - and seminal algebraic materials and logic blocks. To many mathematics educators, he was seminal in establishing manipulatives in teaching and learning mathematics. The samples of Dienes work used in this paper centered on mathematics in the early grades including manipulatives, games, stories and dance. Following discussion of Dienes and his ideas, students explored a surface area problem where a base10 physical manipulative was used to create a data table of results. This data table then served as a mediational tool for spreadsheet exploration at a level of mathematics much higher than would be otherwise possible. Student comment, work samples, and professor observation showed these teacher candidates demonstrating greater insight into both traditional and technology-enabled virtual manipulatives than past groups lacking this exposure. The discussion of base10 blocks had powerful and personally meaningful connections with their own experiences as learners. By reminding the students of these experiences, it empowered their use of both traditional and technology enabled manipulatives.
Theme:Pedagogy and Curriculum

Teaching Grades Eight and Nine Directed Numbers and Algebra: Mathematics Teacher Knowledge
Dr. Judah P. Makonye, University of Johannesburg
Overview: The general low learner performance in mathematics for the lower socio-economic learners has serious ramifications on social equity and human capital development for any country. It is imperative to research for High Leverage Mathematics Teaching Approaches in teaching key mathematics topics such as directed numbers and algebra to ameliorate the under-performance of children from low-income families. High Leverage Mathematics Teaching Approaches are research-informed actions that produce the greatest benefits for one’s efforts. These are closely allied to Pedagogical Content Knowledge (PCK) (Shulman, 1996) and Mathematics Knowledge for Teaching (MKT) (Ball et al., 2008)which informs this research. It is known that transition from arithmetic to algebra is a difficult one for learners. Addressing the knowledge gap in teaching these directed numbers and algebra is imperative to improve learner outcomes as failure to grasp these topics often result in learners dropping mathematics as a school subject altogether. Data will be collected through interviews as well as observations of lessons when teachers teach the topics. This helps to form topic specific knowledge for teaching them.
Theme:Science, Mathematics and Technology Learning
Room 13 - 02/008 The Narrative as Pedagological Tool

Digital Storytelling as a Entry Point for Women’s Narratives of Hope
Christina Romero Ivanova, Assistant Professor, Education, Indiana University Kokomo, Kokomo, IN, United States
Overview: This paper is part of the larger narrative inquiry on women’s digital storytelling. The research focuses on how women from different backgrounds use digital storytelling to reveal their diverse experiences. Through one-on-one interviews, reflective writing, and the digital stories themselves, categories of hope emerged. This paper will involve data from on 2-3 participants’ digital stories that were created during the time of a professor and her students second year teaching digital storytelling in a women’s domestic violence shelter.
Theme:Adult, Community, and Professional Learning

Let’s Talk! : How Do Caregivers in Collectivistic Cultures Support Young Children Narrative Skills?
Dr. Raquel Plotka, Assistant Professor, Early Childhood Development, Pace University, New York, NY, United States
Dr. Xiao-lei Wang, Pace University, Pleasantville, New York, United States

Overview: Early narrative skills are predictive of later academic success (e.g., Fivush, Haden, & Reese, 2006). In different cultures caregivers engage in different narrative styles when supporting children expressive language skills (e.g. Schieffelin & Eisenberg 1984). European-American parents rely on an elaborative style, which consists of adults asking numerous questions to structure the narrative. Yet, parents in collectivistic cultures are likely to rely on a participatory conversation style, which focuses on social bonding and consists of adults and children sharing the role of “story-teller” without the adult guiding the conversation through questions (Melzi, Schick, & Kennedy, 2011). The participatory style has received limited attention in the literature, and most studies have focused on Latino families (e.g. Melzi et al., Plotka & Wang, 2016, Plotka & Wang, 2018). Participatory interactions studies have not included other collectivistic groups residing in the U.S. This study attempted to narrow this gap by examining the effects of participatory style in the narrative skills of young children of twenty Hindi and Yiddish speaking families. The results show that participatory styles are effective at promoting narrative skills in young children of collectivist backgrounds. These results have implications for practice. Educators are trained to use elaborative narrative styles (e.g. Wilhelm, 2014). Given the increased diversity of home language and cultural background in the typical U.S. classroom and in the world, it is important for educators to familiarize themselves with diverse interaction styles. Adopting participatory strategies can be a culturally-sensitive effective way of fostering expressive language skills in young children.
Theme:Early Childhood Learning

Education beyond Borderlines: The Challenge of Teaching Contradictory Narratives in Times of Conflict
Tamar Ketko, Head of Department , Faculty of Humanities and Social Sciences, Kibbutzim College of Education, Tel Aviv, Israel
Overview: Multicultural education generally refers to a mixture of different social and historical values, which involve a complex of issues related to identity, national or political loyalty and pertinence. Stressing the importance of moral and professional borderlines about these aspects points out the necessity to re-observe them regarding the increasing of racism and intolerance attitudes in the 21st century. Despite the popularity of innovation, cross-border communication and multicultural dialogues, standing in front of heterogenic classes in states under threat of ongoing wars, forces teachers to cope with inevitable conflicts about existential rights and resistance. This case study will try to expose some pedagogical approaches at the Kibbutzim College of education in Israel, which implements experimental teachers' training methods of Jewish-Arabic students. It will emphasize the reciprocal relations between teacher's responsibility to fulfill academic and pedagogical obligations, and the awareness of political conflicts within the students' cultural communities and their leeway activities at schools. This educational policy and practical approach among future teachers and educators, may give an answer to the unsolved conflicts and gaps between students who belong to different nationalities and religions, and grew up on contradictory historical narratives, such as Jews and Arabs in the state of Israel.
Theme:Learner Diversity and Identities
12:55-13:45 Lunch / Almuerzo
13:45-15:25 PARALLEL SESSIONS
Room 1 - 0G/007 New Curricula

Constructive and Cooperative Learning in the Education of Teachers at University
Alicia Nudler, Professor, Humanities, Social Sciences and Arts, Universidad Nacional de Río Negro, Bariloche, Río Negro, Argentina
Micaela Franzé, Teaching Assistant, Universidad Nacional de Río Negro, Argentina

Overview: In this paper, we describe aspects of our practice in teaching future secondary school teachers of various disciplines at the university level. The main goals and challenges of the task are discussed, along with the strategies we have developed over the years, and an account of some of the results and feedback from students. The theoretical frameworks that inform our practice are also presented: ideas by Lev Vygotsky, Juan Ignacio Pozo, Carl Rogers, and Telma Barreiro, among others, are briefly outlined as a context for the discussion. The main problems we present are related to the promotion, at the university level, of truly constructive learning processes and cooperative groups. These purposes, although generally highly valued in the psychology of learning and education literature, become real challenges in actual practice. And even though the pursuit of these aspects is important in higher education in general, they are especially relevant in the context we describe, since this course should contribute to the construction of a positive future teacher´s role by our students. We present some of the techniques and tools we have developed and, finally, we make a reference to the challenge of teaching psychology, in one combined course, to students pursuing teaching education careers in different disciplines. This final topic brings into focus the old debate in psychology of learning about generality vs. specificity of domains, which is also briefly discussed in the context of the strategies we use.
Theme:Learning in Higher Education

Research on Blended Learning Mode of College English: Mobile Learning as an Auxiliary Means
Wei Cui, Department Deputy Director, The School of Foreign Languages, Changsha University of Science and Technology, Changsha, China
Overview: The integration of information technology and curriculum does not mean that information technology is merely a tool that aids in teaching or learning. Instead, it emphasizes the use of information technology to create a new type of learning environment, and supports the teaching and learning methods that could realize situational creation, thinking inspiration, information acquisition, resource sharing, multiple interactions, independent inquiry, collaborative learning and other requirements. Therefore, this study defines the blended learning mode as the learning mode that integrates the advantages of traditional face-to-face teaching and learning and digital learning, and makes full use of micro-course resources (all micro-courses online and self-made micro-courses available) and WeChat platform and other learning resources. In this study, a blended learning mode of college English listening and speaking is established, with a popular social media software in China--WeChat as the main mobile auxiliary learning carrier. This mode is testified to be applicable to science and engineering colleges and universities and could realize the effective formal learning and informal learning, systematic learning and fragmented learning, autonomous learning and collaborative learning, based on the combination of traditional classroom learning and WeChat-based mobile learning.
Theme:Learning in Higher Education

e-Learning and Smart Pupils: The Model of Management in Peruvian Major Schools
Maria Elena Esparza, Pontificia Universidad Catolica del Peru, Lima, Peru
Master Fatima Ponce, Associate Pofessor, Management Sciences, Pontificia Universidad Catolica del Peru
María Elena Sánchez Zambrano, Management, Economy, Pontifical Catholic University of Peru, Lima, Lima, Peru

Overview: In 2014, the Peruvian government created the Network of High Performance Schools, based on the experience of the Presidential Major School of Peru. In a framework of an equal opportunities policy, this school system allows access for outstanding low-income students to a comprehensive education with high international quality standards in the last three years of secondary education. Due to its experimental nature, the network currently comprises only 26 schools in urban areas, which is not enough to cover all of the students with these skills. The objective of this paper is to propose a learning management model that incorporates the use of technological tools to reach the unattended population. For this purpose, the factors of success and weaknesses of the current model will be analyzed and identified. The research method will be mixed, including quantitative and qualitative analysis. Information will be collected form teachers, students and program managers, through primary sources such as in-depth interviews, surveys and observations.
Theme:Technologies in Learning

Cognitive Sensitivity in Early Childhood Practice
Zeenat Janmohamed, Academic Chair, Community Services and Early Childhood, George Brown College, Toronto, Canada
Overview: There is a growing interest in creating quality early childhood environments that support the social-emotional, language and cognitive development of young children. As public investment grows, exploring the impact of professional practice on the quality of early childhood programs is warranted. This study explores the impact of training in cognitive sensitivity through group and individual coaching sessions on educators in licensed early childhood programs. It pays particular attention to how responsive educators are to children's cues to promote cognitive and language development.
Theme:Early Childhood Learning
Room 2 - 02/011 Democratic Schools

Democratic Schools: Making Shared Governance Meaningful
Perry Rettig, Vice President, Academic Affairs/Enrollment Management, Piedmont College, Cornelia, Georgia, United States
Overview: School systems are governed in an antiquated model not reflective of the democratic principles they espouse. The present model was created in a bygone era and should be replaced with one that is more congruent with professional organizations and democratic structures. This paper will briefly show the present governance structures of our schools and the fallacies they support. The remainder of the presentation will focus on imagining a new model which supports the tenets of democratic decision making and leadership.
Theme:Educational Organization and Leadership

Teaching and Learning about Information and Reactionary Populism: How Faculty Can Make a Social Difference
Lorna E. Rourke, University Librarian, Library, St. Jerome's University in the University of Waterloo, Waterloo, Ontario, Canada
Pascal Lupien, Assistant Professor, Political Science, Campus St-Jean, University of Alberta, Edmonton, Canada

Overview: In the past few years we have witnessed the rise of right-wing populist movements characterized by xenophobia, authoritarianism, and hostility toward democratic institutions, diversity, and human rights. One of the factors behind the success of populist leaders is the manipulation of information and ideas through the emergence of a “fake news” industry. Populist movements have devised misinformation campaigns that speak to the fears and resentment of large segments of the population. There is considerable evidence to suggest that a better educated population means a swing to populist politics is less likely (Waller et al, 2017). Information literacy (IL)—the ability to filter, analyze, and think critically about information—is particularly relevant in the current political climate. IL skills make people less susceptible to manipulation and support a more informed democratic citizenship. As such, educators at all levels must help students to recognize the relationship between information, politics, and democracy, and to learn how information manipulation contributes to the rise of authoritarianism. In this session a Political Scientist and a Librarian will review how information is created and controlled, and the ways in which misinformation and the lack of IL skills threaten democracy. We will suggest the important roles of educators in helping students understand the creation, suppression, and dissemination of information, and will provide practical examples of the ways in which educators can help our students and others at all levels of education and in all sectors of society develop the skills required of citizens in a democratic society.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Critical Democratic Literacy: Using Multimodal Learning with Young Learners to Mediate Their Participation in Their Sociopolitical World
Dr. Julie L Pennington, The University of Nevada Reno, Reno, Nevada, United States
Dr. Kathryn Obenchain, Professor & Associate Dean, Curriculum & Instruction, Purdue University, West Lafayette, IN, United States

Overview: Learning to make a social difference for young children requires instructional practices that allow all students to participate in their sociopolitical contexts. The United States has focused intently on the use of standardized tests to measure young children’s reading abilities. Broader views of literacy’s role in social access call for critical views of literacy that promote social justice. In this qualitative case study of elementary students, multimodal design was used to teach the concepts of civic virtue and engagement. Data from all class activities including lesson videos, student drawings, writings, and video creations were examined to understand how students expressed their understandings of civic virtue and engagement. Students demonstrated their understanding by creating a Public Service Announcement video. Students selected a scenario, created dialogue and gestures, with a narrative depicting how to stand up for the homeless and how to stand up to bullying. Findings indicate that multimodal instructional design coupled with critical democratic literacy concepts creates a means for students of all reading and writing abilities to surpass simplistic views of literacy to create critical meaningful expressions relevant to their own sociopolitical contexts. Young children understand concepts related to social justice and their engagement in topics related to democratic values related to social justice can be facilitated by multimodal learning. Instructional responses to individual differences as they relate to students’ literacy abilities (e.g., reading level, vocabulary knowledge, and writing abilities) can be expanded by relying on multimodal design, via oral story reading, class discussion, photos, illustrations, and video excerpts.
Theme:Literacies Learning

Resilient Schools and Democratic Schools
Lucia Fernández Terol, Doctoral Student, Didáctica y Organización Escolar, Universidad de Granada, Becaria FPU, Granada, Spain
Marta Olmo Extremera, PhD Student, Universidade Estadual do Ceará

Overview: Currently, the applications for the school management are increasingly demanding. Directive teams need to be ready for change, challenge and fairer societies. This is the reason why leadership can focus on the emotional and social aspects, as in the case of resilient leadership. This paper presents a study on how resilience can be developed in schools to build schools with social justice. The theoretical framework brings us closer to the concept of resilience and leadership. The methodological design is mixed through case studies. This study provides evidence that the centers seek to improve social and inclusive aspects. Among the characteristics to highlight leadership is the social commitment. Whereas, in the processes of teaching and learning, and restructuring and redesign of the curriculum is where we find the inclusion and justice. The directors recognize in their speeches, along with the rest of the informers, that being a director of educational centers with great challenges is a difficult task, especially when it is necessary to manage and organize it effectively. They are the principals with a strong social commitment, which is why they try to build school environments appropriate. Principals manage their centers with cultures of change The school is presented as an organization that seeks to generate spaces and an adequate school climate for the development of social justice. Focusing on the characteristics of resilient leadership, dialogue, decision making and social commitment are the ones that stand out. This research invites the educational community to reflect on resilient leadership.
Theme:Educational Organization and Leadership
Room 3 - 02/013 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Transitioning the Academic Learning Environment: Adopting a New Learning Management System
Holly Owens, Instructional Designer, School of Health Sciences, Touro College, Bay Shore , NY, United States
Rivka Molinsky, Associate Dean, Students and Innovation, Touro College, New York, United States

Overview: Touro College and University System (TCUS) is a dynamic and complex system of undergraduate and graduate schools. In spring 2018, several schools within the piloted a new learning management system (LMS), Canvas. This pilot was conducted in the Nursing program which is in the School of Health Sciences (SHS). Following a successful pilot, all SHS courses had to be moved from Blackboard to Canvas and redesigned to meet school policy standards. To successfully accomplish this, coordination, communication from the central IT department to local support (e.g. Instructional Designers) established transition framework. The goals of this transition included: Supporting teaching and learning with the necessary tools to support, design, build and deliver courses in multiple delivery modes (face-to-face, hybrid & online); Giving faculty time to acclimate to a new environment; Providing additional tools for teaching and learning to facilitate communication, assessment and reporting; Building a technically reliable system that can be integrated with other campus and third-party systems. This session is ideal for administrators, technical staff, system administrators, instructional designers, support staff, and faculty champions who engage the campus community on topics related to the learning management system, instructional design, online learning, and help desk support. Presenters will review effective project planning and communication strategies, support and outreach tips, technical challenges, and customized integrations as well as best practices, pitfalls, and lessons learned, including an interactive polling session comparing participants’ views and current trends at their respective institutions.
Theme:Technologies in Learning
Room 4 - 02/017 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Writer's Checklists: A Framework for Scaffolding the Writing Process
Deborah Howard, Assistant Professor, Curriculum & Instruction, State University of New York, Oswego, Oswego, New York, United States
Overview: The ability to write well is an essential skill in every aspect of life, not just in academic settings. However, learning to write proficiently can be difficult for all students whether in primary school or post-secondary courses. It is typically even more challenging for students who struggle with writing. Therefore, it is important students learn the skills and strategies they need to use and manage the writing process: pre-writing, drafting, revising, and editing. The writing process tends to be recursive rather than linear, often requiring students to move back and forth through the different stages. To support struggling writers, procedural facilitators such as writer's checklists provide explicit, scaffolded frameworks to guide students as they complete each stage. This session will present writer’s checklists within the instructional framework of the Gradual Release of Responsibility model (I Do, We Do, You Do). The workshop can be adjusted to fit small and/or large numbers of participants. Participants will follow along as the writer’s checklist for planning is modeled to respond to a writing prompt. Afterwards, participants will be sorted into small groups for collaborative practice using the checklists for drafting, revising, and editing, as time permits, to complete the written work. Upon completion, groups will share their experiences with using the checklists and brainstorm ways to adapt, modify, and accommodate the checklists based on students’ diverse instructional needs. The presentation will include handouts of checklists and examples as well as access to digital copies that can be adapted to fit participants’ needs.
Theme:Pedagogy and Curriculum

The Heart of the Matter: Using a Social, Emotional, Cultural, and Academic Lens in Teacher Preparation and K-12 Classrooms
Wendy Thowdis, Assistant Director, Center for Reaching & Teaching the Whole Child, United States
Nancy Lourie Markowitz, Executive Director, Center for Reaching & Teaching the Whole Child, Community Initiatives, San Mateo, California, United States

Overview: Facilitators will provide an interactive workshop where participants will practice using a social, emotional, and cultural (SEC) “lens” and discuss how it can be applied to K-12 teacher preparation and classroom settings. The Anchor Competencies Framework, created by the Center for Reaching & Teaching the Whole Child (CRTWC), provides a roadmap and specific strategies for making SEC competencies actionable in classroom and teacher preparation settings, with the focus on supporting teacher and student growth and student academic achievement. Supporting research completed on this Framework will be shared. First, participants will review the CRTWC Framework, which includes a description of the seven Anchors as well as teacher moves and strategies that make them actionable in classrooms. Second, participants will experience a mindfulness activity and dialogue about how and why it supports student learning. Third, they will view and analyze two video clips and one teaching case, using the SEC Observation Protocol, identifying how the seven Anchors can be integrated into academic content and used to create a safe, productive learning environment. Specifically, these resources demonstrate how educators can meet the needs of English Language Learners and how SEC competencies can be integrated into literacy. Fourth, in small and whole groups, participants will be given prompts to identify how using the seven Anchors can help teachers respond more productively to students, with an emphasis on how socio-political, cultural, and individual contexts impact student learning. Finally, participants will brainstorm plans for integrating this work into their current teaching.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 5 - 02/018 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

A Surprisingly Useful Tool for School Improvement Planning: Using Well-being as a Framework for School Growth and Development
Jennifer Moore, Adjunct, Office of Innovative Professional Learning, DePaul University, Chicago, United States
Overview: This workshop is focused on a planning process and framework that could dramatically improve the quality of life that members of the school community experience each day. Participants leave with tools to take back and apply to positively frame their work, shifting how schooling looks in their communities. The content of this workshop is social justice in action. Workshop participants will experience a planning process that they can bring back to their school communities to enhance staff and student well-being. Participants will begin by reflecting on their own well-being and learn about the well-being wheel. They will engage in an appreciative inquiry, reflecting on the current state of well-being in their school community and using that information to plan how they could enhance what is already in place. Participants will then identify indicators of success for the well-being of their community and measurement tools to help them track growth. In conclusion, workshop participants will reflect on the way the well-being wheel framework can provide a guiding framework for the work of schooling.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Meaningful Teaching and Learning through Creativity and Reflective Practice: Exploring STEAM through the Arts leads towards an authentic approach to learning
Bronwen Wade-Leeuwen, Lecturer, Researcher in Teacher Education Program, Educational Studies, Macquarie University, Sydney, Australia
Kathryn Mc Lachlan, Macquarie University, Sydney, Australia

Overview: The Australian Curriculum acknowledges the place of inquiry learning and this is emphasised in the new Digital Technologies and Arts Curriculum. Our research has identified that many pre-service and classroom teachers do not possess the skills, knowledge and capacities to effectively teach the outcomes outlined in the Australian Curriculum. This workshop focuses on developing critical and creative thinking skills by uses new and old technologies. Beginning with material exploration supported by a variety of theoretically based reflective approaches to learning. Collaborative creativity is experienced initially through two-dimensional material explorations and then elaborated through an inventive process using third-dimensional materials designed to enhance teachers’ confidence while exposing them to a deeper understanding of the five levels of creativity.
Theme:Adult, Community, and Professional Learning
Room 6 - 02/025 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Enriched Early Learning: Implementing the Abecedarian Approach in an Indigenous Inner-city Canadian Community
Shelley Jonasson, Program and Policy Consultant, Manitoba Education & Training - Healthy Child Manitoba, Canada
Joseph Sparling, Senior Scientist Emeritus, Frank Porter Graham Child Development Institute
Jamie Koshyk, Faculty, Research, School of Health Sciences & Community Services, Red River College, Winnipeg, Manitoba, Canada

Overview: This session will begin with an overview of the evidence-based Abecedarian Approach to enriched early learning, which has been extensively evaluated. The focus will be on the implementation of this approach in a largely Indigenous, inner-city social housing complex in Winnipeg, Canada. An overview of the key program components will be provided, including the inclusion of Indigenous culture. The very positive impact on the children's development will be covered, but importantly for the conference special focus, we will highlight the inter-generational impact the program has had on parents: their understanding and belief in their capacity to play a key role in their child's learning; their changing vision of the future; and their emerging ability to imagine and pursue their own educational and employment goals. Short video clips will illustrate Abecedarian principles and provide firsthand accounts from parents. The discussion will focus on the many ways in which enriched care-giving can instigate social change for young children, their families, and communities. Practice and policy implications will be discussed, as well as a quick overview of Abecedarian activities that have grown from this initial project. If time allows a quick overview of global Abecedarian activity will be provided.
Theme:Early Childhood Learning

Research-based Interventions for Online Student Retention
Efiong Akwaowo, Assistant Professor, Ashford University, United States
Kathleen Kelley, Assistant Professor, College of Education, Ashford University
Debby Hailwood, Faculty, Division of General Education, Ashford University, San Diego, United States
Dr. Jennifer Robinson, Ashford University

Overview: Student retention in online courses continues to be less than that of a traditional brick and mortar campus. Researchers tend to point to the fact that there is no simple solution to help students toward their degree completion or fulfill of their educational goals. Factors that contribute to student retention in the online classroom are student self-discipline, instructor engagement and response time and student support services. Of these factors being cited as reasons for leaving the University, what can be done that classroom instructors/the professor might have some control over? During this workshop, participants will be given small documents that contain reasons students leave universities. Participants will sort the items into those that in are in the control of the professor and those that are not. Blank pieces of paper will allow other reasons to be added. After the sorting, a list of proposed solutions will be shared by partners and groups. Sorting and resorting will provide brainstorming of ideas that are in the control of the classroom instructors. Students who enter a university from a background that results in low academic capital will have gaps that can prevent them from persevering and completing a degree. These students often face a disadvantage and without academic experience through interventions for success, the opportunity to advance is undermined especially in an online environment. Participants should leave this workshop with shared retention-promoting ideas that can be implemented immediately in their classrooms, whether face to face, blended, or exclusively online.
Theme:Learning in Higher Education
Room 7 - 02/026 New Initiatives for Change

Assessing the Impact of the Systematic Design of Instruction Based on Secondary School Students English Language Learning Outcomes
Nawal Awachi, English Language Teacher, Ministry of Education, Bahrain
Alajab Ismail, Associate Professor, Department of Distance Learning, Arabian Gulf University, Manama, Bahrain
Tayseer Al Khazali, Associate Professor in Instructional Design and Technology, Arabian Gulf University, Bahrain

Overview: The current study aimed at investigating the effect of the systematic design of instruction according to Dick and Carey model on English language skills of Bahraini secondary school. The study applied the developmental research method on a sample of (54) students from Hamad Town Secondary School from the third level, all students who were enrolled in (Eng 301) subject in the first semester of the academic year 2017/2018. The content of the English subject has been analyzed, designed and develop the learning material according to Dick and Carey Model. The study instruments included the following: achievement test for reading, writing and grammar skills, and satisfaction with learning questionnaire for assessing participants’ satisfaction with the learning experience. Data analysis revealed statistically significant differences at (α=0.05) between the achievement test; a pre-test and post-test in the mean score of experimental and control groups in the two main English language skills: Reading, writing and grammar. Students improved in academic reading and writing skills, and there were statistically significant differences in reading skill test (achievement). Based on the study findings, relevant recommendations were made and suggested studies were proposed.
Theme:Technologies in Learning

The Role of the Islamic Waqf in Building the Knowledge Society
Salah Eddine Arkadan, Assistant Professor , Social Studies and Humanities, Gulf University for Science and Technology, West Mishref, Kuwait
Overview: Education institutions, in the world in general and in the Islamic world in particular, face several challenges of which are securing the necessary financial resources to carry out their mission fully and ensuring their growth and sustainability whether it is public or private. As well as its relationship with society and its impact on the building of a knowledge society. Several solutions are proposed to address both traditional and emerging issues. The Waqf has an active role both in terms of securing the necessary financial resources and in terms of the relationship with the community. This paper contributes to the crystallization of this matter.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Assessment in Higher Education
Mitra Fallahi, Professor, College of Education and Leadership, Cardinal Stritch University, Milwaukee, Milwaukee, United States
Overview: Assessment is considered part of an effective teaching process. Assessment in higher education shares the qualities of good assessment at all levels of education with the addition that the teaching and assessment process in higher education must focus on preparation of college students for the workplace as adults. This paper is a review of the literature and findings about elements of effective assessment of college students who are considered adults, especially those who postpone entering college after high school but enter college at various age levels as non-traditional students. Those elements include but are not limited to: 1. A review of the assessment concept as a process that incorporates measurement, tests, and evaluations; 2. Effective understanding of assessment and its components that will assist the assessor and the assessed, who are adult learners; 3. The critical nature of the learners in higher education and factors that can help the learner such as frequent feedback and the use of rubric as a self-monitoring progress system; 4. Visiting the perception college students have about group work, especially when group work is graded; 5. The use of technology in colleges and universities in the form of a Leaning Management System (LMS) to enhance assessment; and 6. The role and responsibilities of the instructor as the assessor or evaluator.
Theme:Assessment and Evaluation

Evaluation of Professional Practice in Teacher Training Schools
Mtra. Vianey Sariñana Roacho, Doctora, Escuelas Normales, Secretaría de Educación en el Estado de Durango, Canatlan, Durango, Mexico
Overview: This text refers to a working course for seventh and eighth-semester teachers of a degree in elementary education on a teachers training school. The main intention was to check and analyze the normative texts, in order to generate some indicators to design and make an evaluation document, to identify the future teachers´ achievements and limitations from different points of view. This experience became to be successful and innovative because of the final evidence and products made by most of the participants with collaborative work during the course. Besides this, the evaluation document has been used to know the students’ performance in the different elementary schools, which is available in the corresponding area from the teachers training school, with the purpose of unifying and provide the necessary elements to establish comparatives between some situations or contexts, and realize relevant analysis. In the same way, it is intended that the course could be worked in more schools, to make another professional teaching practice evaluation document, but according to the needs, context and interests of the same school.
Theme:Assessment and Evaluation
Room 8 - 03/005 Challenges in the Middle Grades

Developmental Dysgraphia: A New Approach to Diagnosis
Katarína Šafárová, Researcher, Department of Psychology, Masaryk University, Faculty of Arts, Brno, Czech Republic
Overview: Writing is a complex skill and issues in this process could consistently cause problems in everyday life. That is why, the developmental dysgraphia (DD) is linked with lower self-esteem and academic achievement and the correct diagnosis is crucial. DD belongs to specific learning disabilities and the prevalence range between 0,1% to 30% according to different studies. Diagnosing a child with DD relies on teachers in the first place. After that psychologists or special educational specialists (in Czech republic) commonly use qualitative evaluation of written process, as the child is observed during writing., But there are no objective tests or standardised examinations for assessing handwriting deficiency in special educational and psychological practice. In our research we are developing quantitative approach to diagnosing handwriting proficiency. The digitizing tablets (Wacom Intuos Pro L) with special inking pen (Wacom Ink Pen) are used to record online handwriting process and graphomotorical skills of children. The administration templates contain simple graphic elements and complex figures related to DD symptoms and cognitive (memory and visuospatial) abilities. This new approach to diagnosing handwriting issues will be presented.
Theme:Assessment and Evaluation

Promotion and the Development of Adolescents’ Literacy: A European Perspective
Juliana Cunha, PhD Student, Research Centre in Education, Institute of Education of University of Minho, University of Minho, Braga, Portugal
Maria Dionisio, Editor, Portuguese Journal of Education

Overview: Over the past years, European countries have taken several reforms, aiming at promoting literacy among school population and improving countries’ position in the PISA ranking. The problematic results of the population on this International literacy assessment substantiated the feeling of a “literacy crisis in Europe” (High Level Group of Experts on Literacy [HLG], 2012, p. 31) spread by ‘literacy sponsors’, such as UNESCO, OECD, and European Union (EU). In this sense, the HLG (2012), with the EU support, defined three key intervention policy areas for member states to “address the literacy needs of all their citizens” (p. 38): i) creating a more literate environment; ii) improving the quality of teaching; and iii) increasing the participation and inclusion. Within this analytical framework, this text seeks at characterizing 126 cases of adolescents’ literacy initiatives, programs and policy measures from Portugal, Spain, Greece, Romania, and Ireland. The corpus of collected documents regarding this cases was analysed according to six categories: goals; contexts; actors involved; planned activities; resources; and impact. The content analysis allows us to examine the extent to which the literacy policies and practices are meeting the recommendations and guidelines of the HLG. Ultimately, it allows the discussion of what might be the main effects of such initiatives on the adolescents’ school lives.
Theme:Literacies Learning

Mogodumo Circuit Intermediate Phase Learners’ Perceptions in Learning English as the First Additional Language
Dr. Margaret Malewaneng Maja, Lecturer, Curriculum and Instruction Studies, University of South Africa, Pretoria, South Africa
Overview: South Africa is a rapidly growing country with many developments in technology and fast growing business markets. The country has to attain certain standards in order to match the competitive international environment. English First Additional Language (EFAL) is a language of learning and teaching (LoLT) in most South African Intermediate Phase (grade 4 to 6) public primary schools. Most of the learners struggle with this language during oral activities in the classroom. The purpose of this study was to explore the Intermediate Phase learners’ perceptions and attitudes in social learning using the EFAL at Mogodumo Circuit. This article holds an interpretive perspective using qualitative multiple case-study approaches. A purposeful sample of 30 Intermediate Phase learners from grades 4, 5 and 6 in two public primary schools formed part of six focus group interviews where each grade was interviewed separately. The findings indicated that learners enjoy learning and using the language though there are some frustrations. Those who try to use this language are sometimes mocked, criticized and labeled by peers as they practice using the language inside and outside the classroom to improve their communication skills. Recommendations were made as to how EFAL teachers can encourage and support learners in enhancing peer mutual learning that develops communicative competence in EFAL.
Theme:Pedagogy and Curriculum

Emotional Adjustment among Learners in Anambra State of Nigeria
Roseline Umezulike, Principal Lecturer, Educational Psychology / Guidance and Counselling, Provost. / Nwafor Orizu College Of Education Nsugbe Anambra State, Nigeria, Onitsha, Nigeria
Vera Nwadinobi, Principal Lecturer, Nwafor Orizu College Of Education

Overview: The main objective of this study was to investigate the emotional adjustment among learners in Anambra State of Nigeria. The design of the study was descriptive survey design. Four research questions and two hypotheses guided the study. The population of the study comprised of all the final year students of Nwafor Orizu Demonstration Secondary School, Nsugbe and all the 400 level students of Anambra State University, Igbariam, Anambra State of Nigeria. The sample consisted of 150 SS III students (70 males, 80 females) and 150 400-level students of the Anambra State University, Igbariam (70 males, 80 females). The above samples were selected by random sampling. The instrument for data collection was a researchers-made questionnaire. The instrument was validated by experts. The reliability of the instrument was determined using Kuder Richardson (K21) The instrument was found to have 0.82 reliability coefficient showing that the instrument is reliable for use. The data collected were analyzed using mean scores, standard deviation and t-test statistical tools. The result of the study revealed among others that despite the numerous emotional problems encountered in institutions of learning in Anambra State of Nigeria, the learners are able to adjust significantly in order to achieve their academic goals.Therefore it was recommended that stakeholders in education should strive to minimize the causes of emotional problems in institutions of learning so as to enable the learners achieve their educational goals.
Theme:Learning in Higher Education
Room 9 - 03/006A Sesión paralela
Room 10 - 03/006B Sesión paralela
Room 11 - 03/011 Sesión paralela
Room 12 - 03/017 Sesión paralela
15:25-15:40 Coffee Break / Pausa para el café
15:40-17:20 PARALLEL SESSIONS
Room 1 - 0G/007 Beyond the Classroom

Learning beyond the Classroom: Optimize Learning through Service Learning
Veronika Ospina Kammerer, Professor, School of Education and Social Services, Saint Leo University
Margaret Hunter, Private Business, United States

Overview: The purpose of our paper is to share and discuss the importance of Problem Based Learning (PBL), Critical Thinking (CT), and Service Learning (SL). Research shows that PBL, CT, and SL creates a balance of flexibility, quality and cultural sensitivity for the student at higher education. The student in an online and on the ground environment must become decisive, resourceful, investigative, and a self-directed and independent learner. Textbooks and lectures are often barriers to learning for many students. Critical thinking is the benchmark in determining the success of teaching techniques in a course. The Table of Contents structures student learning according to research. Furthermore, optimizing higher education for the professional student and practicing cultural sensitivity can be accomplished through Service Learning “SERVE trips” where students serve and work with other cultures such as Native Americans. SERVE trips (e.g., for a Gerontology and Diversity course) are very effective in teaching cultural diversity in any settings. Internship/Apprenticeship experience in Haiti such as the building of an Earth ship, and the importance of connecting with grass-roots community projects and learning from the community will be presented and discussed. Program Objectives: Adult, Community, and Professional Learning Attendees will gain strategies and tips for Problem Based Learning, Critical Thinking and Service Learning at higher education Attendees will demonstrate the ability to optimize Service Learning in higher education Attendees will be given examples of Internship/Apprenticeship in Haiti Attendees will be given examples of “SERVE trips” in the USA
Theme:Adult, Community, and Professional Learning

Learning about Nature in Nature: A Multi-Year Study of the Painted Turtle, Chrysemys Picta
Antonios Pappantoniou, Professor, Math/Science, Housatonic Community College, Bridgeport, Connecticut, United States
Overview: A multi-year study of a population of Painted Turtles Chrysemys picta commenced in 2010. This study has a two-fold purpose: introduce a group of mostly urban community college students to biological fieldwork and, gather data that is useful for the management of this turtle species. Turtles are trapped using hoop nets. Each turtle is measured, weighed, sexed, checked for external parasites and marked with a unique identifying letter code before being returned to its pond. Students develop animal handling skills; data collecting skills and skills necessary analyze the data. At the end of each collecting season, students create a poster as the culmination to their fieldwork. Students have access to previous years data sets so that the project and their presentations are cumulative and longitudinal. Students refine their math, writing and presentation skills as they develop and finally present their poster. As part of this study we have gathered data on parasites, changes in population structure over time, size and weight distributions, body condition and sex ratios. Many of the students have gone on to university studies in biology.
Theme:Science, Mathematics and Technology Learning

Outdoor Sensory Classrooms: An Innovative Approach to "Unplugged" Teaching in the Modern World
Michael O'Connor, Associate Professor, College of Education, Eastern Oregon University, La Grande, Oregon, United States
Overview: This paper describes the efforts of teachers and school administrators in creating outdoor sensory classrooms in several school districts in the U.S. Outdoor sensory classrooms provide unique opportunities and advantages for students with disabilities such as Autism Spectrum Disorder (ASD), a disability which often has pronounced implications with respect to sensory perception and learning, as well as students without disabilities. In addition, recent literature in education has raised serious concerns regarding the percentage of their time that young people (with and without disabilities) devote to “screen time,” defined as time spent online, whether on smartphones or computers. This phenomenon would appear to be correlated with an increase in sedentary behavior and increasing rates of obesity among P-12 students. Many forms of well-designed outdoor-based education, including the use of outdoor sensory classrooms, can be utilized to help ameliorate these distressing trends in youth health. The audience for this paper presentation will learn a great deal regarding the relatively new development in education of outdoor sensory classrooms, the implications for future practice, connections with existing literature, especially in the fields of experiential education and inclusive special education, pragmatic considerations in creating these opportunities for students in P-12 settings, and possible benefits for these students.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 2 - 02/011 Virtual Learning

Interaction Key to Learning a Foreign Language in an Online Environment
Weihsun Mao, Ohlone College, Fremont, California, United States
Overview: Online learning has emerged recently as a particularly appealing and popular method of pedagogy. Despite this, effective online instruction has remained a complex and unresolved issue for instructors. Foreign language instruction may be a particularly difficult subject for the online environment, as the online setting precludes many of the pedagogical devices accepted for effective teaching in traditional, face-to-face environments. That the predominant demographic of online course participants consists of part-time students may further exacerbate the difficulties of foreign language pedagogy. Thus, there is a clear need to develop a deployable pedagogical framework that can meet these challenges. We hypothesized that an online environment constructed specifically to demand and foster robust interactions between and amongst students can increase the effectiveness of foreign language instruction, specifically in the context of introductory Mandarin for part-time, English-speaking students. To do this, we implemented a wide range of online learning tools, including those using built-in course management system (CMS) software, as well as innovative assignments. The effectiveness and impact of these strategies over eight semesters were evaluated from detailed student feedback. Over 90% of students from 15 different sections perceived a positive effect of these strategies on their participation, interaction with peers, learning, and mastery of the language. The results of this study provide blueprints for web-based learning modules, which we show significantly enhance the effectiveness of online foreign language pedagogy.
Theme:Technologies in Learning

Collaborative Online Academic Reading : Learning from the Social Reading Experience of Teacher Education Students
Dr. Noeline Wright, Teacher, Teacher Education, University of Waikato
Overview: A common frustration in tertiary education is that students tend to be reluctant to read and engage with, assigned academic texts. This presentation asks: Would this reluctance alter if students could collaboratively read, and comment on, an academic text online? From a thematic analysis of students’ online posts about the online reading task, three key findings emerged. Firstly, sentence starters rather than questions made it easier for students to begin a response about the text, Secondly, students believed that by being able to comment together about the text, created social spaces in which they interacted with the text more deeply and actively than they might otherwise. Usual practice, the admitted, was often a cursory skim reading rather than purposeful and engaged critical reading. The major downside was that each group needed someone to begin the commenting to initiate the collaborative responding, and whoever initiated this, felt exposed regarding their opinions and observations. On the other hand, other group members enjoyed reading the text with a peer’s thoughts and views in mind, making it easier to read more deeply themselves. Overall, sharing perspectives about the text helped make the reading experience more positive and rewarding.
Theme:Literacies Learning

Choosing Technology for the Mature Classroom: Students’ Motivations and Barriers
Rachel Staddon, PhD Student, School of Education, University of Sheffield, Sheffield, United Kingdom
Overview: Mature students (aged 26 or above) have become a recent focus in widening participation. Mature students are often stereotypically viewed as having negative attitudes towards technology and subsequently avoiding it. Since HE is continuing to move towards a widespread embedding of technology, it is vital to find ways to make university teaching involving technology age inclusive. This paper presents the findings from a qualitative study exploring mature students’ attitudes towards technology and their motivations for choosing or avoiding technologies. The following research questions were posed: What are the attitudes of mature students to technology enhanced learning compared to younger HE students? and, What factors affect their attitudes and confidence with TEL? Students from a range of age groups were invited to be interviewed about their experiences of technology and technology enhanced learning. In total, eleven participants were interviewed (six of whom were mature). A thematic analysis was carried out on this data. Emerging themes have been identified surrounding students’ motivation to use technology generally, as well as choosing specific technologies. Further themes have been identified around barriers and challenges to using technology, the importance of familiarity and exposure, the design of technology, and its ability to facilitate interaction. These findings will be useful to educators internationally who teach groups that may include mature students, and are concerned with using and developing resources that are inclusive of mature students’ needs.
Theme:Adult, Community, and Professional Learning

Using Social Media for Teaching and Learning in Public Schools
Gedala Mulliah Naidoo, Doctor Head of Department, Communication Science, University of Zululand, Empangeni, South Africa
Avashni Reddy Moonasamy, Lecturer, University of Zululand, South Africa
Hemduth Rugbeer, Professor, University of Zululand, South Africa

Overview: South Africa’s Basic Education has faced many difficulties such as infrastructure, students’ performance, and overcrowding. Many classrooms are not adequately equipped with furniture and a shortage of resources: such as textbooks and other important learning materials. While the shortage of resources has increased, the classrooms are continually being filled with a new grouping of children which are referred to as “Generation Z” (iGens). Social media has become an integral part of communication and has transformed how one communicates. Innovative technology provides opportunities to maximize creativity and innovative learning strategies in the classroom and a positive supplement to bridge the gap between education. The paper focused on how social media can be augmented in transforming the classroom of yesterday into a more interactive classroom today. The research was conducted through a quantitative approach using a questionnaire as an instrument and semi-structured interviews. The results indicated that social media will assist and benefit the teaching and learning process. A total of 79% of the sample asserts that newer methods of teaching work better than older methods. This is largely due to the change of the classroom makeup. It is recommended that private schools in South Africa have already begun implementing ICT’s as part of the curriculum; learners at public schools are therefore at a disadvantage and this needs to be remedied so that we can prepare our youth to succeed both nationally and internationally. The education sector should earnestly embrace this and continue to keep abreast with developing social media technology.
Theme:Technologies in Learning
Room 3 - 02/013 Critical Consciousness

Through the Eyes of Pre-service Teachers: Exploring Cultural and Racial Identity Development
Tracy Pelkowski, Assistant Professor of Secondary Education, Education, Salve Regina University, Newport, United States
Overview: The purpose of this mixed methods case study (n=12) was to investigate the perceptions and experiences of White Secondary Education Pre-Service Teachers (PSTs) with the development of their cultural and racial identities and their understandings of institutional inequities faced by persons of color in American school systems. Data collection took place during the first semester of PSTs education coursework in a course entitled, “Introduction to Race and Inequality in American Education.” Findings from Helm’s Racial Identity Attitude Scales (pre-and post-course), as well as qualitative analysis of student interviews and course documents, provide salient themes and examples as to how teacher educators can more effectively engage future teachers, most of whom have limited experiences with persons of color and little knowledge of institutional inequities, with the development of critical conscious. This is year one of a longitudinal study designed to investigate PSTs development as culturally responsive educators at a small Catholic liberal arts college.
Theme:Learning in Higher Education

Indigenizing and Decolonizing Study Abroad in Higher Education
Kristine Dreaver Charles, Instructional Designer, Distance Education Unit, University of Saskatchwean, Saskatoon, Canada
Dr. Michael Cottrell, Associate Professor, Educational Administration, University of Saskatchewan

Overview: This contribution to the scholarship of teaching and learning in higher education emerged from the University of Saskatchewan, where indigenization and internationalization are leading institutional priorities. Rather than nested oppositions, here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit. We explore the capacity of Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive innovative curriculum consistent with the negotiation of epistemological third spaces. In this presentation we document learning outcomes and assessment considerations that informed our efforts to bring decolonizing strategies to the design of a Study Abroad course. We also present a first iteration of a culturally respectful assessment framework based on an Indigenous Medicine Wheel model to evaluate student learning in Study Abroad within Higher Education.
Theme:Learning in Higher Education

Learning Chimamanda Ngozi’s "We Should All Be Feminists": English Teacher Education to Make a Social Difference
Yeisil Pena, Lecturer, Pedagogía en Lengua y Cultura Inglesas, Universidad Central de Chile, Santiago, Chile
Overview: Both feminists Chimamanda Ngozi and Simone de Beauvoir, though temporarily and culturally distant, claim that an egalitarian society is possible by educating children on the stereotypes of gender roles. There is little space for critical discussion on gender roles in formal teacher education. However, in the case of TEFL (Teaching English as a Foreign Language), there is an increasing interest in reshaping English teaching through an Intercultural, not only Communicative, Competence approach to deconstruct cultural stereotypes. I taught Chimamanda Ngozi’s We Should all Be Feminists to second year students of undergraduate TEFL programs in two private Universities in Santiago, Chile. This book is appropriate for B1 level students. Furthermore, the book is based on a TedTalk, so parts of the classes were reinforced using listening comprehension. Finally, the book helped them to understand what feminism is, addressing personal experiences. My experience shows that, if an egalitarian society is possible through education, teacher education can embrace social and gender difference through a critical understanding of culture and English language itself. From this perspective, language is relieved from homogenisation and uniformity, encouraging a critical understanding of power relations in society including feminism. My research draws on the work of Byram (1997), B. Kumaravadivelu (2007), Homi Bhabha (2012), and Kramsch, C. and Zhu, Ha (2016). This is an essential contribution to learning to make a social difference in Higher Education with a focus on EFL.
Theme:Learning in Higher Education

The Long Walk to School Principalship: The South African Rural Experiences of Secondary Schools Female Leaders
Tshilidzi Netshitangani, Associate Professor, Educational Leadership and Management, University of South Africa, Pretoria, South Africa
Overview: This paper examines the career paths of six female secondary school principals in South Africa, Limpopo province. The qualitative study through document review, semi-structured interviews and observations investigated the factors accounting for these women’s advancement to leadership positions. Findings reveal that women advanced to leadership positions at a later age in the career path than their male counterparts. Moreover, they had to undergo various stages such as HODs and deputy-principalship before their final appointment as school principals. This long process could be seen as one of the contributing factors for under-representation of women in secondary school leadership. Leadership preparation programmes, which are offered to those already in middle management positions, should also be offered to all women educators to empower them. Further, In order to change the perceptions concerning women principals, leadership must be redefined to include feminist perspective so that the process of socialisation becomes broader.
Theme:Educational Organization and Leadership
Room 4 - 02/017 Effective Leadership

Strategies, Challenges, and Lessons Learned: A Western University Leaders Response to Crises
Glory Ovie, PhD Candidate , Werklund School of Education, University of Calgary, Calgary, Canada
Overview: Natural disasters, conflict, turmoil, riots, terrorism, and health warnings dominate today’s headlines and highlight the reality that social or geographical boundaries no longer limit the reach of crises. A situation that one region faces today will likely affect another community, country, or continent tomorrow (Gainey, 2009). Higher education institutions are not exempt nor immune from these crises. Whether an organization survives a crisis with its condition intact is determined less by the severity of the crisis than by leadership, timeliness, and effectiveness of response (Demiroz & Kapucu 2012). Leaders in higher education will need to become crises leaders, and develop competencies to effectively manage, determine risk, get people out of harm’s way, and provide some form of safety and normalcy. If ever there was a time for crisis leadership in higher education it is now, because the stakes are high, therefore, this research is timely and expedient. This narrative inquiry explored how senior leaders in a Western University in Canada responded to man-made and natural crises with a focus on crisis leaders competences. Data sources were semi-structured interviews, and documents. The findings, insights, and experiences from this study will be useful in advancing the knowledge base in the field of crisis leadership and response to man-made and natural disasters in higher education. As well as provide a learning tool for current and future educational leaders as they better understand situations that they can prepare for but can never truly predict.
Theme:Educational Organization and Leadership

The Impact of Educational Leadership Preparation Programs: A Five-Year Study of Leaders' Perceptions
Dr. Barbara Roquemore, Associate Professor, Professional Learning & Innovation, Georgia College & State University
Juliann Mc Brayer, Program Coodinator, Georgia Southern University, United States
Summer Pannell, Program Coodinator, Georgia Southern University, United States

Overview: It is critical that educator preparation programs lead in current and future needs of schools. Two institutions of higher education asked the questions in order to define the roles and responsibilities of school leaders and to explore the issues in preparing leaders for the work. To identify the impact of educational leadership programs on the preparation of educational leaders and its impact on districts and schools, a five-year study was conducted and included leadership candidates and graduates from two leadership programs at two universities in the State of Georgia. There were 1500 graduates and candidates presently in the programs who were invited to participate in the study. The research provides quantitative and qualitative data about the leadership graduates and the leadership candidates presently in the programs. It provides information about the employment of graduates in leadership roles in schools and school districts. The data provides quantitative and qualitative data on the graduates’ dispositions about their leadership training and their perceptions about the knowledge, skills, and dispositions essential for the new and developing trends in leadership.
Theme:Educational Organization and Leadership

Preparing Principals for the Literacy Demands in Primary and Elementary Schools
Dr. Carol S. Christy, Professor and Coordinator of Language and Literacy Programs, Professional Learning and Innovations, Georgia College and State University, Milledgeville, GA, United States
Dr. Barbara Roquemore, Associate Professor, Professional Learning & Innovation, Georgia College & State University

Overview: Principals in primary and elementary schools face escalating literacy requirements for their students, teachers, and themselves. These requirements include selections of appropriate materials for the instruction of students across all individual needs, additional instructional categories and requirements from state and regional entities, and interpretation and response to a variety of assessment materials, practices, and data sets. Many educational leadership candidates have never worked as a teacher in a primary or elementary, and they have no background in teaching literacy or literacy assessment as uniquely differing from other assessments. Principals who are currently employed may never have worked with children ages 5-12 before. What do these individuals wish they had known when they began their work, what have they had to learn on the job and is there a way to embed that learning in existing certification assignments within a state accredited leadership program? This presentation will share the results of surveys and interviews with current and future principals, and some assignments that may be helping to support these individuals.
Theme:Literacies Learning

Learning to Make a Social Difference: Higher Education Challenges
Dr. Philomena Ibuh Adzongo, Lecturer I, Educational Foundations, Benue State University, Makurdi, Makurdi, Nigeria
Esther Uhenshima Akinde, Department of Educational Foundations, Benue State University, Nigeria
Dr. Joel Ihie Eru, Principal Lecturer, College of Education

Overview: This paper investigated “A comparative Analysis of Students’ Overpopulation on Availability of Resources between Federal and State Universities in North Central Nigeria. Two research questions and two null hypotheses guided the study. The study adopted the ex-post facto research design. 13,784 academic and senior administrative staff. A multistage sampling procedure was used to select a sample of 269 staff. The proportionate stratified random sampling technique was used to select the universities and the respondents. The instrument used for data collection was a 20-item structured checklist compared against National Universities Commission (NUC) benchmark on Provision of Resources in universities in Nigeria, using a four point modified rating scale of High Available (HA), Moderately Available (MA), Low Available (LA) and Not Available (NA). Mean and standard deviation were used to answer research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings showed that there is no significant mean effect of students’ overpopulation on the availability of resources between Federal and State Universities.Recommended that Federal and State Government should increase funding to Public Universities.
Theme:Learning in Higher Education
Room 5 - 02/018 Language Acquisition

Emerging Practice in Speech-language Therapy in a Community Practice Context
Kristen Abrahams, PhD Candidate, Health and Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
Harsha Kathard, Prof, Health and Rehabilitation Sciences, University of Cape Town , Cape Town, South Africa
Mershen Pillay, University of Kwa-Zulu Natal, South Africa
Dr. Michal Harty, University of Cape Town, South Africa

Overview: The profession of speech-language therapy (SLT) continues to struggle with issues around equity and service delivery. The study uses education as the entry point of exploration into how innovative practice may be developed. The study describes an emerging SLT practice (as developed SLT students), as part of the Schools Improvement Initiative, a university-community partnership. The data collection methods used were observation, document review, interviews, photovoice and experiential drawings. The results illuminate how SLT students navigate through their experiences of disruption of their traditional practice. It shows how critical engagement with political, historical, social and linguistic factors underlying their work in communication, facilitates new learning and insights into SLT practice. Shifting educational practices from a positivist to a critical curriculum framing provides students with a platform to interrogate the current SLT practices, re-examine the viability of our practices to serve populations and to reflect on how we as a profession can adapt and change with the changing healthcare landscape.
Theme:Learning in Higher Education

The Problem of Language Acquisition in Short-term Study Programs
Alan Garfield, Chair, Digital Art and Design Department., Professor, University of Dubuque, Dubuque, Iowa, United States
Overview: Studies of language acquisition often footnote study abroad as a kind of effortless magical solution for painless language-related solutions. In fact, a consistent body of research clearly concludes that study abroad can have a positive impact on every domain of language competence. That data assumes study abroad experiences that are traditionally measured in semesters or years. Yet as reported in the U. S. Open Doors Study (Bureau of Educational and Cultural Affairs at the U.S. Department of State) over the past five years, full semester study abroad programs in the United States have stalled while short-term programs (eight weeks or less) are clearly in the ascendancy. What is the effect of short-term study abroad programs on students’ desire for language learning? This paper is based on a trial study of undergraduate students, not foreign language majors, and the degree of receptiveness for language acquisition before and after a short-term study program. With full semester programs on the wane, we have to examine how language learning is perceived by students in short-term study. The research is clear regarding first person intensive exposure in promoting language skills; this study quantifies motivation in students who participate in short-term programs. Language acquisition has a new friend.
Theme:Learning in Higher Education

Making a Social Difference through Students in Schools
Helen Sadig, Excellence and Innovation Fellow, Leeds Institute for Teaching Excellence, University of Leeds
Cecile De Cat, Professor of Linguistics, University of Leeds, United Kingdom

Overview: There is no more powerful transformative force than education (UNESCO, 2015) and no greater conduit for learning in schools than language. With approximately one in five pupils in the UK speaking English as an additional language (EAL), there is a growing need to adopt a linguistically-informed pedagogy across the curriculum to support the development of pupils’ cognitive academic language proficiency (Cummins, 1984) or academic literacies. Our study responds to this civic need by providing language pedagogy training to enhance the quality and impact of a “Students into Schools” scheme at the University of Leeds. The scheme sends students into local schools to provide literacy, numeracy and discipline-specific support on a voluntary basis or as a credit-bearing module. We deliver EAL training both to the students taking part in the scheme and for local teachers (as a CPD opportunity). Data collected from individual teacher interviews, along with online teacher and student surveys, are being used to inform the development of this training. We present initial findings that highlight the need to promote an inclusive, multicultural approach; prioritize language for learning across the curriculum; and provide strategies that develop metalinguistic awareness, facilitate communicative activities and scaffold learning through visual and contextual support. These strategies appear to benefit all pupils, including not only EAL pupils but also monolingual English-speaking pupils from traditionally disadvantaged backgrounds who lack the academic literacies to succeed in mainstream schooling.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Learning to Write versus Writing to Learn: Students’ Perspectives on the Acceptance and Benefits of Their Experiences with Instruction in Writing
Dr. Hsiuling Robertson, PhD, University of Massachusetts, United States
Overview: Writing in Chinese has been one of the most difficult parts of learning the language. Most teaching focuses on grammar, vocabulary, and reading. Writing, on the other hand, has been neglected compared with these other skills. In the United States, learning to write in Chinese is often not even included in the current curriculum but exists chiefly as a by-product of classes in reading. Only recently, with the development of the Chinese language pedagogy the instruction in how to write is received more attention. In my heritage classes, I employ process theory, a test of learning; and post-process theory, a tool for learning other things through learning to write. When the former, I find that most students struggle to write a few short paragraphs consisting of simple sentences using basic words and phrases with little variety in sentence structures. With the latter, I find that learning to write helps students to better understand the subject of their writing and explain it to others. However, these observations are from my perspective as an instructor. In the presentation I first briefly introduce the process and post-process writing theories. Then I introduce how I apply these theories into my classes. The main focus is to explore the acceptance and benefits of students’ experiences with instruction in writing from students’ perspectives. A questionnaire and interviews were used for this research.
Theme:Adult, Community, and Professional Learning
Room 6 - 02/025 Diversity Challenges

Effective Classroom Strategies for Adult Learner Engagement: How to Create Positive Learning Communities in On-site and On-line Platforms
Jack Hamlin, Professor & Chair, National University, La Jolla, California, United States
Dr. Chandrika Kelso, Professor, National University

Overview: "I hear and I forget. I see and I remember. I do and I understand." Confucius. Founded in 1971 in San Diego, National University is a private, accredited, nonprofit institution of higher education. The University is dedicated to making lifelong adult learning opportunities accessible, challenging and relevant to a diverse population of adult learners. Institutions of higher education have the obligation of providing for the educational and training needs of students and society, and providing the necessary atmosphere to accomplish the above. Knowledge and understanding of what dynamics and methods best influence student performance can be gained by a framework that includes study or observation of student behaviors and classroom practices. If appropriately constructed and dispensed, relevant skills to include leadership, delegation, team work, team building, creative cooperation can be developed and enhanced by using Group Project based learning modalities even in online classes. While group projects are easier to manage in an on-site class room setting, they tend to become challenging in a virtual environment. The paper will therefore have implications for the design and implementation of teaching modalities by universities that cater to the adult learning communities. This presentation will expose attendees to tools on how to bridge the gap between helping students feel connected in a virtual environment while maintaining rigor in the classroom by the usage of group project based learning strategy.
Theme:Learning in Higher Education

Computerized Cognitive Training on Executive Function among Students with Attention Deficits Hyperactive Disorder
Dr. Gilat Trabelsi, Lecturer & Mentor & Research, Special Education, Kibbutzim College, Tel Aviv
Vered Shomron, Kibbutzim College, Israel
Shemer Arazi, Kibbutzim College, Israel

Overview: The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) (planning and self- regulation) among students with Attention Deficits hyperactive disorder (ADHD) with or without Learning Disabilities (LD). 48 students with ADHD and/or with LD were randomly applied to experimental and control groups. All the participants were tested (REY-CFT, MFFT) and filled out self- reported questionnaires (BRIEF) before and after the intervention with mediated/ non-mediated Computerized Cognitive Training (MINDRI). The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in planning (on tests), and both planning and self-regulation (on self- reports). Statistical analysis of the online practice with MINDRI showed a higher score in working memory and self-control in the experimental group. The main conclusion was that even short- term mediation synchronized with Computerized Cognitive Training could greatly enhance the performance of executive functions demands. The theoretical implication of the study is the positive effects of Mediated Learning Experience (MLE) combined with Computerized Cognitive Training, on cognitive modification in students. The practical implication is the awareness and understanding of efficient intervention processes, as much as an instrument, to enhance Executive Functions, learning awareness and self-esteem of young students in their academic world and in the future.
Theme:Pedagogy and Curriculum

Eliminating Inequality in Mathematics Performance between Students in Rural and Urban Settings in Calabar, Nigeria
Anne Meremikwu, Senior Lecturer, Department of Science Education, University of Calabar, Calabar, Nigeria
Overview: Mathematics is a core subject in the Nigerian school curriculum and compulsory at primary and secondary school levels of education in the country. Poor performance of students in mathematics by children has been attributed to such factors as inadequate number of qualified teachers, improper method of teaching mathematics, lack of mathematics laboratory and insufficient instructional materials, and these factors are more predominant in disadvantaged rural settings. We used a quasi- experimental factorial research design with pre-test and post-test, to test the hypothesis that there will be no difference in mathematics achievement of students in urban and rural settings if teaching methods and instructional materials are optimal. A total of 600 students were randomly assigned to experimental and control groups. The interaction of treatment and location of school was also significant (F = 5.954; p<.05), implying that pupils in the urban area taught with instructional aids perform significantly better than their counterparts in semiurban and rural areas. Also, the pupils in the semi-urban area taught with instructional aids perform significantly better than their counterparts in the rural area. It is concluded that provision of optimal teaching resources improved mathematics performance of students in both rural and urban settings but performance of those student in rural areas remained significantly lower than those in semi-urban and urban areas. Eliminating inequality in mathematics performance between students in rural and urban communities in Nigeria may require more than improving instructional methods and materials.
Theme:Science, Mathematics and Technology Learning

Cultural Diversity in Schools: Analysis of Educational Integration and Inclusion Policies
Joan A. Aparisi Romero, Assistant Professor, Didactics and School Organization, University of Valencia, Valencia, Spain
Overview: Cultural diversity is part of most schools in the current context. Classrooms concentrate a large number of diverse social and cultural groups from diverse contexts. Cultural diversity exists through immigration, through historical cultural diversity, through the existence of refugees and asylum seekers, and for economic, political, social and even religious reasons. The cultural mix is enormous in the centres and different public spaces arise where different policies are connected, from different approaches and models. This work aims to offer some ideas and reflections on the type of integration carried out by the Valencian and Spanish educational systems. We offer an analysis of the results of current educational policy in the treatment of cultural diversity. When we talk about policies, we are dealing with the subject from the perspective of educational inclusion and from the perspective of integration. For this reason, we believe it is opportune to show models and examples that are better than others, in order to deal adequately with cultural differences and to give meaning and dignity, as well as to treat all people with social justice without taking into account exclusions and categories that may be discriminatory. Finally, we want to offer conclusions that respect people regardless of their social origin and background. It is easy to stigmatize cultural differences and diversity in public spaces from social and political groups and instances located at political extremes. For this reason, we offer some reflections that can help to integrate better in today's societies.
Theme:Learner Diversity and Identities
Room 7 - 02/026 New World Competencies

Critical Thinking and Interculturality: A Discourse Analysis of Artistic Representations
Prof. Luís Fernando Pacheco Pérez, Full-time professor, Education, Universidad del Quindío, Armenia, Quindío, Colombia
Overview: Language and culture are naturally bound. As language is the mean of exhibiting the culture, and culture is the origin of language, they must always be set together for a meaningful communication process in which interculturality is an all-time present trait. To achieve a successful language development, L2 learners require awareness in the different cultural patterns within the target language, as this permits to further comprehend the pragmatic phenomena of communication happening. Globally, artistic representations display a vast horizon of opportunities to get understanding of the world closer to our cognitive goals; music, films, theater, literature among other art forms bring discourse with genuine and visceral cultural features both implicit and explicit. Departing from Van Dijk’s Critical Discourse Analysis (CDA), the opportunity to employ a critical view of artistic representations containing cultural context creates a perfect scenario to exhibit the real world into the pedagogical encounter. Thus, language development finds a vivid chance of becoming cognitive thriving in diverse dimensions of human thinking inside the academy.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Information Skill Teaching through Experiential Learning: Praxis Oriented Self-regulated Learning
Prof. Farah Naz, Assistant Professor, Social Sciences and Humanities, University of Management and Technology, Lahore, Pakistan
Malik Muhammad Wali Awan, M.Phil Scholar, University of Management & Technology, Lahore, Punjab, Pakistan
Amna Yousaf,

Overview: Information skill is known as metacognitive ability. It is considered as ability to understand the need of information, ways and sources to attain that information. It is kind of skill which is considered as mandatory attribute to be developed in individuals now a days. In this era of target specific education, students are thought to learn this kind of skill to compete in challenging professional life. This skill can be learned through directly engaging students with the information. Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. Students are assumed to be equipped with this modern skill. Main purpose of this study is to evaluate this skill in prospective teachers. The study will be mixed method approach. Data will be collected from the prospective teachers. Results of the study will be helpful the teacher educators to teach this skill in more effective way.
Theme:Technologies in Learning

Effects of Extensive Reading on Students’ Reading Comprehension, Vocabulary Acquisition, Attitude and Motivation
Dr. Anna Nirmala M Kulasingam, Head, Languages, HELP University
Overview: The purpose of the study is to determine the effects of extensive reading on reading comprehension of learners and the learners' vocabulary acquisition of texts. Also, to study the effects of extensive reading on the learners' attitude to reading and their motivation to learn English. The subjects were 89 Form Four students from a school in Malaysia. The study employed a Solomon Three-Group Design, using 31 students as the experimental group and 58 students as the control groups. Both quantitative and qualitative methods were used in the data collection to consolidate the findings. Descriptive statistics for the reading comprehension and vocabulary gains in the pretest and posttest were reported, followed by testing of the research hypotheses, using Analysis of Variance Procedure (ANOVA, SPSS 20.0). Then, questionnaires on the learners’ attitudes to the Extensive Reading Programme and motivation towards learning English were given to the second control group and experimental group after the treatment. Then, parametric tests, Paired t-tests was run by the Statistical Package for Social Sciences (SPSS) for both domains to determine any significant difference between groups in their attitudes towards Extensive Reading and their motivation for learning English. From the results of the study, there was a significant difference between the three groups in the reading comprehension and vocabulary acquisition posttest scores. This shows that the participants displayed positive gains in reading comprehension and vocabulary acquisition. Participants show also positive attitudes toward Extensive Reading and learning English and have both instrumental and integrative motivation for learning the language.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 8 - 03/005 Challenges in the 21st Century

Bridging Collaboration between Graduate School Psychology and Reading Specialist Candidates: An Interdisciplinary Training Workshop Series
Dr. Joan Fingon, California State University, Los Angeles, United States
Dr. Sharon H. Ulanoff, Professor, Bilingual/Multicultural and Literacy Education, Curriculum and Instruction, California State University, Los Angeles, Los Angeles, CA, United States
Elina Saeki, Assistant Professor, California State University

Overview: Graduate education aims to instill the knowledge and skills to prepare students for their future careers. In this study, faculty in graduate programs in school psychology and reading instruction collaborated on a semester-long workshop series to foster students’ knowledge and interest in school-based collaborative consultation (SBCC). This study used a sequential explanatory mixed methods design to explore students’ knowledge, confidence, and experience with SBCC during the four workshop series. The sample consisted of 24 graduate school psychology students and 14 graduate reading specialist students at one large, urban, public university in Southern California during the Fall 2017 semester. Pre- and post-surveys were administered at the beginning and end of the course and one focus group interview was conducted at the end of the semester. Students also evaluated each of the workshops, which were presented by two faculty members in each other’s classes. Paired t-tests on pre and post-survey scores looked at knowledge, confidence, interest in SBCC. There was a significant difference between pre and post-survey scores in terms of knowledge [t(24) = -9.83, p = .000] and confidence [t(25) = -4.21, p = .000], but no significant difference in interest in learning more about SBCC [t(24) = 1.79, p > .05]. Comments from workshop evaluations and the focus group interview were coded for themes to confirm the survey results. Students reported that the workshops helped them to ‘think more broadly’ and to consider different perspectives, but they also complained about the time involved in implementing SBCC.
Theme:Learning in Higher Education

Bridging University, Government, and Practitioner Expectations for Leadership Development and Accreditation
Barbara Brown, Director of Professional Graduate Programs in Education & Partner Research Schools; Director of Research, Galileo Educational Network
Lori Pamplin, Project Lead, Leadership Curriculum Development, Werklund School of Education; Consultant, Galileo Educational Network, Werklund School of Education, University of Calgary, Calgary, Canada
Ronna Mosher, Assistant Professor, Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

Overview: The introduction of new leadership competencies and certification requirements for aspiring and existing leaders in one Canadian province have prompted review, design, and redesign of graduate level programming in leadership specializations. This paper will describe one university’s work to blend research-based academic rigour with government expectations for certified leadership knowledge and abilities across seven competency areas. Key learnings to be discussed include productively working between histories and expectations for academic freedom, government interests in standardized competencies in leaders, and practitioner concerns about practical application, standardization and the need for responsive context-specific needs.
Theme:Learning in Higher Education

Representation of Social Struggles in Korean and Philippine ELT Textbooks
Mae Karr Ruth Ballena, Research and Teaching Assistant to Asst. Professor Ji-yun Kim, Ph.D., School of English Language and Culture, Catholic University of Korea
Young Sook Shim, Professor, Catholic University of Korea

Overview: The present study investigates the representations of social struggles depicted in middle school English textbooks published in Korea and the Philippines. The data consists of 200 reading selections from 18 volumes of Korean textbooks and 108 reading selections from 3 volumes of Philippine textbooks. A total of 39 instances of social struggles were identified from the data analysis, and the following categories emerged from careful reviews of those instances: social struggles involving social groups, which are further divided into subcategories such as gender, generation, socioeconomic class, social rank, race, and the colonizer/colonized; and, social struggles involving resources, which are subdivided into education, basic necessity, and technology. Findings show that social struggles associated with gender, colonization, education, and technology are common among Philippine and Korean ELT textbooks. The data analysis also reveals that Philippine textbooks present a wider array and more in-depth contextualization of social struggles while representational issues on stereotyping, desensitization, and juxtaposition of elements are found in Korean textbooks. Related to the research findings, some educational implications are provided particularly from the perspective of critical pedagogy.
Theme:Learner Diversity and Identities

Foundation Students’ Participation in the Curriculum: A University Module
Emmanuel Ekale Esambe, Lecturer, Fundani Centre for Higher Education Development, Cape Peninsula University of Technology, Cape Town, South Africa
Overview: First-year students are considered to generally struggle with transitioning from school to university for several reasons, including issues of diversity, new curriculum content, differences in engagement with learning, and differences in assessment practices compared to their high schools. Across the world, first-year students are expected to confront new kinds of knowledge, and to enact competencies in these knowledge in ways that often confound them. It is perhaps these new ways of knowing, doing, and being that give rise to some serious contradictions between high school students’ school-leaving attributes and their readiness for university studies. While there is extensive literature on first-year students’ transitioning to universities, not enough attention has been placed in investigating how these students’ voices and experiences are reflected in first year curriculum in South Africa. More needs to be done to investigate how the design and enactment of first-year curriculum could be more representative of the students’ diversities. This paper explores the design and delivery of a University 101 transition module at a university of technology in South Africa. The paper uses Engeström’s (1987) concept of an activity system in cultural-historical activity theory (CHAT) to examine how the University 101 module’s collaborative platform can serve as a mediating tool allowing for greater student participation in the curriculum, and ultimately contributing towards improving learning and retention for the foundation students. Kift’s (2008) transition pedagogy’s six core curriculum design principles are used to further interrogate the efficacy of this module.
Theme:Learning in Higher Education
Room 9 - 03/006A Sesión paralela
Room 10 - 03/006B Sesión paralela
Room 11 - 03/011 Sesión paralela
Room 12 - 03/017 Sesión paralela
17:20-18:50 Welcome Reception / Recepción de bienvenida

Common Ground Research Networks and the Twenty-sixth International Conference on Learning will be hosting a welcome reception in The Great Hall at Queen's University Belfast. The reception will be held directly following the last session on the first day, 24 July. Join other conference delegates and plenary speakers for drinks, light hors d'oeuvres, and a chance to converse.

Common Ground Research Networks y el vigésimo sexto Congreso Internacional de Aprendizaje, celebrarán una recepción de bienvenida en el gran salón de la Universidad de la Reina de Belfast (Great Hall at Queen´s University Belfast). Tendrá lugar a continuación de la última sesión de la primera jornada, 24 de julio. Únase a los demás delegados y ponentes plenarios para aprovechar la ocasión que brinda para dialogar, y disfrutar de un tentempié a base de bebidas y entremeses.

Jul 25, 2019
08:30-09:00 Conference Registration Desk Open / Mesa de inscripción abierta
09:00-09:10 Daily Update / Noticias del día—Dr. Bill Cope, Professor, College of Education, University of Illinois, Urbana-Champaign, IL, United States, President, Common Ground Research Networks, Champaign, IL, United States; Dr. José Luis Ortega Martín, Professor, University of Granada, Granada, Spain
09:10-09:45 Plenary Session / Sesión plenaria—Dr. Stephen Hughes, Lecturer and Researcher, Department of Didactics of Language and Literature, University of Granada, Spain

"Content and Language Integrated Learning: Management and Best Practices"

Dr. Stephen Hughes is a full-time lecturer and researcher at the University of Granada, Spain, specializing in foreign language teacher education and content and language integrated learning (CLIL). Stephen has been involved in English language teaching for over 25 years, many of which have been spent in the secondary education sector. During this time, he has acted as a language teacher, school quality coordinator, and bilingual coordinator, and has provided training in numerous teacher courses in Andalusian Teacher Centres for language and non-language teachers interested in L2 and CLIL methodology and classroom practices. In addition to this teaching role, Stephen has been involved in research into quality indicators in language teaching and learning, bilingual education, and in good practices in CLIL. This research has included participation in initiatives such as the ECML QualiTraining Project as well as national R&D, Ministry of Education, and British Council projects in the teaching of content areas through the medium of another language.
09:45-10:15 Garden Conversation / Charlas de jardín

Garden Conversations are informal, unstructured sessions that allow delegates a chance to meet plenary speakers and talk with them at length about the issues arising from their presentation. When the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.

Las charlas de jardín son sesiones informales no estructuradas que permiten reunirse con ponentes plenarios y conversar tranquilamente sobre temas derivados de su ponencia. Cuando el lugar y el clima lo permiten, se realizan en el exterior.
10:15-10:25 Transition Break / Pausa
10:25-12:05 PARALLEL SESSIONS
Room 1 - 0G/007 Challenges in Language Acquisition

Adult International Students’ Motivation to Read in English and in Their First Language
Reiko Komiyama, Associate Professor, English, California State University, Sacramento, Sacramento, United States
Overview: This paper presents a study on English as a second language students’ motivation to read in English and in their first language (L1). The study used self-determination theory (Ryan & Deci, 2017) as its theoretical foundation, with a particular focus on three types of motivation – intrinsic motivation, identified regulation, and controlled regulation. A survey was developed and administered to measure the three types of motivation of 41 adult international students studying at an intensive English program in the U.S. The results indicate that these students demonstrated a higher level of identified regulation and intrinsic motivation, compared to controlled motivation. That is, they were more strongly motivated to read in English because of its usefulness and the enjoyable experience it brings, compared to external rewards, such as doing well on a test. When asked to compare their reading motivation for English and for their L1, however, the responses were split. Some considered it to be the same. Many, however, reported that if they wished to read for enjoyment (intrinsic motivation), they would turn to their L1, not English. Research with children often highlights the importance of intrinsic motivation for their reading development. This study, however, showed that when working with adults learning to read in a new language, nurturing intrinsic motivation can be challenging because of their existing literacy in L1. The study’s outcomes help researchers and practitioners explore the role of intrinsic motivation in second language reading development and how we could nurture it in the classroom.
Theme:Literacies Learning

Predictors of Spelling Mistakes in Expository Texts in Hebrew-speaking Elementary School Children
Sara Zadunaisky Zadunaisky Ehrlich, Senior Lecturer, Education, Beit Berl Academic College, Haifa University, Kfar Saba; Haifa, Israel
Anat Stavans, Associate Professor, Beit Berl Academic College, Israel
Batia Seroussi, Senior Lecturer, Levinsky College of Education, Tel Aviv, Israel

Overview: Spelling is one of the predominant measures that establish text quality from a scholastic perspective, and is particularly relevant at elementary school when children acquire the correct spelling conventions. Spelling depends on the typology of the language and may vary in the process of text generation according to the genre demands. Hence, the present study aimed to reveal the general profile of spelling errors in expository texts – argumentative and descriptive texts - written by 293 Hebrew speaking children from 2nd to 5th grades, and to evaluate which variables were found to correlate with correct spelling in Hebrew. For that purposes, each participant produced 3 expository texts, and completed different cognitive, linguistic and transcription-oriented tasks. Spelling errors were identified and grade-level effects were analyzed, revealing significant developmental differences in terms of spelling accuracy. Genre effects indicated that more spelling errors were found in argumentative texts than in descriptive ones. Linguistic tasks - as reading comprehension, reading fluency and lexical depth – were correlated with spelling in all grade levels, but decreased in 5th grades. Regressions that were used to determine the relative weight of the different predictors indicated reading accuracy as a predictor of spelling errors. In light of these findings, educational implications concerning literacy development in elementary school will be discussed.
Theme:Literacies Learning

Discurisive Properties of Null and Overt Subjects in Spanish L2 Grammar: Spanish Postverbal Lexical Subjects and Intra-sentential Anaphors
Maurizio Santoro, Professor of Italian, Foreign Languages and LIterature, Queenborough C. College, CUNY, Queen, NY, United States
Overview: The present study has investigated whether the late L2 acquisition of discursive features of Spanish null and lexical subjects is due to an underlying pragmatic impairment on learners’ part, or derives from their inability to cope with the demanding processing task. Adult English speakers learning Spanish were examined in their use of Spanish lexical subjects in focused contexts, and their interpretation of intra-sentential null and overt pronouns. Results have shown that participants encountered a lot of difficulty placing subjects in postverbal position and identifying the appropriate antecedents of anaphoric expressions. The problem, however, does not result from their failure to activate the required cognitive processes. These inconsistencies are attributable to learners’ incomplete pragmatic competence. The syntactically encoded discursive properties of Spanish subjects have been particularly complicated to account for. In any event, contrary to previous L2 studies, no visible L1 transfer effects have been observed in their L2 advanced grammar.
Theme:Learning in Higher Education

Attending to the Pain and Poison: Trigger Words as a Point of Engagement
Anita Bright, Associate Professor; ESOL Program Coordinator, Graduate School of Education; Curriculum and Instruction, Portland State University, Portland, Oregon, United States
Overview: Language can carry power in unambiguous but nuanced ways and can serve to establish, maintain, defend, and modify hierarchies. This holds true in the field of education in general, and in teacher preparation in particular, all of which is heightened in a language-contact setting. Because each educator brings a complex history and identity, nested in temporal, and spatial, historical, and individual contexts, working in a multilingual and multicultural environment invites deep introspection as a means to identify areas of opportunity, limit, strength, and potential for growth. As such, this research explores specifically identified “trigger words” (those words or terms identified by participants as carrying pain or poison, in particular, contexts) as they emerge in teacher preparation, language contact context. In this descriptive case study set in a graduate school of education in the Northwestern US, I explore the ways groups of multi-lingual and multi-cultural teacher candidates navigated the issues surrounding the use of particular terms or trigger words. Each of these trigger words, generated by members of the classroom community, carried a connotation of oppression, marginalization, power, or privilege, frequently in ways that were coded and known to some members of the community, while being either unfamiliar to or seen as neutral by other members of the community. This study explored this collaboratively-generated list of “trigger words” identified by teacher candidates during course meetings.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 2 - 02/011 Education for Social Change

Facts and Values: What Science Students Should Learn about the Social Aspects of Doing Science
Emanuel Istrate, Assistant Professor, Teaching Stream, Victoria College and Impact Centre, University of Toronto, Toronto, Canada
Overview: When studying science at the undergraduate level, it is easy for students to reach the conclusion that science consists of a set facts and skills that are not related to a value system or to any social interactions. Scientists who are more advanced in their careers recognize that the work of scientists is an inherently social activity. Scientists must work in teams governed by a hierarchy, must raise funds for their work, must communicate their findings to their peers and to the public, must face competition, and sometimes must also deal with unethical or fraudulent behaviour. What is the best way to expose undergraduate students in the sciences to these social aspects of scientific work? One possible solution would be to devote a fraction of the time in each science course to this subject. This, however, requires coordination of topics among many courses and also suffers from the inevitable time pressure in science courses to dedicate more time to the science. The alternative is to include in the science curriculum a separate course on the social aspects of scientific work. This has the advantage that a larger range of topics can be explored in a more coherent fashion. This talk will explore methods to make science students aware of the social aspects of science work, and will provide best practices to engage students with this topic along with examples of student activities and assessments. It will be based on experience teaching this topic at the University of Toronto.
Theme:Learning in Higher Education

The Meaning of Higher Education and Schooling for our Humanity
Dr. Dene Williamson, Assistant Professor, Sport Business, Saint Leo University, Saint Leo, Florida, United States
Jessica Mabry, Clinical Instructor, University of South Florida, United States
Dr. Randall Woodard, Chair, Associate Professor, Philosophy, Theology, and Religion, Saint Leo University, Saint Leo, FL, United States
Dr. Patrick Ryan Murphy, Assistant Professor, Economics, Saint Leo University, Saint Leo, Florida, United States

Overview: There are vastly different perspectives when it comes to the mission of higher education. Ouchi (2003) asserts that the way to successful school transformation is found in “good data from standardized tests” (p. 139). Wolk, however, decries our current system and its focus on testing arguing that we are preparing robots and workers, not human beings. Wolk (2007) demands that “We must deeply question the schools and the curricula we have; we must ask what it means to be educated and what it means to be human” (p. 650). We need to go much further than university being a place to memorize facts and situate a school’s mission in terms of preparing students to live responsibility and able to work toward the common good for all. This paper will focus primarily on education making a social difference. The aim will be on the type of people we are educating. What is more important to the health of a democracy than educating caring citizens who will make a difference socially? Interestingly, Wolk (2007) asserts that “It certainly seems that the more ‘civilized’ we become as a species, the more brutal we become as people. What does the 21st century hold in store for us? Will we survive? What are schools doing to improve our chances?” (p. 653). This presentation will approach higher education from a multidisciplinary perspective with these questions in mind.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Experiential Learning Experiences of Criminal Justice and Sociology Students: Exploring Social Justice and Community Engagement
Dr. Zoann Snyder, Associate Professor and Criminal Justice Program Director, Sociology, Western Michigan University
Ashley Chlebek, M.A. Student, Western Michigan University, United States

Overview: Sociology and criminal justice majors are preparing for employment in social service and/or criminal justice agencies. Addressing issues of social inequality and social justice will be part of their daily work. Preparing students for working with people impacted by social problems such as poverty, victimization, and crime requires grounding the students in empirical research and theoretical foundations of the field, but also the opportunity to gain practical work experience prior to graduation. The purpose of our research is to explore the pathways taken by undergraduate sociology and criminal justice majors to engage in experiential learning coursework. For our research, experiential learning will be generally defined as learning from experience or learning by doing. While experiential learning may take place in a variety of traditional classroom settings, we are looking particularly at four types of classes: service learning, study abroad, internship, or the Wrongful Convictions project. A convenience sample of students who have completed one or more of these classes was drawn to engage students in focus group or individual interview conversations about their coursework choices and experiences. The findings of our research may be used to address curriculum and course offerings to better meet the needs of students and the discipline as well as contribute to the larger scholarly literature on experiential service learning.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Integrating Ethics into Undergraduate Teaching in Psychology: The Uses of Discussion and Narrative Analysis
Maureen Gibney, Drexel University, Philadelphia, United States
Overview: Studying psychology’s history of ethical tensions is a useful introduction to examining current iterations of potentially harmful individual and social perspectives. Embedded in our class work in developmental and social psychology and in narrative and abnormal psychology, for instance, are inquiries into the ethical and narrative implications of the material we're studying. What are the moral concerns embedded in research, how is our history as a field compromised or enhanced by our inattention or attention to culture, and how would narrative themes such as generativity and communion be discerned in accounts of aging, or racism, or suffering? What are concerns about consent and assent in the juvenile justice system? What are the puzzles in dementia care related to who the “decider” is as the disease progresses and painful choices must be made? How can implicit cognitive processes such as the reception of metaphor enhance or thwart welcoming attitudes toward immigrants? How do moral disengagement and social comparison affect our willingness to overlook our own missteps? In some classes students use memoir or film sources to craft formal narrative analyses employing ethical principles, in some they rely primarily on scientific articles and videos provided for them. In all classes, though, students vigorously discuss these and other ethical issues, engaging with each other in critically exploring approaches to difficult important questions. The practice of ethical and narrative analysis can then, if students wish, continue as a way of considering new material well beyond their undergraduate years.
Theme:Learning in Higher Education
Room 3 - 02/013 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

The Voice of Differentiation: Increasing Comprehensible Output through the Pedagogical Integration of Comprehensible Input
Dr. Holly Arnold, Doctorate, Teacher Education, Kennesaw State University, Kennesaw, GA, United States
Robert Weber, Consultant, Honda Corporation, United States

Overview: To master subject matter content, one thing must occur: the content message must be comprehensible (Krashen, 1982). This session is created to lead teachers through effective and engaging pedagogy that is designed to increase both comprehensible input and output in the classroom. As a whole group, attendees will view and read the passage “A Mardsan Giberter for Farfie.” Written in a gibberish language, this passage is difficult for all learners to read as it is not a real language. Following the reading of this passage, attendees will be divided into small groups of four and will answer five simple questions about the passage. Surprisingly, they will be able to answer the questions, even though the content is unknown. This activity highlights that attendees have the literacy skills to read the passage, but the lack of comprehensible input impedes them from understanding it. (This activity mimics a traditional reading lesson, with assessment.) Finally, the presenter will translate the passage into English, and reveal the content topic. Then, attendees will be guided through five simple strategies that would have created more comprehensible input for linguistically and culturally diverse learners. Examples will include how the presenter could have built background through visual representations, language and literacy strategies, activating prior knowledge prior to reading, cultural differentiation, and linguistic differentiations for comprehensible output when writing and speaking. These strategies can immediately be applied to classrooms for students of all ages or shared with student-teachers at the college level who will be working with English learners.
Theme:Pedagogy and Curriculum

Read, Talk, Play Every Day: Developing a Community-wide Early Literacy Initiative
Peggy Muehlenkamp, Executive Director of School Leadership and Equity, School Leadership and Equity, School District of Beloit, Janesville, Wisconsin, United States
Overview: Every child, regardless of their economic status, race or social standing, deserves an equal opportunity to read. Our role in early education is to build the foundation for early literacy skills but we know there are many additional factors that impact our students before they walk into our classrooms. Community support and parent/caregiver education are critical for the success of our littlest learners. The Janesville Early Literacy Task Force is committed to engaging the entire community in preparing children from birth to age four to succeed in school and life by empowering families to read, talk, and play together every day. Attendees will: participate in activities to deepen their understanding of the importance of early literacy and brain development and how to engage their community in supporting this important work. consider potential programs and ideas for measuring the impact of a community-wide early literacy initiative. celebrate successes and learn from challenges we’ve faced along the way. The presentation includes the following engagement strategies designed to deepen understanding, collaborate with peers, reflect on learning and identify an action they will take as a result of the learning. Walkabout: instructional hook & background builder - Participants interact with quotes/statistics to address essential questions Filling the Silence: participants view a brief video clip (sound off), write a script to narrate, share script with a partner, view clip with sound and reflect with whole group AEIOU: reflection/summary of learning strategy A - Adjective E - Emotion I = Interesting O - Oh! U - Um?
Theme:Early Childhood Learning
Room 4 - 02/017 Inclusive Pedagogies

Bridging Education and Neuroscience: A Transdisciplinary Model for Co-creating Positive Classroom Climates
Sheila Dennis, Senior Lecturer, School of Social Work, Indiana University, Indianapolis, IN , United States
Overview: Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in Preschool-12 education as a way to design instructional environments and practices that more closely align with human development science. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study investigated the emerging conceptualization of the social-emotional dimensions of EN practices and the implications for creating a positive classroom climate. The data analyses of 54 student, teacher, and administrator interviews from four US classrooms applying EN knowledge generated a conceptual model that revealed how EN practices unfolded in the classroom to co-create a positive classroom climate. Data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, self-regulating strategies, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices contributed to students’ resiliency, as observed by reduced discipline referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Results contribute to existing research on climate and social-emotional learning. The study’s findings also inform translational EN inquiry and provide a conceptual model to guide educators who seek to co-create positive classroom climates using transdisciplinary EN practices.
Theme:Pedagogy and Curriculum

Thinking Together through Metaphor
Mr. Christopher Navarajan Selva Raj, Teacher, Knowledge Skills, Raffles Institution, Singapore
Overview: This paper invites participants to consider how a focus on metaphor in the classroom which might help develop collaborative student thinking about social and community issues. We will first explore a questioning technique that sensitizes diverse learners to the metaphors that underlie their chosen problems. Next, we examine how student-generated metaphors can either encumber or enhance their critical analysis of an issue. Finally, and, most significantly, we investigate how metaphor can be a useful tool to guide groups of diverse learners to collaboratively generate creative and novel ideas to tackle enduring social and community problems. This tool shows promise in helping student groups co-construct a more inclusive learning space as they work to bridge their varied experiences and perspectives and move together to make collective decisions.
Theme:Pedagogy and Curriculum

Collaboration of Diverse Voices: Strengthening Relationships with Homeless Young Children and Families
Dr. Annie White, Assistant Professor, Early Childhood Studies, California State University Channel Islands, Camarillo, California, United States
Overview: This qualitative study examined whether the influence of Learning Stories, a narrative formative assessment approach, impacts relationships and learning for low-income, underrepresented young children who are homeless, living in transitional housing, or at risk for stable housing. The research project focused on relationships, teacher and parent collaboration, and the theoretical framework of Ghosts and Angels in the Nursery as a lens to understand how early childhood memories can impact child rearing practices and influence adult and child interactions. Learning Stories is an innovative, formative assessment approach which offers educators and parents the opportunity to partner in the education of young children through the sharing of written stories describing children’s learning experiences. Educators have found the value of family voice as integral to the assessment process as teachers engage with families to understand and honor their unique perspective. The Learning Stories serve both as a guide and tangible artifact documenting the child’s learning experiences through teacher analysis and reflection. The study Research findings included the following themes: individual development of children; children addressed directly and viewed as important; attention on positive attributes of the children rather than deficits; open communication occurred between educators and parents; teachers show deep care for children; parents’ care of children; and, teachers’ thoughtful reflection about children’s learning experiences. Research findings reveal Learning Stories, a narrative formative assessment approach provides opportunities that influence positive teacher, child, parent, and family relationships.
Theme:Early Childhood Learning

Inclusive Education for Students in Childhood and Primary Teacher Training Programs
Nazaret Martínez Heredia, Profesora, Pedagogía, Universidad de Granada, Granada, Spain
Ana Amaro Agudo, Profesora, Universidad de Granada, Granada, Spain
Prof. Gracia González Gijón, Universidad de Granada, Granada, Spain

Overview: The interest of this work is to know the perception of professional skill to be a teacher able to face the challenges linked to inclusive education, by the recent graduates in Childhood and Primary Education Degree at the Faculty of Educational Sciences at the University of Granada, during its formative process. Teacher training gaps regarding attention to diversity currently involve disorientation, vulnerability, concern and even rejection due to ignorance in future teachers and active professionals. We have used a descriptive quantitative methodology, using a questionnaire “Professional skills in inclusive education” as an information collection tool, in a sample of 318 people aged between 22 and 31 years old. Results: the results show that all the students in the sample believe they have acquired professional skills to adequately address the challenges of inclusion in the centers, in relation to methods and means, along with improvement and innovation. They consider that the use of technologies and cooperative work is necessary, as well as the mastery of practices and evaluations to meet the diversity of students. The development of a growing accumulation of experience and knowledge as part of a great systemic change in the university classrooms of teacher training will help to guarantee quality in training and to reduce the "gap between theory and practice".
Theme:Learning in Higher Education
Room 5 - 02/018 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Emotions in the Classroom: Mind/body Tools to Help Manage Them
Suzanne Velasquez Sheehy, Self-employed, Chicago, IL, United States
Overview: This workshop introduces an evidence-based and time and cost-efficient tool designed to help reduce stress and self-regulate emotions that can have a negative impact on both student learning and teacher performance. Participants will learn to apply a technique used to reduce work-related stress and how to introduce the technique to students to help self-manage test anxiety and other academic stressors. As a result of attending this workshop, participants will gain a better understanding of how to neutralize negative emotions and responses that hijack the brain’s ability to focus and concentrate and be empowered to self-manage the daily stress triggers that have a negative impact on performance. Participants will leave the workshop with strategies and resources to support using this technique for personal and classroom use. I will introduce the body’s response to stress triggers and how pre-conditioned responses can be neutralized. Presenter will share research on the effects of academic stress. Participants will learn about the origins of EFT (Emotional Freedom Techniques) and uses for EFT in academic settings. Presenter will demonstrate the technique and participants will apply EFT on a personal stressor and track results in real time. Participants will share their experience with a partner. Participants will break out in groups and discuss their thoughts and questions about introducing EFT in their school communities. Conclusion and Discussion: Presenter will share personal experiences using EFT with staff and students. Presenter will provide resources to support implementing the technique in the classroom.
Theme:Pedagogy and Curriculum

Dancing with the Other: Aesthetic Experience and Ethical Responsibility for Social Change and an Education in a Globalized World
Paul Moerman, Lecturer, Arts and Education, Södertörn University, Stockholm, Sweden
Overview: In this practical dance workshop, modeled on case studies with school children and pre-service teachers, we explore the similar nature of dance and education: as acts of transgression and change, and as efforts to enter into dialogue with the world – John Dewey’s pragmatic as well as Gert Biesta’s post-structuralist view on education. Applying Susan Stinson’s dance teaching method, we explore the basic elements of creative dance: body, space, time and force. No previous experience needed, improvising and composing, we draw on the participants’ imagination of movement and power of initiative, dancing in an educational setting and probing what knowledge, abilities, and attitudes we gain from this. As world-wide conference attendees, we thus explore the possible relevance of an art form such as creative dance in everyday school life, as a mode of aesthetic experiencing, and as a way of building ethically charged relationships facing each other’s otherness, thus attending to issues of democracy and coexistence in an urging global society. We highlight education’s aesthetic, ethical, relational and existential dimensions in a challenging world calling upon us, as teenage learners around the world massively and urgingly do, for dialogue, with the world, materially and socially, for survival.
Theme:Pedagogy and Curriculum
Room 6 - 02/025 Initiatives across Curricula

Mentor, Creativity and Reflection Building Significant Changes in Tertiary Education: Integrating Sustainability as a Cross-curriculum Priority in Teacher Education Programs
Bronwen Wade-Leeuwen, Lecturer, Researcher in Teacher Education Program, Educational Studies, Macquarie University, Sydney, Australia
Kathryn Mc Lachlan, Macquarie University, Sydney, Australia
Wendy Goldstein Goldstein, Lecturer, Environmental Sciences, Australia
Thelma Raman, Sustainability Education Advisor, Macquarie University, Australia

Overview: This accredited teacher education program offered at a Sydney-based university in 2018 was designed to make a difference in participants’ understandings of sustainability principles by integrating it into schools as a cross-curriculum priority. The programs focus was on intercultural experiential learning, fostering creativity and reflective practices and engaging participants’ through current sustainability knowledge, learning and skills. Additionally, teachers were encouraged to mentor pre-service and in-service teachers in a diverse range of creative strategies to integrate Science, Technology, English, Arts and Maths (STEAM). The paper presents a new and fresh approach to education for sustainability and discusses the evaluative analysis results from the program. Findings include increased teacher competency in initiating new creative approaches using inquiry-based learning for generational future change and action. Improved ability to teach others, work with colleagues towards leading change through newly acquired collaborative leadership approaches and recognised by colleagues as accredited highly accomplished teachers.
Theme:Learning in Higher Education

The Art and Science of Light, Movement, and Sound: Pre-service Teacher’s Engagement with STEM Education through the Integration of the Arts
Anne Marie Morrin, Lecturer in Viusal Art Education, Education, Mary Immaculate College Limerick, Limerick, Ireland
Overview: The STEAM-ED Project is an interdisciplinary educational and outreach project, involving B.Ed. students, primary schools Artists, Architects and Scientists. This STEAM-ED Project aims to inspire and guide the best in STEM education through the integration of the Arts (STEAM). The project combines new innovative technologies in exploring scientific concepts through Art and Perception. The STEAM Ed was delivered in collaboration with a pilot primary school involving in-service and pre-service teachers, children, and STEM experts. The project focused on empowering young people to build a powerful toolkit enabling them to build creative, innovative and STEAM skills for life. The STEAM-ED Project encompass a variety of different successful national and international models in Art and STEM education including The Studio Classroom; Studio 13, and Lab Space Concepts; Design Thinking; the ‘Child as a Client’ and; reinvigorating public ‘Spaces’. The presentation will focus on the pre-service teacher’s engagement with the project. The research, design, deliver and evaluation of innovative teaching methods and technologies in exploring scientific concepts through art (STEAM). The participants’ were immersed in both Science/Art engagement, with the intention of developing attitudes towards teaching and developing integrated STEAM skills, creativity and imagination that generates original ideas, which in turn encourages engagement, changes attitudes towards and develops innovative ways of teaching STEAM subjects.
Theme:Pedagogy and Curriculum

The Effect of Visual Thinking Strategies on Writing Instruction
Dr. Mark Szymanski, Teacher, Pacific University
Overview: How can educators use visual thinking strategies to teach writing and develop observation and inference skills for their students? This is an essential question in our image-rich digital world. Though the teaching of writing has a long textual history that uses text and verbal prompts to support and inspire students’ thinking and writing (Sperling, 2001), there are few studies investigating the use of images in place of verbal prompts. This paper will examine the effect of a curriculum intervention designed to teach students visual thinking strategies to improve their observation, inference writing skills in high school English classes. Visual thinking strategies are designed to support visual literacy, thinking, and communication skills using visual art in museums. The foundation for the strategies rest on three questions: What’s going on in this picture? What do you see that makes you say that? What more can we find? The results indicate that using visual thinking strategies for writing prompts has a positive effect on the quality of student writing and specifically their observation and inference skills.
Theme:Literacies Learning

Video Games, Homer and Ovid: What Do Students Learn?
Amy Manders, Student, University of Dubuque, United States
Alan Garfield, Chair, Digital Art and Design Department., Professor, University of Dubuque, Dubuque, Iowa, United States

Overview: Studies suggest strong motivational effects of video games in educational environments. Rather than simply listening to lectures or viewing power point presentations, video games allow students to immerse themselves in a virtual world that they, in various ways, control and interact in and with. They become invested in their game world. But motivation notwithstanding, what do students really learn from these games? The literature is strangely silent on this question. Yet since the 1980s, research has consistently shown that playing computer games (irrespective of genre) produces reductions in reaction times, improved hand-eye co-ordination and increased players’ self-esteem. What’s more, curiosity, fun and the nature of a challenge also appear to add to a game’s educational potential. That's admirable, surely, but do students really acquire knowledge from these video games? This study examines ten popular video games (console, computer, mobile and internet) and their use of classical content. Does gamification really lead to content acquisition or is it mainly a neutral strategy, without direction? What are students learning about Greeks and Romans in video games that use classical content?
Theme:Technologies in Learning
Room 7 - 02/026 Testing and Learning Outcomes

Evaluation of Learning Outcomes through Examination Moderation, Monitoring, and Coordination
Comfort Onabanjo, Chief Lecturer, Primary Education, Federal College of Education, Abeokuta, Abeokuta, Nigeria
Overview: The overall goal of education is to prepare an individual to be more useful to self, the community, and the entire world. The National Policy on Education (2004) states that education shall continue to be highly rated in the national development plans because education is the most important instrument of change. The school system has a great role to play in achieving the goal. Evaluation in education is very essential for its judges the quality and is the basis for all educational activities. Learning takes place in the educational institution and other institutions of learning and instructions in the three domains of learning - cognitive, affective and psychomotor. To see whether individual learner, teacher and the institution are measuring up to the goal or objectives of setting up educational institutions, there is then a need for evaluation since learners' outcome in courses offering in educational institutions will determine the quantity and quality of future manpower of any nation. This paper, therefore, attempts to look at the evaluation of learning outcomes through examination moderation, monitoring, and coordination. The methodology of the paper is a descriptive approach. After some discussions, the paper offers some useful recommendations which can assist certificate granting institutions and examination bodies among others.
Theme:Assessment and Evaluation

Business Program Purposeful Curriculum Design : Designing Business Program Matrices to Reach External and Internal Constituencies Expectations
Dr. Brad Kleindl, Professor of Marketing, College of Management, Park University, Parkville, Missouri, United States
Overview: Business programs have a variety of internal and external constituencies. These in include program faculty expectations, accreditation associations, certification organizations (CPA, CFA, PMI, etc.), employers, students, and others. To ensure that programs meet these constituency expectations, business program faculty must work collaboratively to purposefully design curriculum to reach program goals. This requires developing program matrices with program learning outcomes, course learning outcomes, program student artifacts, assessment processes, and program improvement strategies. This paper outlines how business programs are using purposeful curriculum design to reach these objectives.
Theme:Pedagogy and Curriculum

Predictors of Test Anxiety and Poor Test Performance in Teacher Credential Candidates
Anne Hafner, Professor, Education, California State Univerity Los Angeles
Bahiyyih Hardacre, Assistant Professor, Applied and Advanced Studies in Education, California State University Los Angeles, Los Angeles, CA, United States

Overview: Teacher candidates in California (US) are required to pass four standardized tests, the CBEST; CSET , the Teacher Performance Assessment (TPA): and the RICA (Reading Instruction). A major problem is that many under-represented minority teacher candidates fail to pass these required tests in order to enter and complete the credential program. Thus, there is a disproportionate impact of these tests on under-represented students who wish to be teachers. Very little research has focused on underrepresented teacher candidates and reasons for test anxiety or for poor performance on the teacher tests. In this mixed methods correlational study, the purpose was to identify which background variables, language characteristics, psychological factors, or physiological indicators (heart rate) were correlated with candidates’ test-taking anxiety and by extension to poor test performance. Survey findings showed that although respondents reported liking writing and reading, they did not report enjoying math. 75% of respondents reported some to a lot of anxiety about taking these tests. Respondents performed poorly on sample multiple choice and constructed response items, especially on math items. When students were asked about reasons for their test anxiety, the themes that emerged were test anxiety, math anxiety, writing anxiety, test preparation, and testing as a barrier to entering teaching. Physiological factors (e.g. heart rate) are still being analyzed. Identification of which factors predict test anxiety for credential candidates can help college staff and faculty members to better understand the roots of the problem of low pass rates on teacher tests.
Theme:Learning in Higher Education

Outcome-based Strategies for Adult Teaching and Learning
Dr. Mette Baran, Associate Professor, Doctoral Leadership Department, Cardinal Stritch University, United States
Mitra Fallahi, Professor, College of Education and Leadership, Cardinal Stritch University, Milwaukee, Milwaukee, United States

Overview: The intent of this presentation is to offer a wide range of topics that address both the theoretical and praxis components of facilitating adult teaching and learning. Each part is a critical element for any teacher of adults, and this understanding is now vital given the population shifts in American higher education. The number of undergraduate and graduate students over the age of 25 continues to outpace “traditionally” aged students in colleges and universities (Anderson, 2016). The result is that adult students “are new majority” (Bell, 2012, para. 1). A proper understanding of adult learning has always been critical to ensuring the success of the adult students, but with the population change, an expectation that teachers know the theory and practice behind adult learning has increasingly become the norm. Within this context, it is vital that scholars who write about adult learning have experience facilitating adult learning. The presenters are sharing topics from their recent book, Outcome-based Strategies for Adult Learning. The topics will address: Making Instruction Work for Adult Learners Building Trust and Motivation Arts Integration and Artful Teaching Strategies for Teachers of Adult Learners Theories and Practice of Humor for Adult Instruction Effective Online Learning for Adults Professional Learning Communities and Adult Learning and Teaching – Best Practices in Building a Community of Learners Assessment of Learning in Higher Education
Theme:Learning in Higher Education
Room 8 - 03/005 Engaging Students

Teaching the Great Irish Famine
Alan Singer, Professor, Teaching, Learning and Technology, Hofstra University, Hempstead, United States
Overview: In 1996, the New York State made study of the Great Irish Famine part of a Human Rights curriculum including slavery in the Americas and the European Holocaust. Cormac Ó Gráda, challenged the Hofstra team to explain why it was so important that students learn about a famine in Ireland 150 years earlier. Our answer was that study of the Great Irish Famine offers be a case study on the impact of colonization, industrialization, and capitalism and 19th century ideas about “progress” on the lives of ordinary people. It also introduce students to the continuing problems of hunger, inequality, and powerlessness in the world today. The Great Irish Famine introduces students to a number of major historical and social studies themes. The British government’s response to the famine in Ireland exposed the ideology and operation of capitalism and shaped British colonial policy. The famine occurred in a period when England, was industrializing and the Irish became a significant portion of the urban industrial work force. Famines, exacerbated by climate change, threaten to reshape human civilization in the 21st century. Study of the famine engages students in discussions of human nature, human rights, government responsibility, and international obligations.
Theme:Pedagogy and Curriculum

Customizing Mathematics in Health Care Education: The Identification of Mathematical Concepts Relevant for Health Care Professions
Dr. Gheorghita Faitar, Assistant Professor, Department of Biology and Mathematics, D'Youville College
Silviu Faitar, Professor of Biochemistry and Genetics, Biology and Mathematics, D'Youville College

Overview: The first decades of the 21st Century witnessed a dramatic shift in the American job market, with the demand in health care professions outpacing more traditional career opportunities. As a result, higher education institutions are prioritizing the development and implementation of health care and medical programs. Students enrolled in such programs often start classes under the impression that studying only clinical disciplines will properly prepare them for their professional career. However, most programs start with core courses aimed at developing a holistic background for each student. Out of these courses, mathematics poses the most difficult for students due to its rigor and because students assume that it is unnecessary for health professions. This is evidently a flawed and misleading view since mathematics is deeply embedded in many biological and clinical disciplines. The present study identifies and organizes basic mathematical concepts needed for understanding significant topics taught in biochemistry, genetics and clinical courses. Future health care professionals need to be able to analyze quantitative data, create models, draw inferences, and support conclusions based on mathematical reasoning. Basic mathematical skills like measurements and units of measure, fractions, proportions, ratios and percentages are applied in practically all biomedical disciplines. More advanced concepts like exponents, logarithms, quadratic equations, and graph theory are often used for understanding difficult enzyme kinetics, population genetics, pharmacology or epidemiology problems. Ultimately, establishing connections between these concepts and clinical applications while teaching mathematics courses is essential for creating well-rounded and successful health care professionals.
Theme:Science, Mathematics and Technology Learning

Learning in the Outdoors through the Primacy of Movement and Learner Voice: Learning in, through and about Movement and Teacher Training
Dr. Barry Costas, Lecturer, Physical Education, Sport, Health and Well-Being, University of Hertfodshire
Overview: This paper which has evolved out of a much larger doctoral thesis, explores the value of placing the learner at the heart of their own learning, whilst using the primacy of learning in through and about movement as a pedagogical approach. This approach is examined in the context of Outdoor Adventurous Activities at a residential outdoors centre in a secluded hamlet in the Brecon Forest, Mid - Wales in the United Kingdom. The notion of the learner as having a key role to play in their own learning Fielding (2004, 2008), is not a new pedagogical approach, but rather, it is argued, we are seeing the concept re-emerging as a way of addressing the tired and dated ideas that learners are often blank slates or empty vessels, should be seen and not heard and learn best through transmitting knowledge through sitting in rows in windowless lecture theatres, Costas (2015). My paper argues that effective teaching and learning has to start with where the learners are at, not with where the teacher or lecturer is at. In order to do this the learner has to be central to the intended learning outcomes and fully engaged with their own learning, and to have an understanding of why they are doing it. This paper examines this process and relationship through working with four groups, of first year Bachelor of Education students at a University on the outskirts of London in the United Kingdom.
Theme:Pedagogy and Curriculum

Implementing English as a Medium of Instruction in University Courses
Dr. Yen-Hui Lu, Assistant Professor, Applied Linguistics, Chung Yuan Christian University
Jia-chen Chuo, Assistant Professor, Applied Foreigh Languages, Shih Chien University, Taiwan

Overview: The purpose of this study is to demonstrate a model of collaborative action research between language professors and academic content professors in implementing English as a Medium of Instruction (EMI) to teach academic courses at one of the universities in Taiwan. This study utilizes two complementary theoretical frameworks: reflective practitioner knowledge and classroom-based action research. These two frameworks suggest that regular reflection on teaching allows teachers to identify areas in their teaching that need attention and thus spurs their continuing professional development. The wide range of data in this study includes reflection journals from both language professors and academic content professors; field notes from observations; and transcriptions of biweekly group meetings. The significance of this study is twofold: First, by understanding academic content professors’ teaching practice through collaborative action research, language professors are able to develop a more congruent EMI pedagogy and represent more understandable teaching and learning theories in implementing EMI. Second, by conducting classroom-based action research, academic content professors become more critical about their practices and more conscious of their own teaching to meet the needs of students in EMI classes.
Theme:Pedagogy and Curriculum
Room 9 - 03/006A Spanish Language Session
Room 10 - 03/006B Spanish Language Session
Room 11 - 03/011 Spanish Language Session
Room 12 - 03/017 Spanish Language Session
Room 13 - 02/008 Workshops

Student Engagement and Motivation: Differentiated Instruction Curriculum Delivery Techniques
Jim Utterback, Administrator, Retired, Boca Raton, FL, United States
Overview: The purpose of this session is to provide differentiated instruction techniques for curriculum delivery resulting in increased student engagement and motivation. A brief overview will be given on some of the most valuable components of student engagement and motivation on which to focus, the pillars of differentiated instruction, and a better understanding of how the pedagogy of multiple intelligences and learning modalities impact student engagement. The majority of time, through attendee participation, will be spent on providing tools for promoting positive feelings in the classroom, stimulating attention and interest, and engaging and motivating students. Methods will include: how to use movement to stimulate positive affect and deepen understanding, fun strategies for getting attention, keeping students on their toes with randomization techniques, and rediscovering story telling as a way to draw students into learning. Specifically, participants will engage in techniques including ‘entry/exit cards’ that everyone will complete. These may be used in classes for startup assignments, surveys, homework, and more. The next will be storytelling, where several participants will act out a story with the remainder of the audience participating, to learn curriculum. Participants will take part in a ‘lifeline’ game that will challenge their knowledge. Randomizing techniques for selecting students will be used to select participants. Time permitting, participants will learn how to "vote with their feet," and walk in concentric circles to share learning, and other techniques.
Theme:Pedagogy and Curriculum

Critical Thinking in International Education Programs: Fostering Discerning Engagements
Dr. Ines Dunstan, PhD, Flinders University, Adelaide, Australia
Stephen Green, History Teacher

Overview: In international education programs such as the IB and the GCE, the acquisition of critical thinking skills is highly valued. Central to the concept of critical thinking is the act of questioning. The notion that teachers should encourage students to question 'everything' is often uncritically endorsed. However, on closer inspection, philosophical and practical questions emerge. For example, in the area of Ethics, should teachers encourage students to question all moral and cultural positions? Should teachers encourage students to question whether slavery is wrong? Should teachers encourage students to question whether rape is wrong? While discussions around the reasons why rape is wrong should be fostered, should teachers also encourage students to question the evil of rape itself? Or should this "questioning" be "questioned?" Should teachers ever engage in explicit values teaching? Is this telling students what is right, and what to think? In the area of History, a critical thinking approach requires that students evaluate primary and secondary historical sources for their reliability, and for the presence of bias. But here, again, questions emerge. Is a 15 year-old equipped to judge whether the work of Noam Chomsky is reliable? Is a 15 year-old equipped to judge whether Jay Winter is "biased?" And yet, the idea that students should not interrogate the work of high profile intellectuals reeks of authoritarianism. This study explores conflicting visions and concerns around the critical thinking paradigm, suggesting ways forward by proposing concrete strategies for the development of discerning engagements.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
12:05-12:55 Lunch / Almuerzo
12:55-13:40 PARALLEL SESSIONS
Foyer Posters
Poster sessions present preliminary results of works in progress or projects that lend themselves to visual displays and representations. These sessions allow for engagement in informal discussions about the work with interested delegates.

Smartphones in the Classroom as an Auxiliary Tool in the Learning of Experimental Physics
Emerson Luiz Lapolli, PhD, Federal University of Santa Catarina, Palmas, Parana, Brazil
Overview: Currently Smartfones are a multi-purpose instrument with a plethora of applications that are used in various work fields. It is already a popular portable device that is present in all economic classes. Smartphones are pocket-sized computers, and have a huge variety of functions. These can replace equipment, or, replace the use of didactic laboratories. The cell phone is an attractive and thought-provoking element for high school students, and can be used to conduct experiments and demonstrations of phenomena. I present a diversity of applications allied to applications in low cost home experiments. The main objective is to make future teaching professionals use these applications in their classes in order to make physics more investigative. Consequently, this will make the student use this device in their daily life, making it possible to combine theory and practice
Theme:Science, Mathematics and Technology Learning

Effect of STEAM Strategy on Students' Project Competence and Leaning Motivation
Dr. Chun-Yen Tsai, Associate Professor, Center for General Education, National Sun Yat-sen University, Kaohsiung City, Taiwan
Chien Liang Lin, Assistant Professor, Information Management, Nan-Jeon University

Overview: This study proposed a STEAM model to improve students’ project competence and leaning motivation. STEAM fields are science, technology, engineering, arts, and mathematics. In current study, we try to propose a STEAM model in the pedagogic perspective which is Scaffolding, Tutoring, Engaging, Argumentation, and Modeling. The participants consisted of 123 students at a high school in southern Taiwan. A quasi-experimental design was employed in this study. The students in the experimental groups used the STEAM model to learn to finish the science project while the students in comparison group learned through the traditional science course over one year. Instruments included the KIPSSE instrument (Lin, 2018) and the SMTSL questionnaire (Tuan et al., 2005). The results indicated that the students in experimental group outperformed their counterparts in terms of project competence and leaning motivation. The implication is that the appropriate application of STEAM strategy is necessary while improving students' learning in the STEAM fields.
Theme:Science, Mathematics and Technology Learning

An Investigation into Supervision Techniques to Support Introverted CSD Students
Pam Reese, Assistant Professor, Communication Sciences and Disorders, Purdue University Fort Wayne, Fort Wayne, IN, United States
Overview: Communication Disorders graduate student clinicians at a public university in the southern United States were enrolled in a language and literacy course and clinic assisted with providing services to children who were struggling readers. Two students self-identified themselves as shy. Ethnographic investigation of supervision strategies revealed specific stratagems used by supervisors to support their success.
Theme:Learning in Higher Education

The Changing Face of Teaching and Learning: Exploring the Impact of Artificial Intelligence and Machine Learning on Assessment and Student Learning
Naaz Fatima Kirmani, University of Bath
Overview: The presentation focusses on the changing educational paradigms in a technologically driven world, the future of jobs, existing gaps in the present educational system and the role of new technologies (Artificial Intelligence and Machine Learning)to meet these challenges. It addresses the issues related to classroom assessment with an aim to emphasize on self assessment strategies to empower the new generation and transform the role of learners in the 21st century classroom. It further presents the ways in which new technologies can be utilised to redesign and reinvent assessment platforms that are informed by meaningful learning outcomes, focussed on individual abilities and supporting more personalised learning environments. The presentation explores the pivotal role that Artificial Intelligence and Machine Learning can play in supporting, measuring and redesigning learning environments.
Theme:Technologies in Learning

Afforested Land by Schools in Navarre as a Tool for Participatory Research and Environmental Education: Open-air Interventions to Secondary Education and Citizen Science
Iñigo Virto, Lecturer, Ciencias - IS FOOD, Universidad Pública de Navarra, Pamplona, Spain
Overview: NIE, the association of ikastolas (primary and secondary schools using Basque as a vehicular language for education) has designed and manages, since 2008, a network of seven afforested forests in the region of Navarre, aiming to compensate the CO2 emissions associated of their annual fund-raising festival (Nafarroa Oinez). As these forests are created and kept by the network of schools, they offer a perfect framework for both the assessment of different ecosystem services provided by forests, and for developing different educational projects and tools for environmental education. In one of these forests, a study on the evolution of soil properties and plant biodiversity conducted by professional researchers allowed for the development of an educational proposal for involving teachers and students at the school in charge of the forest. The proposal was prepared by pedagogues, educators, scientists and managers, and focused on two major topics in Secondary Education: soil conservation, and ecosystem succession. This was done by integrating scientific knowledge generated in this study in the teaching program of this topics at the 3rd (soil) and 4th (ecosystems) level of Secondary Education. In particular, a proposal based in cooperative learning, including a puzzle classroom activity and open-air work embedded in a wider program aiming to assess the scientific competences of students, was successfully developed five years after the implementation of this school-managed forest. In addition, a platform of Citizen Science was designed for the network of Oinez Basoa forests aiming to integrate other members of the educative community in their use.
Theme:Science, Mathematics and Technology Learning

Identifying the Impact of Using Augmented and Virtual Reality in Educational Contexts: A Literature Review
Oli Howson, Lecturer in Computing, Open University
Marco Gilardi, Lecturer, Computing, Engineering and Physical Sciences, University of the West of Scotland, United Kingdom

Overview: In recent years immersive Virtual Reality (iVR) and Augmented Reality (AR) have grown in popularity and their potential for technology-enhanced learning has been explored by researchers and practitioners. However, a clear picture of the effectiveness of these technologies as teaching tools has not yet been drawn and it is not yet clear what benefits and drawbacks these new technologies bring to the classroom. We present in this work a structured meta-review of the literature on the impact and applications of AR/iVR technologies in educational contexts. The review has been restricted to published articles that investigate applications of AR/iVR technologies in a child, adult, and work-based education that have been published after 2012, the year after which AR/iVR technologies have started to become widely available on the market. This investigation also aims to understand whether AR/iVR-based education is being built towards specific learning objectives. 2,592 potential articles were filtered down through abstract and title review to 123 articles which were categorised as vocational/work-based – adult (54%), academic/university (24%) and child education (23%) This work reports on interim findings of the review covering the ages 5-18 which is the age range of UK compulsory child education. Interim findings suggest AR/iVR is more widespread in vocational education contexts than in academic education, their use in Academia is not yet pervasive, mainly restricted to research investigations rather than being normal practice. The use of AR/iVR technologies in education has a positive impact on engagement, motivation, comprehension, and retention when compared to traditional educational methods.
Theme:Technologies in Learning

Digital Literacy: A Learning Outcome of Socially Significant Volunteer Training Programs
Nicole Pinson, Urban Horticulture Extension Agent and Master Gardener Volunteer Coordinator, Horticulture and Volunteer Management, UF/IFAS Extension Hillsborough County, Seffner, FL, United States
Overview: Trained volunteers help organizations provide essential programs in the community. Volunteers receive training on core curriculum or skills, in exchange for sharing what they know with the community. Increasingly, volunteer coordinators teach volunteers how to use computers and web-based resources in their volunteer role. A secondary outcome of volunteer training is digital literacy. Digital literacy is defined as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills" (American Library Association Office for Information Technology Policy, p. 2). Digital literacy helps volunteers utilize technology to learn new things, assess and interpret valid information, increase efficacy, and share information with others. The purpose of this presentation is to provide volunteer coordinators, faculty, and community groups with examples of how to quantify volunteers’ digital literacy using research-based resources available from journals, reports, and studies. Participants will learn how to utilize this research to explain and report digital literacy outcomes. Digital literacy skills learned in volunteer training may transfer to daily life such as home, social situations, and work. Digital literacy skills benefit volunteers and the community through increased civic engagement, effective organizational leadership, and learning that can make a difference in society.
Theme:Technologies in Learning

Creating a Sense of Togetherness through Humour and Laughter in Early Childhood Education
Farhana Wan Yunus, Lecturer, Faculty of Education, Universiti Teknologi MARA, Puncak Alam, Selangor, Malaysia
Overview: Research on the roles of daycares shows many benefits for children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood education research remains limited within the field of understanding the complexity of young children’s social competence. This study opens up this under-researched field in Malaysia through three qualitative case studies. Each case study involved video-recorded observations of the children’s interactions with peers. The aim of the study was to examine how children create a sense of togetherness and exercise social competence among themselves at their daycare centres. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of togetherness at their daycare centres through humour and laughter. In the process of these interactions, children exercised the skills of becoming socially competent participants in their centre. Considering my data from the perspective of Loizou’s (2005) the Theory of the Absurd, I was able to classify instances of humour and laughter around two very similar themes – incongruous use of objects; and making funny sounds. My findings provide a picture of how these humorous acts not only created amusement and joy in children but also constructed a sense of togetherness. Additionally, the children were able to exercise their social competence through these humorous events. This has implications for understanding the roles of daycare to children’s peer interactions and social competence as well as how caregivers can enhance children’s learning to make a social difference.
Theme:Early Childhood Learning

Native American-based Mathematics Materials for Undergraduate Courses
Dr. Charles Funkhouser, Adjunct Faculty (Retired Associate Professor), Mathematics, California State University Fullerton, Fullerton, United States
Overview: This session will summarize the results of an National Science Foundation Project which has developed sets of classroom-ready paper and technology-based materials for integration into undergraduate mathematics courses. These materials are based in the cultures of indigenous North American Tribes, but could serve as a model for other mathematics and STEM materials based in other indigenous cultures. All materials will be available to participants for further dissemination and modification.
Theme:Learner Diversity and Identities

What is the Optimal Grain Size When Learning with Study-retrieval Practice?: Interpolated versus Postponed Retrieval Practice
Alice Latimier, PhD Student, Département d'Etudes Cognitives, Ecole Normale Supérieure Paris, Paris, France
Overview: Doing retrieval practice during the learning phase contributes to better long term retention: this is the testing effect (Roediger and Karpicke, 2006). Recently, several studies investigated the optimal placement of the learning questions relative to the readings. Results suggested that interspersed testing throughout the readings led to better memory than postponed testing during the learning phase. However, they did not find a difference between the two placements at a retention test (Weinstein et al. 2016, Wissman and Rawson 2015, Uner and Roediger, 2017). Our study aimed at comparing the effect of different grain sizes of learning periods on memory retention; determining the grain size that yields the strongest testing effect at different retention intervals. Our experiment was run on a digital learning platform (Didask). We used a mixed factorial design that included 2 between-subject Learning Conditions (quiz-reading, reading-reading) and 3 between-subject Grain Sizes (small, medium, large) for the acquisition phase. During the training phase at day 1, participants had to study according to the learning conditions to which they were assigned. Seven days and 27 days later, they had to do a final test. We replicated the testing effect at long term intervals. We did not find that overall performance was different between the 3 grain sizes of learning periods. However, the significant interaction suggested that the large grain size gave the best testing effect. When learning with retrieval practice, it seems that the placement of the retrieval practice episodes does not matter.
Theme:Pedagogy and Curriculum

Urban Reclamation through Farming: An Interdisciplinary Curriculum Approach
Jennifer Nahlik, Doctoral Student, Ball State University, United States
Amy Crouch, Doctoral Student, Department of Educational Studies, Ball State University, Muncie, United States
Robert Mc Elroy, Doctoral Student, Ball State University, United States

Overview: Imagine a desert, not of sand, but of concrete. Now imagine, that within that desert there is a maze that twists and turns 30 stories high, but never ends. That maze signifies the quest for affordable, nutritional food in many urban environments. Urban environments that struggle for access to healthy food options, are typically lower income areas, and primarily are comprised of minority populations. Their communities are on a quest become for both social justice and food justice. With all of these barriers working against them, there needs to be a way out of the maze. Our proposal is to build upon the idea of urban farming by bringing it to the middle schools in these cities. By utilizing an interdisciplinary curriculum based on a ready-made farm system, students in sixth to eighth grade will be actively engaged in how to operate a small farm. Through this curriculum we would not only create innovative learning but also a self-sustaining, continuous food resource which could help feed the children themselves, be sold for a profit, or donated to local charities to help feed the hungry in the neighborhood. Thereby, we can combat food injustice and bring life to the urban desert, while opening the minds of learners up to the possibilities that come from new, inspired, and creative learning opportunities. Our work showcases the steps of creating the farm and business in each of the key areas of the curriculum: language arts, science, math, geography, and business.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Student Success through an Innovative Student Support Centre
Greg Doyle, ELearning Manager, Health Sciences Education, University of Cape Town, Cape Town, South Africa
Lunelle Pienaar, Lecturer, University of Cape Town, South Africa
Busayo Ige, Senior Lecturer, University of Cape Town, South Africa

Overview: Student success in higher education today is dependent on diversified academic support created by institutions, informed by students’ needs. Among learners it assumes uniformity regarding their preparedness to academia; family support and self-motivation. In South Africa, there is also the legacy of apartheid, which resulted in disparities in education. We wanted to know how responsive current student support programmes are to present-day students. We consider the academic support offered in the Faculty of Health Sciences. We describe the administration of a needs assessment survey that aimed to establish students’ needs and perspectives about support. Firstly, we unpack the feedback received from the survey instrument. The results indicate students were satisfied with the lecture and computer rooms and laboratory spaces. However, they were more dissatisfied to the availability of independent learning spaces to practice presentations, peers to support learning and multilingual peer assistance. Supported by the institution a SSC could contribute towards the advancement of student success because it promotes an environment that is conducive to learning. The SSC aligns with student-centeredness and addresses distinct learning needs, interests, diversity of students. However, challenges exist recognizing the time it needs to develop a fully operational student support center, finding space for such a project, funding and buy in from staff and students. Through an SSC we hope assist our students in their educational preparedness. Students success is multifaceted, and a combination of interventions may be most beneficial.
Theme:Learning in Higher Education

Metacognitive Calibration and Student Performance in Adaptive Learning
Lin Zhao Zhao, Associate Professor, College of Business, Purdue University
Overview: Prior research suggests that average students performed significantly better in one-on-one learning situation than in a conventional classroom, because the instructor can personalize the course to fit student needs based on their strengths and weakness. To achieve similar outcomes, we have adopted an adaptive learning system which adjusts the course contents and testing questions based on student performance and engagement level. As the literature has found that metacognitive calibration can predict actual learning performance accurately, we collected metacognition and performance data from over 600 college students in the introductory information systems courses. The preliminary findings show that students who receive passing vs. non-passing grades are affected differently by metacognitive calibration in adaptive learning assignments. The results imply that the instructors should shift their focus on “what are students learning” to “how are they learning,” especially for underprepared students. Other than teaching the course contents, the instructors should explicitly teach students how to become more metacognitive even though adaptive learning is adopted.
Theme:Technologies in Learning

Employability Skills for Corporate Employers and Technological University Graduates Students
Prof. Su Chang Chen, Professor, National Penghu University of Science and Technology, Magong, Taiwan, Taiwan
Prof. Jen Chia Chang, National Taipei University of Technology
Hsi Chi Hsiao, Chair Professor, Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Kaohsiung, Taiwan
Prof. Dyi-Cheng Chen, Professor, Department of Industrial Education and Technology, National Changhua University of Education, Taiwan, Changhua, Changhua, Taiwan

Overview: The purpose of this study is to explore the different opinions on employ-ability skills between corporate employers and technological university graduates students. In order to meet the research purpose, this study uses online questionnaires. The questionnaires are two kinds that are a corporate employer and technological university graduates students. This study revising the scale of employ-ability skills developed by Brennan(2001) to measure technological university graduates students employ-ability skills. After one month of data collection, a total of 127 valid corporate employer questionnaires and 150 graduate questionnaires were collected. The results show that in the ability related to specific skills and knowledge level, the corporate employers and graduates have different opinions on simple foreign language conversation skills, company field-specific theoretical knowledge; planning, coordination, and organizing; relevant industry skills related to the company. In general ability level, the corporate employers and graduates have different views on problem-solving ability; analytical competencies; reflective thinking, assessing one’s own work; working under pressure; accuracy, attention to detail; working independently; ability to work in a team. In behavioral/attitude traits level, the corporate employers and graduates have different opinions on initiative; the power of concentration; getting personally involved; loyalty, integrity; critical thinking; tolerance, appreciation of different points of view; taking responsibilities, decisions. Corporate employers generally believe that graduates are adequate on the ability related to specific skills and knowledge level but inadequate in general ability level and behavior behavioral/attitude traits level. Therefore, this study suggests that schools should develop curricula that are more suitable for industrial practice.
Theme:Learning in Higher Education

Social Entrepreneurship: Creating an Inspiring and Compelling Vision of the Future
Paula Holanchock, Assistant Professor, Business, Flagler College
Overview: What is your vision for changing the world? How can we facilitate our students to become students of culture, who recognize and respond to social and cultural diversities? By becoming students of culture, students can contextualize differences and gain a more in-depth understanding of social injustices and become change agents. My students, in Social Entrepreneurship, create a strategic action plan for change to solve social problems by choosing one of the 17 United Nations Sustainable Development Goals, (i.e., no poverty, gender equality, inclusive education, and zero hunger) and create an innovative product or service that meets the needs of the community. Through lectures, watching documentaries, current events, assigned readings, and in-class discussions and debates students explore and reflect on social problems. My students then create strategic action plans for change to solve various social problems or to contribute something new that will transform lives. Their plans begin with the creation of an inspiring and compelling vision for the future. By becoming students of culture and contextualizing social problems, my students have created socially innovative ideas such as an app that connects a population of children, in Mexico City, who fall into a lower socio-economic class and do not have access to quality education, with privileged students who want to share their knowledge with those less fortunate. Another group created a plan for a food truck that would deliver fresh, affordable, organic produce to disadvantaged communities and provide education on healthy eating and nutrition.
Theme:Learner Diversity and Identities

Correlation of Certainty-based Marking Scores with Student Performance on Assessments
Romeo Batacan, Lecturer, School of Health, Medical and Applied Sciences, CQ University Australia, Rockhampton, QLD, Australia
Overview: The rationale for the use of certainty-based marking (CBM) on online (formative) and written (summative) assessments is to promote awareness and self-assessment while revising. The use of CBM in health care training is invaluable encouraging reflection on reasoning prior to making clinical-based decisions. However, with respect to its benefits on student learning, there is limited literature on this area. The aim of this study is to investigate the utility of CBM in enhancing student performance in online and written assessments. A retrospective analysis of the degree of correlation between practice quizzes average CBM scores and online quizzes scores and written exam scores was conducted. First-year students (n=253) at CQUniversity Australia enrolled in Introductory Anatomy and Physiology Term 2 2018 who completed all the practice quizzes and assessments were included in the study. Average CBM scores in the practice quizzes, online quizzes scores and written exam scores were collected in Moodle and correlation between these scores were analysed using Spearman’s rank-order correlation. Spearman’s rho correlation coefficients indicated a strong, positive association between average CBM scores and online quizzes scores (rs = 0.685, p < .01), and a strong, positive association between average CBM scores and final written exam scores (rs = 0.616, p < .01). There is a strong positive relationship between average CBM marks and students’ performance on assessments. Students who answered more practice questions correctly with confidence perform better on their assessments.
Theme:Assessment and Evaluation

Graphomotor Skills of Preschool Children
Dr. Jana Havigerová, Researcher, Psycho-linguistics, Masaryk University, Brno, Czech Republic
Overview: Poster presents interim results of original research graphomotor skills of preschool children. N = 76 children participated in the research for this sub-study. Children's skills are compared in various graphic manifestations: spirals, loops, hitchs, kinks, couplings. The aim is to create a tool for assessment of children with graphomotoric difficulties and a high risk of dysgraphia.
Theme:Assessment and Evaluation

Digital Support for Library Research: Reaching Students On and Off-Campus with LibGuides
Jacalyn Bryan, Associate Professor/Reference & Instruction Librarian, Library, Saint Leo University, Saint Leo, United States
Overview: Student learning today is ubiquitous, taking place face-to-face or online in a diverse number of settings How can librarians and faculty provide resources for learning and research at the point of need, especially for students at a distance? One solution is to make use of a LibGuide, a software application that provides a digital way to collect and share resources (e.g., databases, videos, tutorials, and handouts) for a subject area, topic, or assignment using Web 2.0 technologies. Course-specific or assignment-specific LibGuides appear to be the most effective use of this technology. At (university name), master syllabi are employed so that there is consistency in content and assignments across a variety of delivery systems. This poster will demonstrate how a LibGuide that initially provided resources for a psychology assignment on campus was later utilized by students at satellite centers and in online programs through our Learning Management System. It will also describe the expansion of resources that have been added to the LibGuide over time including an instructional video and interactive tutorials. In 2017-2018 this LibGuide received 9580 hits, compared to 6198 in 2016 -2017. Additional LibGuides targeting specific course assignments in the master syllabi have been and will continue to be developed.
Theme:Technologies in Learning

Evaluating Teachers across Canada and Kenya Acquiring Competence with Online Literacy Programs for Children
Constanza Banda, MA Student, Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada
Eileen Wood, Professor, Wilfrid Laurier University, Canada
Alexandra Gottardo, Professor, Wilfrid Laurier University, Canada

Overview: Given the prevalence of computer software in educational settings, it is important to establish the efficacy of software for teachers in the classroom. One software program, ABRACADABRA (ABRA), has been demonstrated to be effective in the development of literacy skills in young children (e.g. Wolgemuth, et al., 2014). Although this program has positive impacts, limited research is available to determine the cross-cultural relevance of this software. The present study evaluated the impact of teaching experience and literacy knowledge in pre-service and in-service teachers’ perceptions regarding this technology among two Canadian and one Kenyan sample. A total of 64 female teachers (Mage= 38.26, SDage =11.22) completed a pre-test survey and then participated in a training workshop for the ABRA software. Workshops were followed by a post-test survey. Outcomes indicated that participants’ knowledge of literacy did not significantly vary across locations; however, their confidence in teaching four areas (reading fluency, writing, comprehension, and alphabetic) of literacy did vary as a function of location, with Kenyan teachers yielding the highest teaching confidence. Interestingly, across all locations, the participant’s confidence in teaching early literacy increased following the workshop. No differences were found across participants regarding comfort using and teaching with technology. Endorsement of the software was high with approximately 92% of the participants indicating that they would be likely to use ABRA going forward. Qualitative analyses confirmed some well-established barriers and successes for these teaching workshops. Points for discussion consider the relevance of workshop training and its impact on the implementation of this software.
Theme:Literacies Learning
Room 1 - 0G/007 Virtual Lightning Talks
Lightning talks are 5-minute "flash" video presentations. Authors present summaries or overviews of their work, describing the essential features (related to purpose, procedures, outcomes, or product). Authors are welcome to submit traditional "lecture style" videos or videos that use visual supports like PowerPoint. After the conference, the videos are made available on the network's YouTube channel.

Developing Teaching Material Based on Multiliteracies
Anna Fterniati, Associate Professor, Education Sciences and Social Work, University of Patras, Patras, Greece
Christina Siaviki, Student, University of Patras, Greece
Evgenia Bourazeri, Student, University of Patras, Greece

Overview: In modern times people come into contact with multimodal texts that combine words, symbols, images, movement, charts, sounds and appear in a variety of social media with new forms of typography and digital technology. This requires new ways of approaching literacy in a multilingual and multicultural society. Multiliteracies propose specific teaching strategies to achieve these goals, through genre and text types from a wide range of multicultural sources and media. The present work includes teaching proposals for the teaching of the argumentation by means of original teaching materials, designed according to the principles of the Literacy Pedagogy and Multiliteracies in the form of teaching scenarios, while also taking into account the needs of children from different cultural backgrounds. The ultimate purpose of this teaching proposal is to develop students' social and critical literacy skills.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Appropriation of Academic Studies as a Motivation for Professional and Social Upgrowth and a Means of Reinforcing the Symbolic Capital of Adults
Eleni Sivena, Postgraduate Student, Hellenic Open University, Greece
Dr. Labrina Gioti, Special Laboratory Teaching Staff, Education Department , School of Pedagogical and Technological Education (ASPETE), Athens, Greece

Overview: Professionalism is conceived by Bourdieu as a form of symbolic capital possessed by the agents or occupants of a profession providing them with access to the specific profits that are at stake in the field. It secures their dynamic participation and prevalence in the "game" of stakes, interests and power carried out within their work field contributing to the social recognition and empowerment of their social prestige. When adults pursue higher academic studies in prestigious schools, they aim, among other things, to gain benefits related to future outcomes in their work and to be empowered in their fields of action. The way they capitalized these studies depends on their already acquired institutionalized cultural capital, on the correlation of forces in their power-driven, autonomous, dynamic, in nature, but also vulnerable field, and on the position they hold or claim in it. Adult graduates from Technological Educational Institutions (TEI) seek to acquire a bachelor’s degree from homologous University (UNI) prestigious faculties. This university degree is a means of certifying their scientific competence and ensuring their professional autonomy, while at the same time contributing to the enhancement of their professional and social prestige. Based on the above reasoning, in 2018, we conducted 7 in-depth interviews with adult TEI graduates who pursued their academic studies in faculties with higher social status. The findings illustrated a strong association between the participants' motivation and the strengthening of their professionalism by ensuring the requirements for their professional and social advancement and the reinforcing of their symbolic capital.
Theme:Adult, Community, and Professional Learning

Adult Learners: Connecting Life Long Learning and Advancement
Renee Surdick, Assistant Professor, Operations Management, University of Wisconsin-Stout , United States
Overview: Preparing adult learners to achieve their career advancement goals is often appears to be a natural step as they return to complete their undergraduate degrees. According to 80% of the adult learners entering a Bachelor’s Degree in Management Program, their motivation to succeed is high as their goal is career advancement. The presenting challenge to how to effectively pair formal education with non-formal workplace learning and community engagement in order to increase the opportunities for returning adults to achieve career advancement. The purpose of this paper is to present results from a qualitative study from the United States study, involving 55 incoming adult students and impact positive emotional attractor and negative emotional attractor experiences had in their career development. Positive Emotional Attractor is found in values, hopes, and aspirations that serve to aspire one to achieve their goal where a negative emotional attractor, is found and involves dealing with problems or fears in navigating everyday life. The results have been used to create a digital badge program aimed to elevate the bar higher for lifelong learning with the award a letter of recommendation. It's anticipated this research fills the gap in better preparing adult learners to successfully navigate promotions or career changes essential in achieving their ideal career advancement goals.
Theme:Adult, Community, and Professional Learning

Gender Stereotypes among Students of Primary School Teaching and Childhood Education
Andreia Nascimento, PhD Student, Instituto de Ciências Sociais, Universidade de Lisboa, Funchal, Portugal
Alice Mendonça, Professor, University of Madeira, Portugal
Paulo Brazão, Professor, University of Madeira, Portugal
Diogo Freitas, Masters Student, Mathematics, University of Madeira, Portugal

Overview: As a place of professionalization, study and research, the University currently plays an important role in promoting social change. It comprises citizens, professionals and teachers at all levels of formal education. We also assume that since pre-school age, children play gender roles and build their identity from the interactions, first with the family and then with the kindergarten teachers with whom they spend most of their day. This article aims to determine if the students of the initial formation on Primary School Teaching and Childhood Education of the University of Madeira (UMa) have gender stereotypes. We applied a questionnaire survey to the students of the 1st and 2nd cycles of this course that allowed the confrontation of the perspectives of these two groups in the distinct stages of their formation. In their discourses there are no gender identity traits that condition them to act differently with boys and girls, albeit in a non-formal and unintentional way, to reproduce the forms of gender that characterize the biological and social identity of individuals. For example, the transmission of the teacher usually takes on a role of the feminine gender. This research is urgently needed to raise awareness of the role of future teachers in traditional, female and male models and to help each child build up his non-stereotyped and non-discriminatory gender identity.
Theme:Learning in Higher Education

The Motivation of English Language Teachers to Teach at University
Dr. Hsuan-Yau Tony Lai, Associate Professor, Applied Foreign Languages , National Taipei University of Business, Taipei City, Taiwan
Overview: In the field of L2 motivation, there is very little research into teacher motivation due to its sensitive and controversial nature. The study aims to fill the gap by exploring English language teachers’ motivation to teach at tertiary level in Taiwan through the use of a survey. It also aims to compare and contrast these teachers’ perceptions (motivation) with their thoughts on their current job. A standardised online questionnaire with closed- and open-ended questions was sent out to all English language full-time and part-time teachers working in higher education in Taiwan. In total, 109 questionnaires were collected. The findings show that the participating teachers put a sense of achievement or challenge, career prospects, and work autonomy as their primary motives. The most unsatisfactory factors of their current job are salary and relations with colleagues. The open-ended question which probes the teachers’ greatest challenges and concerns generates rich, interesting data. The participating teachers are concerned about school-related issues, students’ low motivation, and students’ attitude towards learning, etc. Hopefully, the results of the study can shed light on the under-researched area of L2 motivation and provide some implications for government and school authorities.
Theme:Learning in Higher Education

Addressing Math Proficiency Levels for Traditionally Marginalized Students
Dr. Jean Rattigan-Rohr, Executive Director, Community Partnerships, Elon University
Overview: End of grade math scores for poor and minority middle grades students in the state in which our higher education institution is located are appalling low – less than 25% math proficiency. One of the questions with which we grapple is, as an educational organization, what is our role regarding these significant societal issues just beyond our doors? We do not believe these realities for many middle grade students in our communities are too much to take on, or too difficult to address. As such, beginning this summer 2018, we plan a systematic approach to addressing and alleviating the math weaknesses of approximately fifty middle grade students enrolled in our afterschool project. Rising eight grade students will have one year of intervention, rising seventh grade students will have two years of intervention, while rising sixth grade students will have three years of intervention. This will be a three-year longitudinal intervention with yearly reports on pre and post-test end of grade results for our participants. The first report regarding eight grade students’ progress will be completed in May 2018, the second report regarding 7th grade students’ will be completed in May 2019 and the third regarding 6th grade students’ progress will be completed in May 2020. The study will closely examine three specific issues during the intervention – 1) students’ willingness to practice independently, 2) students’ perception of their ability to understand math, and 3) the role of parents as in-home facilitators of the intervention.
Theme:Science, Mathematics and Technology Learning

Understanding Learning Needs of Students with Disabilities through Virtual Reality-based Story Telling
Dr. Xin Bai, Associate Professor, Teacher Education, City University of New York
Overview: College students with special needs participated in this study. They were introduced to a topic outside their scope of expertise on Cerebrovascular accident (CVA). A traditional text-based reading on CVA has been produced into a movie via virtual reality-based story telling. Researchers produced a teaching vignette via controlling avatars in a virtual environment to carry out a story about a stroke patient. Students watched the story played out in a virtual environment and completed an assessment survey afterwards. This paper reports students’ attitudes towards such virtual assistive technology as well as their learning outcomes. Implications are discussed for future research.
Theme:Learner Diversity and Identities

Students’ Metacognitive Experience from Metacognitive Learning Box in Equilibrium of Moments
Soonthareeya Sanium, PhD Candidate, Philosophy, Mahidol University, Nakhon Pathom, Thailand, Thailand
Dr. Khajornsak Buaraphan, Associate Professor, Institute for Innovative Learning, Mahidol University, Phuttamonthon, Nakhon Pathom, Thailand

Overview: Metacognition has been accepted as one desirable attribute, which should be promoted in learners in the 21st century. This research is a case study aimed to explore grade 9 students’ metacognitive experience from learning with the Metacognitive Learning Box (MELB) in the equilibrium of moments topic. The research participants were six grade 9 students in one physics classroom from one secondary school located at Nakhon Ratchasima province in the northeastern region of Thailand. The participants were asked to respond to the MELB worksheet and individual interview after learning with the MELB. The interview questions were consisted of 17 questions, which could be divided into three parts: nine questions asking for Monitoring, Evaluation and Planning (MEP); five questions asking for Learning Risks Awareness (LRA); and three questions asking for Control of Concentration (CC). The qualitative data were analyzed by coding, categorizing and interpreting data. The findings revealed that the participating students lacked planning, evaluating and monitoring their learning. They also did not aware of their learning risks and lacked control of their concentration. However, the MELB helped the participating students to be more aware of their thinking in particular to MEP, LRA and CC. This finding suggests to help grade 9 students derive more metacognitive experience in science classroom.
Theme:Science, Mathematics and Technology Learning

Applying Speech Act Theory to ESL Teaching in the Chinese Context
Yiyu Zhao, Teacher, English, University of China
Overview: Due to the growing needs of communicating and trading with English speaking countries, English language teaching and learning is becoming increasingly important in China. Thereby, English teachers are trying to explore effective teaching methods which can best improve English learners’ language competence comprehensively so that English learners can communicate with English speakers effectively based on polite and proper verbal exchanges. However, despite being able to speak English fluently there is often a pragmatic dissidence in various speech acts that may reduce the communicative intent (Cortazzi & Jin, 2008; Goh & Kwah, 1997; Rao, 1996, 2002). This paper critically reviews the Speech Act Theory of Austin and Searle’s concept of Speech Act (Austin, 1962; Searle, 1969) and argues that Speech Act Theory should be applied to ESL teaching in the Chinese context. It is suggested that ESL classes not only include the learning of speech act categories, but also the education in the politeness principles and strategies laid down in speech acts so as to cultivate students’ linguistic competence and develop pragmatic competence.
Theme:Assessment and Evaluation

Exploration of Scientific Argumentation in Science Classrooms in the Thai Context
Jirutthitikan Pimvichai, Ph.D. Student, Faculty of Education, Khon Kaen University, Muang, Khon Kaen, Thailand
Dr. Khajornsak Buaraphan, Associate Professor, Institute for Innovative Learning, Mahidol University, Phuttamonthon, Nakhon Pathom, Thailand

Overview: This research aims to explore the patterns of scientific argumentation in science classrooms in the Thai context. Eight science classrooms in Khon Kaen province, Thailand, were observed and video-tape recorded in order to find out what patterns of scientific argumentation occurred. The teacher-student and student-student discourses and informal interview were interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that there was a lack of quality pattern of scientific argumentation in these science classrooms. There was a lack of quality Warrants, Qualifiers and Backing This finding urges for a teaching and learning strategy to promote students’ quality scientific argumentation. The implications from this study regarding pedagogy and teacher training is finally discussed.
Theme:Science, Mathematics and Technology Learning

Learning through Robotics: Transforming Learning through Technology
Marta Carrion, English Teacher, English Department, Activa
Overview: This virtual proposal focused on why robotics should be taught in schools and it puts emphasis on the importance on how robots transform they way we learn and acquire contents. Bee bot in early childhood and Lego, and WE in primary education can help us teach computational thinking and computer programming in a hands-on way. Furthermore, students exposed to robots will reap huge benefits not only in the present but in the upcoming future.
Theme:Technologies in Learning

Phone Technology Access to Online Educational Opportunities Encourages Low-income Learners
Cathy Tobin, Faculty, College of General Studies, University of Phoenix, Phoenix, Arizona, United States
Overview: Continuing to teach and research nontraditional, adult, online learners, recent efforts have included analysis of the addition of access to educational programs via phones. According to the Pew Research Center, 95% of Americans own phones and 77% own Smartphones (2018). What previously was not accessible is now available to a wider group of low-income individuals who were previously unable to access opportunities for online education. As an example, The Federal Trade Commission – Consumer Information (FTC) describes the Lifeline program which provides access to free or low-cost phones for income-eligible individuals (Hebert, 2015) making access to online educational programs accessible to those who previously would not have access. Phone access changes the classroom environment because low-income individuals may have a variety of challenges to continuing education, for example, cultural or language barriers, writing skills, collaboration, teamwork, and technology skills. Instructors have a responsibility to create an online learning environment that is inclusive and at the same time, encourages and supports individuality and diversity in this new group of learners. Additional attention must be paid to individual student needs and the development of personal self-esteem (Cimermanova, 2018). The presentation will describe the study and ongoing observations of how phone usage creates an opportunity for underserved communities and continues to change the population of online classrooms, the educational environment and the effects of this change on student learning. Tools/suggestions for Instructors to create welcoming and supportive classroom environments will be provided to maximize collaboration, teamwork and classroom community and increase learning opportunities.
Theme:Technologies in Learning

Listening to Student Voices: What Makes University Teaching Great?
Tracy Routsong, Professor, Washburn University, United States
Melanie Burdick, Director and Associate Professor, Center for Teaching Excellence and Learning, Washburn University, Topeka , Kansas, United States

Overview: The American Association of Colleges and Universities (AAC&U) recently called for student-centered teaching through High Impact Practices (HIPs) (2008). Accordingly, more empirical research is occurring regarding the positioning of faculty in post-secondary classrooms. For example, Miller and Pearson (2013) studied teaching style, communication with instructors outside of class, and teacher evaluations. Their research supported that there were differences in student perception and willingness to meet outside the classroom which were based on teaching style. Similarly, another study showed an increase in student satisfaction and learning when transitioned from lecture to a more student-focused approach (Jones et al, 2018). Extending the findings of such studies, the research for this presentation was situated within a framework valuing constructivist theories of education especially in regards to Freire’s (1972) appeal to combat the “banking concept of education” and Dewey’s (1938) invitation for a more experiential and democratic pedagogy. An on-line survey of three open-ended questions was answered by 89 junior and senior level students at a public university in a Midwestern city of the United States. The questions prompted students to describe what a “excellent” college teacher does in and outside of class. One key finding regarding student perception of teaching excellence is that of responsiveness. Students desired a personalized classroom experience where professors acknowledged individual experience and readiness, as well as offered time outside of class for discussion and other forms of aid. This and other findings can assist faculty and faculty developers connect scholarship in effective post-secondary teaching with current student expectations.
Theme:Learning in Higher Education

Universal Design of Learning: Student-created Mind Boards and Clues for Narrative Development
Julie Bain, Teacher, Bishop Druitt College - Coffs Harbour
Overview: The creation of student-build mind boards has moved students through processes of both skill and knowledge development by adopting principles of universal design for learning. By identifying elements of narrative including perspective and voice students learn to draft their own writing. This presentation will explore how multimodal affordances pique student curiosity and creativity in a creative writing unit.
Theme:Pedagogy and Curriculum

Learning Elemental Ancient Greek: Designed for an Adult Population in a Non-formal Environment
Felipe Mora Carballo, Licenciatura en Docencia en Filología Clásica, Universidad Estatal a Distancia
Overview: This was a graduation project designed and carried out for a postgraduate degree in Teaching, with an emphasis in Classical Philology. It consisted in the design and application of a series of workshops for the learning of elemental Ancient Greek, targeted at an adult population resident of Costa Rica's Great Metropolitan Area, in a non-formal educational environment, and composed of pedagogical elements distinct from the traditional grammatical or translation-based method. As such, this series of workshops was articulated around three theoretical axes: the concept of "workshop" as an educational strategy, principles of Andragogy, and proposals from the Natural Approach. The workshops (15 in total) were delivered to 23 voluntary subjects, without any previous knowledge of Ancient Greek, during the second semester of 2018 at the premises of the National Library of Costa Rica. The results were overwhelmingly positive.
Theme:Adult, Community, and Professional Learning

Pop-up Pedagogy: Investigating the Use of Feminist Street Art in Informal Education
Dr. Anna Augusto Rodrigues, Contract Instructor, Child and Youth Studies Program, Trent University, Oshawa, Ontario, Canada
Overview: In this paper, I will argue that feminist street art creates opportunities for informal learning in public spaces and encourages dialogue on social justice issues in communities, both online and in real life. This research stems from data collected from various sources: interviews with feminist street artists, social media feeds, photographs I have taken, online articles, documentaries, and my own personal journal entries. My research explores how conversations, sparked by feminist street art, supports collective knowledge-building while allowing individuals opportunities to shape their communities by having their voices heard. In addition, I will also look at how positioning feminist street art as a multimodal literacy of resistance may offer an alternative method for those who have low literacy and are marginalized to participate in community and global conversations.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Using Temperament to Build a Strong Teacher-student Relationship
Mercy Isangadighi, Teacher, ESL, Aii Language Center, Phnom Penh, Cambodia
Overview: This discussion will expose us to why our students behave the way they do; if we know them well we can help them by creating a comfortable learning environment. What is Temperament? The usual attitude, mood or behavior of a person or animals. There are five temperaments, Sanguine, Supine, Choleric, Phlegmatic and melancholy. Although there are mixed blends when we talk about temperament, the focus will be on the predominant temperament a person possesses. Sanguines are outgoing, friendly, and cheerful, they are great storytellers, however, they are noisy, easily distracted, absent-minded and lazy. Supines are naturally born gentle, they are always ready to serve others, they are very loyal, however, they are natural born victims, they are always taken advantage of, they are weak-willed. Melancholy is naturally born smart and intelligent, they are deep thinkers and great analyzer, on the other hand, they are always moody, they have mood swings, they can be revengeful and critics. Phlegmatics are easy going, gentle, witty and patient, conversely, they are lazy, they lack motivation and they can discourage other students from doing the class tasks. lastly, Cholerics. They are natural born leaders, they can take initiatives easily, they are always active and spontaneous, on the contrary, they are unsympathetic, they are not moved by tears, they can step on people's toes just to complete their tasks, they can't say sorry. There are many ways of dealing with all these weaknesses without hurting anyone and this is why this presentation is very important.
Theme:Learner Diversity and Identities

Is This a Course about Science?: Tensions and Challenges in Engaging Pre-Service Elementary Teachers in Science Learning
Tim Molnar, Assistant Professor, Curriculum Studies, University of Saskatchewan, Saskatoon, SK, Canada
Overview: What science content, process, and epistemological knowledge should elementary teachers know and experience in preparation for engaging their future students? In response to this question, a new university science course was developed specifically for pre-service elementary teachers. The course addressed big topics such as climate change; water, energy and food security; genetics, health, and evolution; and ecology, sustainability, and industry; through an inquiry approach while also investigating Indigenous and Western understandings of science. This work provides an overview of the course and its initial development, rationale for the course focus on science inquiry, discussion of pedagogical tensions experienced by the course instructor and teaching assistants relating to science content, science process and their relation to the mandated government science curricula for grade kindergarten to grade eight. The discussion concludes with what was learned by the instructor and teaching assistants and what changes might be made to improve the learning experience of students.
Theme:Pedagogy and Curriculum

Preparing Pre-Service Teachers for Culturally Responsive Teaching
Brittanee Shiflett, School Counselor, Counseling, Bryan ISD, Prairie View, United States
Overview: Many educators are unprepared to educate culturally diverse learners (Cicchelli & Cho, 2007; Gay, 2013; Jones, 2004; Keengwe, 2010; Lindsey, Robins, & Terrell, 2009; Pope & Wilder, 2005), which derive partly from insufficient cultural diversity preparatory programs for pre-service teachers. The lack of proper cultural diversity training for pre-service teachers creates academic barriers for students, which exacerbates educational achievement gaps (Jett, 2012). According to Hammond (2015) and Tanner, Hermond, Vairez, and Larchin (2017), the proper implementation of culturally responsive teaching practices has the potential to close achievement gaps and increase success for historically under-served populations. Therefore, it is imperative to research best practices for the development of effective cultural diversity preparatory programs for future teachers. This quantitative study focused on a population of pre-service teachers from two Southeast, Texas universities. The researcher examined how video-based anchored instruction influenced the pre-service teachers’ culturally responsive preparedness. Additionally, the researcher examined how the amount of cultural diversity training, outside of pre-service teachers’ educator certification programs, influenced their cultural responsive teacher preparedness. The results help increase understanding of the impact that cultural experiences have on preparing pre-service teachers to teach culturally diverse populations and allow for more effective cultural diversity preparedness in teacher educator programs.
Theme:Learning in Higher Education

Influence of Demographic Variables on Administrative Effectiveness of Principals in Instructional Leadership: Educational Organization and Leadership
Romina Asiyai, Associate Professor, Educational Management and Foundations, Delta State University, Abraka, Nigeria
Overview: The quality of instructional leadership provided by the principal determines the quality and standards of academic activities and students learning outcomes. This study explores the influence of three selected variables on administrative effectiveness of principals in provision of instructional leadership in secondary schools. It is a descriptive survey research covering public secondary schools in Edo State, Nigeria. The sample of the study comprised 60 principals and 260 teachers drawn from 60 secondary schools in eight local government areas of Edo State. Four research questions were asked and four hypotheses were formulated and tested at 0.05 significant level. Version 22 of the Statistical Package of Social Science was employed in data analysis. The results showed that female principals were more administratively effective in instructional leadership than male principals in areas such as setting high standards of expectation for students, constantly monitoring students learning, prompt preparation of time table prior to resumption, regular classroom visitation and providing feedback to teachers, monitoring teachers class attendance and movement during school hours. Male principals were more effective in encouraging innovations among teachers and involving teachers in academic decision making. The results for multiple regression analysis showed that F (df 3, 259) = 3.063, p = 0.03 >0.05 level of significance. Therefore, there was a significant relationship between location, size of school and gender and instruction leadership of principals
Theme:Educational Organization and Leadership

Flexible Learning: The Design Thinking Process as a K-12 Educational Tool
Katia Caetano Lord, Owner and Design Director, Graphic Design Studio, Design Mind Studio
Overview: Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary and secondary education. The problem-solving methods used in graphic design are studied as a means of enhancing skills among K-12 students in the education system—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While graphic designers access and synthesize information from clients, a child can also access and synthesize information from his or her teacher. When a client comes with a design request, designers research, create and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. I will explain how more intensive and creative application of the design-thinking process can expand the horizons for whole-brain thinking and creative thinking among students.
Theme:Early Childhood Learning

Mindset, Empathy, and School Climate for the Creation of a Positive Learning Environment
Mohamed Jalloh, Teacher, ESL English, American Intercon Learning Center, Phnom Penh, Cambodia
Overview: As school climate is said to be define as the norms, values, and expectations that support people feeling socially, emotionally, and physically safe. we as parents therefore hope that school will teach our children information, skills, and values and we also expect that they will grow up to take our roles and make the world a better place. So therefore students, families, teachers, administrators and government agencies will work together to create an enabling environment to foster our hopes and dreams for a better school environment for our kids to learn. Students today face series of problems and challenges which includes chronic stress, bullying, mental health illnesses, intense pressure, higher expectations from parents and many more. Which brings me to my next topic mindset, most school have a fixe mind set about rules and methodology of learning, while failing to realize that times are changing and so does the mindset of student revolves around the new technologies that they are been exposed to, so therefore the narrative needs to be changed for both the school administrators and the students alike in order to create a positive learning environment that is inclusive for all and to be inclusive we also need to look at the aspect of empathy, because been empathetic towards children of all ages leads to better caring which will lead to a better atmosphere of learning. These are the enabling factors that need to be created for a positive and ideal school environment moving into the 21st century.
Theme:Early Childhood Learning

The Shifting Paradigm of Creativity versus Functionality of Digital Instructional Tools: Employing Web 3.0 to Assert Student Diversity in a Private University at Saudi Arabia
Dr. Orchida Fayez, Lecturer, English, Prince Sultan University
Overview: Thomas Khun, 1962 explains the term "paradigm" as the set of concepts and practices defined by a scientific community at a historical moment to mark an era of a scientific turning point in human development. This description applies to the current development of the internet itself as it moved from Web 1.0, 2.0 to 3.0 offering an insight into how the digital transformation went beyond functionality to unique creativity that touches every aspect of human existence. The main difference between Web 1.0, a "syntactic" creation of read-only material, to the "semantic" Web 3.0 lies in the drastic and complete user immersion experiences that allow unique diversity. Digital media and social media are not only the channels allowing for such interaction but are also the driving force dictating the rules that govern data analytics, business and product realization, entertainment and multimedia, and indeed education. This study integrates the criteria of audience immersion, recently considered among the actual metrics of product evaluation, in the design of digital instructional tools to fit the changing paradigm of human expression. The article presents a model of using digital tools (including social media) to realize five levels of user engagement which are, physical, mental, social, emotional and spiritual: all of which an essential component of the design of media campaigns/events. The model displays the creative capabilities of digital design that go through the cycle of planning, designing, executing and most importantly publishing.
Theme:Learner Diversity and Identities

Individualized Project-based Digital Expressions of Saudi Students in Higher Education
Melvin Hall, Assistant Professor, English, College of Humanities, Prince Sultan University, Riyadh, Saudi Arabia
Orchdia Fayez Ismail, Director of University Level English Dept., College of Humanities, Prince Sultan University

Overview: We develop a project-based digital humanities pedagogy based on Don Ihde’s post-phenomenological analysis of the human/technology interface and Michael Polanyi’s heuristic model of skills which emphasizes the social practices of communities learning through apprenticeship projects to interiorize two kinds of technology (machine technology and mental/symbolic technology). First, we present a pedagogical theory for the digital classroom synthesizing Ihde’s theory of technology which entails replacing the view separating humans as subjects from technology as an inanimate object with a view of technologies as part of students' relations with the world and Polanyi’s theory of skills which emphasizes social apprenticeship learning through the interiorizing of the two kinds of technology (machine and mental) made present in the digital humanities classroom. Second, we provide practical examples of the post-phenomenological pedagogy used in literature and critical thinking courses in Saudi Arabia. The study details how we use project-based assignments derived from students' unique interpretation of course material against a backdrop of their identities and understanding of the world to allow students to interiorize the two kinds of technology (machine and literary/rhetorical) that form students’ relation with their world. Most importantly, these projects allow students an opportunity to use these technologies to create individualized expressions of their world. Students involved in the study are from both male and female campuses at a private university in Riyadh, Saudi Arabia where the promotion of autonomous and life-long learning is a priority for course design and administration.
Theme:Technologies in Learning

Learning to Become a Circus Artist: Student’s Challenges in a Circassian Professional Training
Dr. Marie Eve Skelling Desmeules, Postdoctoral Fellow, Département des études françaises, Concordia University, St-Jean-sur-Richelieu, Canada
Overview: This paper discusses challenges related to professional circus training experiences from the view points of students. In professional circus training, students learn ‘’about’’ their bodies and ‘’through’’ their bodies. In addition to theoretical classes, they have practical classes related to their respective discipline, as well as complementary classes in dance, theater, music, trampoline, physical preparation and also research, creation and presentation. In this professional training context, each student has his own schedule. They sometimes work individually, in disciplinary teams, in professional collectives, as well as in large groups. The pedagogical team is made up of regular teachers (ensuring a regular presence throughout the year) and external teachers (professional artists who are hired for few teaching sessions only). Unless exception, students share their workspace and constantly work in contact with others and being watched by others. This specific context underlies different learning challenges. As a part of a postdoctoral research, I conducted a qualitative interpretative research at the Centre national des arts du cirque (CNAC, France) to better understand circus training experiences from the view point of students and teachers. In February, March and April 2018, I did participant observation (75 hours), interviews (52), and focus groups (9) involving 62 participants (including all the students (38) of this professional circassian training). This research relies on Dewey’s concept of experience (1934/2005) and on Activity theory (Engeström, 1987, 2007). This presentation will specifically address some challenges related to learning experiences in this particular context of professional circus training.
Theme:Learning in Higher Education

Teaching Adolescents about the Psychosocial Aspects of Sexuality
Verônica Lima dos Reis, Pos-Doc, Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem, Universidade Estadual Paulista (UNESP), Bauru, Brazil
Ana Claudia Bortolozzi Maia Cau, Teacher Dr, Universidade Estadual Paulista (UNESP), Brazil
Dr. Vera Lucia Messias Fialho Capellini Verinha, Teacher, Universidade Estadual Paulista, Brazil

Overview: Sexuality is a complex experience of the life of any person and includes, among other aspects, the maturing of the body, feelings of affection and love, sexual practices, sexual and reproductive health. People giftedness may present dyssynchronism in the process of intellectual and affective development. This qualitative-descriptive study of a sociological approach aimed to verify the psychosocial aspects of the sexuality of gifted adolescents, in addition to: investigate access to information on sexuality as well as sexual education issues of these adolescents; analyze their possible beliefs and sexual values; to report on knowledge, actions and attitudes towards sexuality. The method involved 12 gifted adolescents (12-17 years) who answered an online questionnaire elaborated from four thematic axes: characterization, information and conceptions, beliefs, sexual and reproductive health. The results show the family and school are the major sources of information about sexuality; concepts and beliefs about sexuality depict scientific knowledge; male participants exhibit stereotypes of beauty in relation to a body considered beautiful; male and female condoms are recognized for the prevention of pregnancy (79.2%) and sexually transmitted infections (83.3%), while other methods were not correctly differentiated for pregnancy (49.4%). The relevant results are considered especially when 11 of the participants without experience of sexual practices present theoretical scientific knowledge. Formal and emancipatory sexual education can contribute to the psychosocial development of gifted adolescents, especially in working together with those without giftedness which can promote the development of all.
Theme:Learner Diversity and Identities

Μass Culture Texts, Critical Language Awareness, and Multiliteracies
Anna Fterniati, Associate Professor, Primary Education, University of Patras, Patra, Greece
Vasia Tsami, Adjuct Lecturer, University of Crete, Greece
Argiris Archakis, University of Patras

Overview: Recent studies indicate that language teaching can utilize TV mass culture texts, so as students detect implicit cultural values and social meanings (Archakis et al. 2014). The present study assesses a teaching intervention involving the critical interpretation of TV texts. The design, implementation-development, and evaluation of teaching material aim to raise the students’ critical language awareness by revealing hidden and normalized language ideologies in the representation of language varieties in such texts. Enhancing the students’ critical language awareness is among the main goals of the multiliteracies model (Cope & Kalantzis 2000), on which the whole intervention procedure is based. The implementation was conducted in two Greek public primary school classes of the 5th and 6th grades for four months. The research data was collected using pre-and post-tests, before and after the critical teaching intervention. Ethnographic information was also collected using observation notes and questionnaires with open questions for the teachers. The findings of the study indicate that, after the intervention, the students’ critical skills were improved in 1. identifying language variation, 2. becoming aware of the dominant ideologies concerning linguistic varieties and 3. realizing the hidden and naturalized ideologies expressed through the representations of language variation on TV.
Theme:Literacies Learning

Virtual Field Trips: Learning about and Teaching through Technology
Sandra Davis, Professor, Coordinator of Elementary Education, Education, Flagler College, St Augustine, Florida, United States
Overview: How can you transport students through time and across borders without the need to retain transportation, distribute and collect permission slips, and solicit district approved chaperones? Without students having to read hundreds of pages of a history textbook or spend a dime, my Instructional Design for Teaching & Learning students explore digital tools to “take” their students to places like St. Augustine, Florida, the oldest city in the United States to learn about the Civil Rights Movement. They hear stories about the Freedom Fighters who jeopardized their lives in the quest of liberty for all people, learn of Martin Luther King’s visit to St. Augustine, and see the site of the famous Woolworth’s demonstration. By becoming immersed in video footage, listening to audio clips, examining photographs of historical landmarks and analyzing interviews, K-12 students develop an appreciation for the past and a responsibility for the future. My pre-service teachers create virtual field trips that utilize innovative technologies to transform pedagogical theory and instructional practices and create a brilliant showcase that harnesses the power of education to address inequality and discrimination and promote social justice. Jump on board and let’s discover the role virtual field trips play in providing a means for pre-service teachers to learn to integrate technology effectively in the social studies classroom and in helping foster engaged learning that provides rich opportunities for their students to acquire new knowledge and a deeper understanding as they become responsible global citizens.
Theme:Technologies in Learning

English Public Speaking for English for Specific Purposes Presentations
Dr. Soraya García-Sánchez, Lecturer, Modern Languages, Universidad of Las Palmas de Gran Canaria
Overview: The purpose of this study is to explore current approaches to English Public Speaking (EPS) in today’s postgraduate higher education learners, who should be committed to continuously enhance their communication skills in a ubiquitous lifelong learning education as 21st-century professionals. Communication requires input and output techniques. This proposal, particularly, focuses on the oral presentations built by different postgraduates of English for Specific Purposes (ESP) in the field of Telecommunications Engineering. The content and context of their projects will be analysed paying attention to the professional vocabulary application, the collaborative learning process and the communicative delivery strategies used in their speeches. Collaborative and self-directed EPS strategies, together with ubiquitous learning programs focused on creativity, were implemented to improve confidence and to convey meaning by and for learners, who become the builders of their own knowledge in an ESP/EPS global scenario, set in Higher Education.
Theme:Learning in Higher Education

An Exploration of the Perception of Diversity in the English Courses at a State University in Costa Rica
Cristina Solís, Academic, Escuela de Literatura y Ciencias del Lenguaje, Universidad Nacional
May González, Academic, Universidad Nacional, Costa Rica

Overview: It is now possible to find that diversity encompasses as many dimensions as race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Nevertheless, one can find that this diversity is sometimes taken for granted in the classroom, most particularly with students who have certain disabilities. This paper examines the view that university students taking English as a foreign language have on diversity and the way they interact with those peers who are either visually or hearing impaired in a University environment. This is a qualitative study developed through observation and the implementation of a survey to a number of students who are part of a project that intends to provide them with means to access the class contents and a social and class environment that is closer to equality. Proposals are presented as to integrate those students who are visually and hearing impaired in the English as a Second language courses.
Theme:Learner Diversity and Identities

Self-regulated Learning with Mildly Gifted Learners in Grade Three Mathematics
Prof. Prakash Singh, Professor, Education, Nelson Mandela University, Port Elizabeth, South Africa
Overview: Teachers fail to identify mildly gifted learners (MGLs) in primary schools when they lack knowledge of these learners because of their professional training deficits. Consequently, MGLs are compelled to learn the contents of the traditional curriculum in the regular classroom. The primary purpose of this research was, therefore, to investigate whether Grade 3 MGLs were capable of using self-regulated learning (SRL) methods to master an enriched advanced level curriculum (EALC) in mathematics. In order to achieve this objective, a true experimental design was used in this case study. Sixty-four Grade 3 MGLs were identified and purposively selected to participate in the experiment. The MGLs were randomly assigned to either the control group or the experimental group with each group comprising 32 learners. Learners in the experimental group were required to employ SRL strategies to study the EALC. In contrast, teachers were required to use direct teaching methods to teach the EALC to the control group in a traditional classroom setting. The empirical results in this study affirm that Grade 3 MGLs are capable of employing SRL strategies to master an EALC. This exploratory study has significant implications for the education of MGLs in the mainstream of primary school education. The findings of this study create opportunities for more research to be accomplished on the cognitive needs of MGLs and the professional training needs of their teachers. In addition, the use of SRL strategies as an instructional alternative to direct teaching methods must be further researched and implemented in primary schools.
Theme:Pedagogy and Curriculum

Curriculum Mapping as a Tool for Continuous Quality Improvement
Dr. Paul Bowdre, Director of Assessment/Assistant Professor, Office of Assessment, Oakland City University
Overview: A curriculum map that is embedded in solid educational principles demonstrates how courses are integrated to achieve an intended curriculum. It provides ongoing documentation and analysis as opposed to a brief description for institutional program review as well as periodic programmatic and institutional accreditation. A curriculum map also demonstrates the progression and scaffolding of student learning and knowledge acquisition through an academic program. The curriculum map commonly promotes a shared responsibility for the curriculum and its mandate of preparing students among faculty and staff. This presentation on curriculum mapping will outline an efficient and effective way of providing an evidence-based approach to continuous quality improvement for academic programs in colleges and universities.
Theme:Assessment and Evaluation

We Are Going to Change the World: Social Activism in a Multi-cultural Society
Dr. Anat Raviv, Lecturer, Head, Education, Tel-Hai Academic College, Haifa, Israel
Overview: Social activism is a project that is main aims are based on collaborative learning as part of a national and international initiative. The goal of the social activism project is to connect and bond different populations in a multi-cultural society that contains many identities. The meetings between the students create discussions around current issues and infrastructure for a civic and egalitarian society of students. The topic of social activism is taught in many countries around the world (Alony, 2005) and contributes to the development of students' self-esteem and identity in areas such as human rights and responsibility. The main goal of the program is the development of significant competence among the educational staff and students. Both students and teachers collaborate to create social initiatives that reflect personal and civic responsibility, respect, and fairness in the school-community relationship.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Three B’s: A Guide for Working with Minority Students
Krystin Mc Cauley, Doctoral Student, Educational Technology , University of South Carolina, Durham, United States
Overview: Educational institutions are increasing in diversity. To accommodate the needs of learners, it is essential that educational professionals are aware of how to assist and support minority students. Minority students face a unique set of challenges. This presentation explores how a break, build, and believe model can positively impact minority students and serve as a catalyst for success.
Theme:Learner Diversity and Identities

Improving the Quality of Preschool Education in Arab Society in Israel
Fida Nijim Ektelat, Researcher, Children and Youth Department, Myers-JDC-Brookdale Institute, Jerusalem, Israel
Overview: For the past 3 years, MJB has been evaluating the program of Improving the Quality of Preschool (ages 3-6) Education in Arab Society in Israel, as part of a 5-year formative evaluation. The Ministry of Education Preschool Division, JDC-Ashalim, and the Bernard Van Leer Foundation have joined together to develop the program. The program emphasizes the importance of the educational environment and the interaction of professionals, parents and children as key factors in promoting children's learning and development, and aims to implement improved work practices for preschool education at the local, regional and national levels. The paper will include a description of the use of the 'Classroom Assessment Scoring System' (CLASS), an observation tool both for evaluation and the professional development of regional supervisors and pedagogical instructors. The latter received training in the organization of the educational environment, and instructional support (according to CLASS). The CLASS observations for the evaluation were carried out in preschools in the program and in comparison localities. Training in similar topics was also provided to preschool teachers.
Theme:Early Childhood Learning
Room 2 - 02/011 Spanish Language Virtual Lightning Talks
Room 3 - 02/013 Spanish Language Virtual Lightning Talks
Room 4 - 02/017 Focused Discussions I
For work that is best discussed or debated, rather than reported on through a formal presentation, these sessions provide a forum for an extended “roundtable” conversation between an author and a small group of interested colleagues. Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide the discourse.

Learning to Make a Difference in Higher Education Culture: Foundations, Strategies, and Transformations of University Learning Cultures with High Impact Practices
Dr. Michael Cena, Director of Integrated Studies/Professor, Teacher Education, Weber State University, Ogden, Utah, United States
Overview: Kuh (2008) articulated ten research-based practices that transformed university-wide learning cultures from traditional instructional delivery models to highly empowering student-owned learning systems. Participants will learn about one large public-operated university's efforts to bring these practices into the lives of its students, faculty, and staff. The university's efforts to refine, build culture, incorporate change, adapt, and support these principles will be shared. Educational experiences such as setting student performance expectations, encouraging personal investments, building collegiality between groups, promoting meaningful interactions, fostering diverse community-based learning, and, incorporating other high-impact practices will be highlighted. The presenter will share a university-wide framework incorporating the most current efforts, across campus, to build consensus and sense of institutional mission.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

The Mindful Educator: Meditation and Mindfulness for Preservice Teachers
Dr. Paige Schulte, Associate Professor, Teaching and Learning, Southeastern Louisiana University, New Orleans, Louisiana, United States
Overview: This focused discussion will summarize the successes and challenges of integrating a meditation/mindfulness course into a preservice teacher education program. The presenter will share her experience in facilitating the Koru mindfulness program with teacher candidates and engage participants through a discussion based on a Who? What? When? Where? Why? and How? framework. Reflections will be shared regarding how to engage university students in a sustained mindfulness practice using Koru meditation and mindfulness skills and tools and how this practice can potentially impact students in K-12 schools.
Theme:Learning in Higher Education

Leadership and School Safety: School Leaders Responsibilities to Stakeholders
Fern Aefsky, Director, Graduate Education, Saint Leo University, St. Leo, FL, United States
Overview: The issues of school safety are an area of thought, concern and practice for school leaders. There is agreement among educators, parents and the public that when school doors open, all stakeholders must be in a safe learning environment. School leaders must be proactive in planning and supporting all stakeholders in being safe, so that learning can occur. Collaborating with police authorities, having plans for various types of school events, and communicating those plans effectively to all stakeholders, can result in outcomes that are more positive should a traumatic event occur. School leaders must be prepared and be able to educate others through a balanced approach to school safety. Developing school-community partnerships to enhance school safety measures and provide preparedness training, review communication systems within the school district and with community members, implement violence prevention programs are tasks that leaders must facilitate. Developing an interdisciplinary approach that includes administration, faculty, parents, students, and community partners requires a new collaborative approach with educators, administrators, social workers, health and mental health professionals, criminal justice officials, religious leaders, and our business community. This presentation will enable participants to address their needs in Prek-12 school settings, and identify systemic approaches to all aspects of school safety. Successful approaches to addressing this issue will be discussed and shared with participants.
Theme:Educational Organization and Leadership

Changing Campus Culture to Improve Student Learning
Stephanie Whitehead, Director, Center for Faculty Development, Indiana University East, Richmond, Indiana, United States
Chera La Forge, Adjunct Development Leader, Indiana University East, Richmond, IN, United States

Overview: This focused discussion will engage participants in ways to shift their campus culture to improve student learning. Campus culture can play a significant role in the way faculty approach teaching and learning and thus warrants thorough analysis as a way to improve student learning (Gillespie, 2010). Working from our own administrative experience as teaching and learning leaders, we focus on how leadership and cultural changes can further or hinder faculty professional development and student learning outcomes. Throughout the discussion we will focus on the following areas of interest: shifting faculty career focus to the teacher-scholar model, implementing new structural approaches to part-time faculty development, reorganization of teaching and learning center, administrative support and recognition, developing faculty buy-in of cultural changes.
Theme:Educational Organization and Leadership

Black Males Answering the Call to Teach: LEA Recruitment Strategies
Dr. Shekina Moore, CEO & Trainer, B2F Girls, Stockbridge, United States
Overview: Based on the school to prison pipeline that has garnered a great amount of attention in the past decade, many studies have underscored the need for Black male teacher presence in schools. However, not much beyond rhetoric has taken place to change educational policy or practices. While the student body in American K-12 education has become gradually diverse in gender, race, and ethnicity over the past thirty years, the same cannot be said of its teaching force. Non-reflective of its student body, the teaching profession is predominantly comprised of White/Caucasian females (by more than 80%). This study explored the disproportionality of Black male teachers in North Carolina Public Schools, focusing on why they joined, why they remained and what recruitment practices looked like at the colleges, universities and local education agencies. To explore further, the researcher interviewed local education agency (LEA) and college/university recruiters to gain insight into their recruitment strategies. Some of the emergent themes from this study included a deep-seeded desire to help youth, an unspoken burden to experienced by Black male teachers to serve in disciplinarian roles, an awareness that recruiters are not actively recruiting or attracting Black males to teach and a distinction between hiring and recruiting. This study added to the literature on how to improve Black male teacher recruitment by contributing to a better understanding of what attracted the Black male teachers to education, what factors motivated them to join and how they were recruited to the teaching profession.
Theme:Learner Diversity and Identities

Must STEM Instructors Motivate?
Ralph Kemphaus, Assistant Professor, Mathematics, Physics and Computer Science, University of Cincinnati
Overview: It is a commonly held belief that students will not master the tenets of STEM disciplines unless they put forth the effort to and develop the conceptual ideas presented in the classroom. In this discussion forum participants are invited to share successes and failures in their attempt to motivate, inspire, urge, coerce, cajole and/or demand their students extend the energy necessary to learn. The experience of the moderator has been in secondary and college level Mathematics, Physics and Computer Science but the discussion is open to all levels of STEM education.
Theme:Science, Mathematics and Technology Learning

The Role of Translanguaging and the Formation of Identity
Kimberly Ilosvay, Assistant Professor and Literacy Programs Coordinator, Education, University of Portland, Portland, Oregon, United States
Overview: While scholars tout translanguaging as advantageous for work environments and cognitive development (Canagarajah, 2011; Hornberger & Link, 2012), educational practices often do not include translanguaging. According to Canagarajah (2013), students may not want to code-mesh because traditionally, languages have been treated as distinct systems. Individuals are traditionally thought to take on identities based on these systems as they provide membership in specific groups (Hall, 2013). Translanguaging is a process in which people draw from all of their semiotic resources to co-construct meaning thus learning from each other. What happens to identity formation when language mixing is a constant? This study explores the use of languages in learning and identity formation. Using a case study design, analysis of conversations and interviews between Ecuadorian teachers and U.S. students reveal a variety of functions that both afford learning and identity formation and constrain it. Analysis reveals how the use of multiple languages in these contexts may interact with identity formation. Discussion questions are derived from the study and meant to allow participants to share information.
Theme:Learner Diversity and Identities

Reggio Emilia Inspired: A Professional Journey
Rachel Soney, PreK-4 Teacher, Preschool, The Principia School, St. Louis, Missouri, United States
Overview: This paper will outline how one teacher transformed her practice from a traditional teaching approach to a Reggio Emilia Inspired approach. Emphasis will be given to the importance of understanding best practices and the development of quality curriculum while infusing one's practice with student choice, voice, and collaboration. The environment as "third teacher" and the child as protagonist drives the documentation for this presentation. Examples of curriculum mapping, project work and visible learning/documentation will be included.
Theme:Early Childhood Learning

How User Identity can be Shaped and Influenced by Social Media through English as the Lingua Franca
Roberto Torres, Associate Professor, Teacher and bilingual Education, Texas A&M University Kingsville
Overview: The impact of social media in modernity’s thought processes and identity formation is unquestionable and has acquired a life of its own. It impacts anyone who uses it and for any reason. The discussion focuses on a vulnerable population that strives to “fit in”, the young and anyone who engages in almost any format of social media where English is used as the means to communicate. In this presentation we assume that languages are invaluable human capital because they embody, construct, and transmit knowledge and worldviews; languages also contribute to the shaping of human identity and cognition. We will discuss how social media can impact user identity, user homogenization, and potential mental colonization through its lingua franca, English, at the expense of the users’ first language and identity. We will be critical of these issues and look into how parents, educators, and anyone concerned with heritage language maintenance and language learning should be better prepared and critical consumers of social media to counter its effects while concentrating on maintaining and valuing their primary and home-based language and identity.
Theme:Learner Diversity and Identities
Room 5 - 02/018 Focused Discussions II
For work that is best discussed or debated, rather than reported on through a formal presentation, these sessions provide a forum for an extended “roundtable” conversation between an author and a small group of interested colleagues. Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide the discourse.

Transition to College : Challenges of Learning Disabilities
Dr. Diane Webber, Teacher, Curry College
Overview: The transition from high school to college presents particularly unique challenges even to the strongest students and to the most experienced teachers. Now, what additional hurdles do you think face students with various learning disabilities, and their instructors? This focused discussion provides an overview of learning disabilities, strategies that facilitate students’ growth, students’ social/emotional issues, and the individual differences that come embedded in students’ learning experiences. The critical, first transitional year requires that we have a clear, holistic understanding of students’ differences and strengths, rights, as well as knowledge of the metacognitive learning process. Our collaborative conversations will include identifying types of feedback and assessments that facilitate learning, recognizing methods of organization and time management, clarifying student and faculty responsibility, exploring scaffolded instruction, and sharing useful assistive technologies that help with reading, writing, and listening. We will discuss how understanding neurodiversity, resilience, and metacognitive awareness can enhance the entire learning and teaching continuum. Our focus will be on learning disability as a neurological disorder that results from a difference in the way a person's brain is "wired." A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, students with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.
Theme:Learner Diversity and Identities

Supporting Teachers Personal and Professional Growth
Tamara Tallman, Adjunct, Education, College of New Jersey, Neptune City, NJ, United States
Overview: Much needs to be done by schools to provide teachers with opportunities to learn and grow alongside their colleagues in a collegial, non-threatening arena. When administrators determine how to best drive teacher collaboration, there may be a lack of both personal and professional growth by teachers. Schools should seek ways to remedy the feelings of isolation, lack of self-worth and lack of personal and professional growth. Teacher-driven collaboration is a pathway to educational growth for both teachers and administrators. How can districts support successful collaboration? Teachers want clear goals, plans, and expectations from administration. Teachers then become more aware of their direction and the direction of their school. When teachers feel that they have the trust and respect of their colleagues, they are not afraid to share their leadership and expertise. This promotes personal growth. Such collaboration encourages comradery and through this comradery, the teachers trust in one another deepens; they feel included in the decisions of the team, and the leadership is shared. This strengthens the teachers, respect for one another and creates a true culture of collaboration.
Theme:Adult, Community, and Professional Learning

Anti-Bias Vision through the Practioner Lens
Yolanda Carlos, Core Faculty, School of Education, Pacific Oaks College, Pasadena, Californai, United States
Overview: The Twenty-first Century demands social emotional skills that go beyond relationship building; to critically engage and understand our Identity. This presentation will include an overview of the Anti-Bias historical perspective and roots grounded in the work of dedicated early childhood teachers from Pacific Oaks College. The Anti-Bias curriculum is used in schools throughout the United States. Participants will ponder questions, and strategies to use in their ECE settings and work. The discussion focus and deepen the understanding of the importance of Anti-Bias Curriculum as a practice in making children’s lives better and transforming the practioner’ s self-reflective work and understanding of children’s lives in today’s complex world and society.
Theme:Early Childhood Learning

Communities of Practice for Novice Teachers: The Role of Educator Preparation Programs
Daryl Gordon, Associate Dean for Academic Affairs, School of Education, Adelphi University, Garden City, United States
Mccarthy Mary Jean, Clinical Associate Professor, Adelphi University, United States

Overview: Mentoring and induction support for novice teachers is central to the retention and quality of teachers and to the eventual success of their students (Glassford & Salinitri, 2014; Ingersoll & Strong, 2011; Strong & Ingersoll, 2004). This session will share results of a research project investigating the experience of new teachers in diverse classrooms in New York City and Long Island. Data was collected through a year-long community of practice, which was designed to provide support and professional development to novice teachers and, to inform the continuous improvement of a teacher education program through evaluations of alumni experience in courses and clinical practice. Data from this mixed methods study includes focus groups with novice teachers, surveys, case studies, and data from Annual Professional Performance Reviews. This session will engage participants in a discussion regarding the role of teacher preparation programs in the induction support of new teachers.
Theme:Learning in Higher Education

Statistics Is Not Just Math!
Rikke Lund, Teacher, Mathematics, University of Illinois at Urbana-Champaign, Champaign, Illinois, United States
Overview: In Denmark, high school mathematics is taught as integrated topics, whereas the US has separate classes for the different topics. We have three levels of math in high school – A, B and C. For university admissions, B level has become obligatory in many disciplines such as social sciences, business and economics, and political sciences. The primary reason for this requirement is that statistical knowledge is crucial to understanding research and theory in these disciplines, and B level is the lowest level which covers the necessary statistics. The pedagogical approach to statistics in Danish high schools underplays the importance of statistics. Statistics is taught as a subcategory of math and thus often does not get sufficient coverage to achieve proficiency. Furthermore, due to the way statistics is taught in Denmark, many math teachers lack enthusiasm, confidence and potentially background knowledge in teaching statistics. The result is that the part of statistics that plays an important role across the disciplines and society in general is often downplayed due to either a lack of time or the nature of the curriculum. There is an important relationship between math and statistics and in this day and age where people are presented with statistics every single day – climate change, politics, economics, and fake news – it is ever more important that people gain a clear and holistic understanding of statistics. This focused discussion will discuss the pedagogical pros and cons to statistics being an independent discipline versus being integrated into the mathematics curriculum.
Theme:Science, Mathematics and Technology Learning

What's Blog Got to Do with It?: Teaching Multimodal Literacies in Higher Education for Making a Social Difference
Andrea Ross, Lecturer, University Writing Program, University of California, Davis, United States
Overview: Incorporating multimodal literacies in university curricula is critical student success after graduation. This discussion explores knowledge production via inquiry into multimodal expressions in upper-division composition courses. In July 2018 two colleagues and I began testing curriculum for Advanced Composition courses focused on genre awareness and discourse community, using multimodal expressions. Students in three sections of Composition 101 wrote research articles about the genre of professional blogging in their professional discourse community. Next, they conducted research on emerging trends in their intended profession. Using their findings about the professional blog genre, they composed a professional blog about a trend in their field, with the purpose of writing as an expert in their discourse community for a lay-audience. Next, students explored a different multimodal expression; the modes they selected included infographics, podcasts, pamphlets, and videos. Groups presented to the class about their new mode, using audience-purpose analysis. Finally, students composed in their new mode on the same topic as their blog, but with a new intended audience and purpose. Finally, students revised all projects, creating an e-portfolio with a cover memo reflecting on their advancements in rhetorical awareness, processes, genre and mode awareness, research, metacognition, and learning transfer. At this time, we are compiling the results of this semester-long pedagogical experiment. Based on intermediate findings via instructor observation and student feedback, this experiment appears to have been successful in producing enhanced genre awareness, understanding of audience and purpose, and cognizance of real-world applications for strategies and modes studied during the term.
Theme:Literacies Learning

Applying Transparent Teaching Practices across the Curriculum
Chera La Forge, Adjunct Development Leader, Indiana University East, Richmond, IN, United States
Stephanie Whitehead, Director, Center for Faculty Development, Indiana University East, Richmond, Indiana, United States

Overview: This session will focus on efforts to incorporate and assess the Transparency in Teaching and Learning (TILT) framework across several academic disciplines. The TILT project is a nationally award winning educational development project dedicated to fostering student success through the use of transparent teaching practices. Research from the TILT project empirically demonstrates that students, particularly students from historically marginalized backgrounds, are more successful when they have a clear understanding of assignments, the purpose, and criteria for evaluating their work. While beneficial for all students, findings demonstrate that transparent teaching practices are particularly impactful for students from historically marginalized backgrounds. Throughout the focused discussion we will focus on the following: specific methods used to recruit faculty for transparent teaching learning communities and projects and research related to transparent teaching assignments and/or curriculum.
Theme:Pedagogy and Curriculum
Room 6 - 02/025 Focused Discussions III
For work that is best discussed or debated, rather than reported on through a formal presentation, these sessions provide a forum for an extended “roundtable” conversation between an author and a small group of interested colleagues. Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide the discourse.

Self-Efficacy, Subjective Wellbeing, and Academic Performance of Students Who "Think" They Are Gifted
Dr. Maureen Drysdale, Professor, Psychology, St. Jerome’s University in the University of Waterloo
Sarah Callaghan, Student, St. Jerome’s University in the University of Waterloo

Overview: This study examined the academic self-efficacy, subjective wellbeing, and academic achievement of three groups of university students from a large top tier research intensive university where admission standards are very high and competitive. The groups included: students who self-reported giftedness without a formal diagnosis, students who self-reported giftedness with a formal diagnosis, and, students who did not self-report giftedness. Results showed that the students who self-reported giftedness had significantly higher academic self-efficacy and GPAs compared to students who were not gifted. Students who reported being gifted but had no formal diagnosis, reported significantly higher levels of happiness, self-esteem, and mental balance than students who had received a formal gifted diagnosis. The outcomes of the research will be addressed as well as implications such as: what it means to be gifted; if a formal diagnosis is necessary to gain benefits (e.g., greater academic achievement and academic self-efficacy); and the disadvantages of receiving a formal diagnosis.
Theme:Learner Diversity and Identities

Corequisite Support Mathematics Courses in Higher Education
Alison Reddy, Director, Math Placement Program & Coordinator, Quantitative Reasoning Courses, Mathematics, University of Illinois Urbana - Champaign, Urbana, Illinois, United States
Overview: University students come from many geographic locations and types of secondary and postsecondary schools (including public, private, and preparatory schools) with very different mathematical backgrounds. This results in a diversity of mathematical knowledge, and students and institutions have disparate expectations of sufficient preparation for higher-educational institutions. At the University of Illinois, both College Algebra and Integral Calculus are offered in a corequisite model for entering first semester freshman. The challenge, and goal, was to implement a corequisite support model to maximize student outcomes within the context of a single course. Corequisite support strengthens students’ mathematical backgrounds while they simultaneously learn the new course material. Students remain on track for their areas on study without having to repeat coursework and matriculate on schedule with their peers into advancing courses. Evaluating corequisite support requires ongoing research on pedagogical approaches and best practices. The primary metric is student performance in subsequent coursework to measure the impact of corequisite support on the subpopulation of students that were or were not deemed fully College Algebra or Integral Calculus ready. Initial data indicates that both implementations have been very successful in meeting the individual needs of all students evident through improved success rates, and increased student satisfaction and retention rates.
Theme:Science, Mathematics and Technology Learning

Bringing Design to Class: Divergent Thinking for Social Change
Alison Reynolds, Associate Director, University Writing Program, University of Florida, Gainesville, United States
Overview: Twenty-first century learners want to do something to solve social problems, and design thinking can provide students with the opportunity to learn about problems and, in teams, discover innovative ways to solve them. Initially created for business and product makers, design thinking embraces divergent thinking and the tenets of empathy, definition, ideation, and prototyping to create ways to solve problems that are both innovative and meet the users’ needs. Tim Brown, of IDEO, writes, “Design thinking requires bridging the ‘knowing-doing gap.’ The tools of the design thinker—getting out into the world to be inspired by people, using prototyping to learn with our hands, creating stories to share our ideas, joining forces with people from other disciplines—are ways of deepening what we know and widening the impact of what we do.” Therefore, I have developed and will share a design thinking syllabus and assignments for college students who worked with non-profit agencies. In these highly interactive classes, students visited sites such as Ronald McDonald House and Hope Lodge to find problems. Following their visits, they brainstormed and developed prototypes to share with the agencies. Although certain difficulties, such as finding non-profits to host the students, initially made the program seem untenable, I will share a few final projects that are now are being implemented at the agencies. Through these highly immersive courses, ones that can be adapted for learners from an early age through graduate school, students learn the power of empathy, divergent thinking, and team-work.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Empowering Activist Students: Giving Young People Agency to Change Their School, Their Community and Their World
Katharine Ross, Year Coordinator and Facilitator of the Human Rights Group, Humanities, Bishop Druitt College, Coffs Harbour, Australia
Overview: Schools rarely give room for authentic student voice, student agency and tangible opportunities for them to become effective change agents. Three years ago, an Ethiopian refugee student stood up in my class and voiced her pain at the empathy and shock expressed when a terror attack hit Paris, when her home town was hit by terrorism and civil war almost daily with no interest or care shown by her fellow students. Her bravery in expressing this openly in class led to a strong and somewhat angry reaction by her classmates. A few students however came together and approached me asking for an opportunity to try and change perceptions and behaviour and from this the Human Rights Group was born. Since this time students have led changes to the school uniform to embrace gender diversity, have created legacy experiences that are embedded into the school calendar such as, student panels discussing homophobia, sexism, racism and their impacts. They have partnered with local community groups to grow awareness around the dangers of giving birth in the third world and fundraising and packing birthing kits for these women. Currently the group is using footage of student interviews where they discuss their roles as perpetrators, bystanders or victims to run workshops with year 8 students. While there were many obstacles, these were used as opportunities to practice protest and advocacy. In sharing this journey a model for student engagement and activism will be presented that leads to civic engagement that transforms the school itself.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Taking the Center out of the Teaching and Learning Center: Tales from the "Train your Brain" Roadshow
Carrie Bailey, Faculty Development Specialist, Teaching and Learning Center, OHSU
Amy Forester, Faculty Development Specialist, OHSU, Portland, United States
Shoshana Zeisman Pereyo, Student Learning Support Specialist, OHSU, Portland, United States
Sarah Jacobs, Assistant Director, Teaching and Learning Center, Oregon Health & Science University
Jonathan Hanisits, Oregon Health & Science University
Katherine Forney, Oregon Health & Science University
Lawrence Williams, Oregon Health & Science University

Overview: Centers for teaching and learning (CTL) provide a variety of faculty development and student support services, depending on institutional needs. Training opportunities, while innovative, relevant, and aligned with institutional goals, are often not widely utilized if left at faculty discretion. Participation often runs low because of competition for faculty, staff, and student time amidst other commitments, leaving CTLs to vacillate between specializing and diversifying services. Traditional faculty workshops and trainings from the Teaching and Learning Center of Oregon Health and Science University (OHSU), a diverse academic health sciences center, also failed to draw participation. Restructured as a diverse, made-to-order learning series, curriculum was delivered in the form of a "Train Your Brain" faculty development roadshow, informed by key principles of motivational theory: autonomy, mastery, and purpose. After restructuring, the traveling program model experienced higher attendance and engagement by offering educators the autonomy and flexibility of customized and unique training. This session documents the failures and successes of the “Train Your Brain” series along with the process of creating and adapting the roadshow model. Focused discussion provides an overview of how one complex institution created a self-selected faculty development program, which continues to create reflective practice for faculty and opportunities to exemplify a more faculty-centered approach.
Theme:Learning in Higher Education
Room 7 - 02/026 Virtual Posters
Poster sessions present preliminary results of works in progress or projects that lend themselves to visual displays and representations.

Changing Perceptions of Scientist: Twenty Years of Student Drawings of a Scientist
Dr. C. Sheldon Woods, Kansas State University
Myoungwoh Jung, Associate Professor, Northern Illinois, United States
Sally Blake, Chair, NIU, United States

Overview: As part of an initial discussion of a rationale and need multicultural perspective in science education, students in an elementary science methods course were asked to draw an image of a scientist doing science. This is a modified version of the Draw A Scientist Test (DAST). This study analyzes 20 years of these drawings looking for trends and changings to the stereotypical archetypes established by the DAST. There have been some changes but many of the stereotypes remain.
Theme:Science, Mathematics and Technology Learning

Teachers, Technology, and Data Literacy
Dr. Lydia Kyei-Blankson Kyei-Blankson, Illinois State University, Normal, Illinois, United States
Esther Ntuli, Associate Professor, Idaho State University, United States

Overview: This brief paper is based on the pilot study that examined PreK-12 educators’ perceived data literacy skills and how their program of study, particularly their technology courses prepared them to use data. A survey was employed to collect both quantitative and qualitative data from a purposeful sample of teachers. Preliminary findings indicate that while most teachers reported they possess the basic data literacy requirements, and use different types of technology to collect and organize data, there is still need for teachers to develop advanced data literacy skills through professional development and practice.
Theme:Educational Organization and Leadership

Intersecting Perspectives to Address the Challenges in Education: Collaboration in the Research Process
Misty LaCour, Professor, School of Education, Purdue University Global, Magnolia, AR, United States
Julia Nyberg, Professor, Purdue University Global
Laurie Hansen, Faculty Developer, Purdue University Global

Overview: The presenters have developed a collaborative research process for the purpose of addressing current issues and challenges in education. In this poster, the presenters will share effective methods for research collaboration and their experience of collaborating on a recent research project. The collaborative process implemented to develop and conduct the research will be presented. Lessons learned from this experience as well as how these steps of collaborative research can be applied by attendees will also be shared. After this session, participants will be able to: identify effective methods of collaboration; and, apply the steps of collaborative research to address current issues in education.
Theme:Educational Organization and Leadership

Integrating Knowledge and Practice in a Social Work Senior Capstone Class
Amanda Reedy, Associate Professor, School of Social Work, Eastern Washington University, Cheney, WA, United States
Overview: Many universities require that seniors complete a capstone course or similar culminating experience. This course was designed to help social work students integrate their classroom learning with their practicum experience. During the 10-week course, students completed three assignments on ethics, research, and policy. Students received feedback on each assignment and were encouraged to revise accordingly. The final assignment in the course was a poster presentation where students integrated content from the previous assignments. Forty-one students completed the capstone class in 2018. In order to evaluate the effectiveness of the course, three of the social work profession’s core competencies were assessed through the course assignments. Competencies were rated on a scale of one to five where a one represented unacceptable progress and a five represented advanced competence. Two competencies related to ethics were assessed. On the competencies “resolving ethical dilemmas using the Code of Ethics” and “apply a strategy of ethical reasoning to arrive at principled decisions, students averaged 4.3. On the competency “engage in career-long learning,” students averaged 4.8. These scores indicate that students were reaching competence in the areas assessed. On course evaluations, students reported being satisfied with the course. One student commented, “Having assignments correlated with parts of our poster presentation really helped put it together.” During the poster presentations at the end of the quarter, many students commented on their ability to integrate knowledge and practice. They were able to identify how ethics, policy, and research were all affected their work in the community.
Theme:Pedagogy and Curriculum

Meaningful Play: Students Creating "Serious" Tabletop Games
Dr. Mark Mabrito, Professor of English, English, Purdue University Northwest
Overview: Serious games are games designed for a purpose other than strictly entertainment, such as training or teaching. While many examples of serious games are digital, in recent years a resurgent interest exists in tabletop gaming (for example, board and card games); here we also find some examples of games in this genre dealing with such topics as natural disasters (Before the Storm), end-of-life issues (Hello), and climate change (Broken Cities), among others. However, many models for understanding serious games presume digital interaction, with fewer models available to understand the educational potential of their analog counterparts, such as tabletop games. This presentation will focus on an undergraduate class designed primarily for liberal arts majors that taught students about concepts of serious games and gamification in the context of teaching/training applications for both the classroom and workplace. Specifically, I will highlight a project in the course where students were invited to create a serious tabletop game from initial idea to working prototype. I will focus on challenges students faced, and how such a task cannot only teach game design and mechanics, but also leverage critical thinking, writing, and instructional design skills in unique ways.
Theme:Pedagogy and Curriculum

What Neuroscience Suggest for Value-based Problem-solving
Sandrita Skeriene, PhD Student, Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Kaunas, Lithuania
Overview: Problem-solving based on complexity and collaborative approaches is listed between the cores competencies needed for future professionals. Whereas values guide and influence personal behavior encompassing ethical aspects of solutions, they represent the essential foundation of problem-solving. However, most of the problem-solving models represent the rational economic approach, highlight only the procedural process of problem-solving and focus on the development of skills and competencies. The integration of moral issues, as well as values, is reflected in decision-making models. Researchers representing the classical approach to problem-solving do not emphasize learning. Meanwhile, neuroscience reveals new possibilities for problem-solving. The first possibility represents the development of four core pillars of learning. Second, such development encourages a deep approach to learning. The third possibility reveals that value-based decision-making (the latter is a part of problem-solving) is pervasive in nature. The lack of research in regard to the integration of values when solving problems allows for the formulation of the research question: When and how the learner should take into account values when solving a problem? Based on the literature review method this paper introduces the hypothetical framework grounded in evidence from neuroscience research. This framework enables the development of value-based problem-solving capability. The hypothetical framework is universal and can be implemented across different disciplines in higher education.
Theme:Learning in Higher Education

Learner Diversity in a North-western High School in Hong Kong
Dr. Francisco Wai-kee Wong, Teacher, English Language, The Hong Kong Polytechnic University
Overview: Varied learning strategies are fostered to support students' learning in daily classroom teaching. The need to give rapport to those special education needs (sen) students had been the major school concerns over the years. The learner styles are also varied widely in that the discrepancies arise between the teaching objectives and the actual learners' needs. The gap is too wide to bridge the levels of students in both junior and senior forms. Very often the basic knowledge they acquired in the junior forms can be "faded" out and need a new input in the ensuing academic year. Therefore, the promotion of learner diversity and learner autonomy is the major school concern in the forthcoming year. The focus will be on the diversification in learning materials and adopting a multimodal perspective in pedagogical content knowledge. The disparity is also wide in the initial school intake and the latter public exams. The value-addedness has always been very minimal which can't reflect the both students and teachers' effort. The way teachers conduct their teaching and design their materials somehow couldn't fit well with each other in that they all didn't realise the real needs of the learners. In this paper, I will focus on three case studies and explicate their inadequacies in teaching and suggest ways to improve the learner diversity in a supportive way. It is hoped that the alignment will be constructive between what teachers preach and which level students reach.
Theme:Learner Diversity and Identities

Municipal Portuguese Olympics and Mathematics: Evaluation and Assessment
Keila Cristina Armando De Moraes, Coordenadora de área - alfabetização, Secretaria Municipal da Educação - Bauru, Brazil
Heloisa Helena Pita Prado, Coordenador de área - Língua Portuguesa, Secretaria Municipal da Educação - Bauru, Brazil
Me. Suzana Maria Pereira Santos, Coordenador de Área - Matemática, Departamento Pedagógico -, Secretaria Municipal da Educação

Overview: The Municipal Olympiad of Portuguese Language and Mathematics project, used as a tool that tends to motivate students, is justified in proposing to potentiate the studies consider curricular contents pertinent to elementary education that contemplate the skills and abilities presented in BNCC, in the Common Curriculum of Bauru Elementary School and in the reference matrix of Prova Brasil. Among the main objectives, we highlight the implementation of an internal evaluation, aiming to verify the performance of elementary school students in the Municipal System of Education of Bauru in addition to stimulating and promoting the study of Portuguese Language and Mathematics. The performance of the students who participated in the Olympiad is being analyzed by the school units and the technicians of the Municipal Education Department. The previous analysis of the results demonstrates advances in the quantity of correctness of the tests and relevance to the understanding of what is expected in the questions, making possible the learning.
Theme:Assessment and Evaluation
Room 8 - 03/005 Workshop
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue or debate – all involving substantial interaction with the audience.

Teaching Team-based Learning with Mature Adults in the Online Classroom
Dr. Denese Wolff, Associate Faculty, College of Humanities and Sciences, University of Phoenix , Fresno, TX, United States
Overview: Working in collaborative teams is an integral part of the corporate environment, but most college students are not afforded ample opportunities to hone the skills of working in teams. Because learning teams are part of the teaching model at the University of Phoenix, upper-class students have continuous team-based learning experiences across the curriculum throughout their academic journey. Working in teams of four or five, students have a virtual workspace, create team charters, set goals, and meet those goals within a limited timeframe. After explaining how students function in virtual teams, the presenter will divide the audience into teams of four so that they can develop a team charter, set a goal, and experience how UOP students are trained to function in a leaderless, collaborative team. Throughout the workshop, participants will be engaged in online surveys with results broadcast in real time. The presentation shared activities, and online surveys will provide active audience participation.
Theme:Learning in Higher Education
Room 9 - 03/006A Workshop

Neurodiversity in the Classroom
Maureen Greene, Teacher, Special Education, Souhegan High School, Amherst, NH, United States
Overview: This workshop focuses on highlighting the strengths of students with disabilities. The neurodiversity movement encourages us to consider the gifts of conditions we have previously labeled as “disabilities”. in this workshop teachers will learn how to shift student perspective from what they can’t do to what they can. Topics covered include post-secondary goals, student self-concept and effective partnering with parents. In this presentation, I will describe the development of my research question and report on some of my research findings from three years of data collected at my suburban American High School. Participants will engage with current research and apply concrete strategies to improve their teaching practice.
Theme:Learner Diversity and Identities
Room 10 - 03/006B Spanish Language Workshop
Room 11 - 03/011 Spanish Language Virtual Lightning Talks
Room 12 - 03/017 Focused Discussions IV
For work that is best discussed or debated, rather than reported on through a formal presentation, these sessions provide a forum for an extended “roundtable” conversation between an author and a small group of interested colleagues. Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide the discourse.

Mathematics Education Innovation: A Look at Developmental Mathematics Practice and Pre-Calculus Redesign
Hongde Hu, Department Chair and Professor, Mathematics and Statistics, California State University-Monterey Bay, Seaside, CA, United States
Alysia Goyer, Lecturer, Math, California State University-Monterey Bay, United States

Overview: The California State University (CSU) system announced in the summer of 2017 that non-credit bearing remediation will be phased out and replaced with co-requisite approaches. In response to the CSU’s policy change and to improve the success-rate of the entry-level mathematics courses, especially Pre-Calculus for the STEM major students, we develop an innovative model pairs an existing parent course with a one-unit supplemental course to provide a variety of interventions and practices to support students at California State University, Monterey Bay. In this discussion, we will discuss the model, which divides instruction among faculty, teaching assistants, and tutors, that actively moves students from classroom work, to group work, to homework, to exams.
Theme:Science, Mathematics and Technology Learning

English Language Education Policies Reform in China and the Effects of Confucianism
Xue Zi Han, Researcher, Second Language Aquisition, Queen's University Belfast
Overview: English Language Education policies in China have been discussed and studied for decades. Meanwhile, Confucianism functions as the key term as it affects learners and teachers in China while it is rarely considered together with policy reform. By reviewing previous English language reform policies in China by following the timeline, this paper also develops its own three-layer framework to assist the illustration. To consider the impact of sociocultural values and understand the details of the recent educational reforms, this paper aims to be more inspiring and to seek hidden answers by digging deep into the routes of traditional, cultural habits and historical development.
Theme:Pedagogy and Curriculum

Cultural and Conceptual Change: Evolution in the United States as a Model for Impacting Science Literacy Worldwide
Amanda Glaze, Assistant Professor, Department of Middle Grades & Secondary Education, Georgia Southern University, Statesboro, United States
Overview: What does it say about classroom learning when a majority of the United States populace does not accept evolution? Somewhere between university studies and entry into the classroom, something is influencing teacher decisions about evolution, something that determines what they teach their students and how. Understanding this process is the key to designing pre-service teacher curriculum that enhances understanding, encourages teaching of evolution, and provides support to do so confidently and accurately. This study sought to examine the lived experiences of pre-service science teachers as they prepared to enter the classroom as teachers. To do so, interviews were conducted among individuals who were sorted based on their levels of acceptance of evolution. These interviews provided insight into the cultural and personal experiences that shape ideas about evolution, teaching evolution, and the nature of science itself among students in a rural teaching college in the Southeastern United States, a region where evolution controversy is openly contentious. While the United States stands at the opposite of many other first tier nations in this position, what we have learned about culturally responsive approaches to teaching, learning, and teacher education applies across fields to all areas where there is public misconception, including climate change, science and religion, and cultural divergence from scientific positions.
Theme:Science, Mathematics and Technology Learning

The Benefits of Combining Visual Mapping Techniques with the Principles of Excellent Teaching and Learning
Hanna Miller, Assistant Headteacher, Teaching and Learning, Thinking Schools Academy Trust, Rochester, United Kingdom
Overview: Visual mapping techniques are nothing new in education. We have long used them to explain, model, demonstrate teacher thinking and check student understanding. We use specific "thinking maps," each underpinned by their own thinking process to drive improvements in teaching and learning across all phases and curriculum areas within our Trust. Despite the differing contexts, the shared language of ‘thinking maps’ across each school has provided students of all ages with a language to communicate and develop their thinking and understanding and has allowed teachers to show clearer relationships between concepts and topics. There have been clear avenues to use the maps to improve metacognition and memory in the classroom, link mapping to quality questioning and engage students in difficult subject knowledge. This session would share the best practice but also the pitfalls and how they were overcome.
Theme:Pedagogy and Curriculum

Personal Narrative as a Scaffolding Tool for Professional Learning and Performance Improvement
Vera Leykina, Clara Barton High School for Health Professions, New York City Department of Education, Yonkers, New York, United States
Overview: This session introduces the concept of a personal narrative as a scaffolding tool for collaborative professional learning. This approach may be applied to a group of teachers, nurses, social workers, or other professionals working with people which they have no previous experience of servicing. Often, well-trained specialists encounter groups of population with unknown needs. The training approach presented here is an application of Sociocultural Learning Theory to professional adult learning. Session participants will be able to identify possibilities for scaffolding of professional learning and will begin constructing personal narratives as scaffolds applicable to professional learning and growth in their areas of expertise. The approach to be presented is based on the Sociocultural learning theory. The participants will learn about personal narratives as scaffolding tools by experiencing, analyzing, and constructing them.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Social Difference in Digital Spaces
Ebony Perez, Instructor, Saint Leo University, United States
Alexandra Kanellis, Teacher, Curriculum Development, Saint Leo University, Saint Leo, FL, United States
Nancy Wood, Assistant Professor of Human Services, Saint Leo University, United States
Dr. Holly Atkins, Saint Leo, Florida, United States

Overview: Digital spaces can be utilized in a myriad of ways to engage students in learning how to engage and advance social issues in their chosen field of study. Technology allows faculty to develop innovative pedagogical strategies to foster a deeper understanding of the mechanisms of oppression and marginalization that exist. Furthermore, digital spaces provide the opportunity to expose students to simulated experiences, provide resources, and live feedback and consultation. In this discussion, participants will be introduced to some of the unique approaches faculty in three different disciplines maneuver digital spaces to help students foster critical self-awareness, manage personal values to engage in ethical praxis, and develop knowledge and skills to promote social justice in their respective fields of study.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
13:40-13:55 Coffee Break / Pausa para el café
13:55-15:35 PARALLEL SESSIONS
Room 1 - 0G/007 Innovation Showcase
Researchers and innovators present products or research and development. All presentations should be grounded in the presenter's research experience. Promotional conversations are permissible, however, products or services may not be sold at the conference venue.

One Size Does Not Fit All: Designing Measurable Program and Individual Goals to Track Learner Success
Jessika Kleen, Partner, Professional Development, Machado Law Group, Springfield , Illinois, United States
Overview: This showcase will begin with an overview of school-based intervention practices, which include the four essential components of Universal Screening, Progress Monitoring, Multi-Level Interventions, and Data-based Decision Making. Participants will then be given a student profile and led through several exercises aimed at strengthening their practical evaluation skills. Exercises will require the identification of student needs, both behavioral and academic, developing programming based upon pre-selected options, and crafting measurable goals and objectives aligned to known data sets. A wrap-up discussion will close the session.
Theme:Assessment and Evaluation

Engaging the Learner in Graduate Education: Teaching Highly Participative Courses Online
Judith Scully Callahan, Senior Lecturer, Management, University of Florida, College of Business, Gainesville, United States
Overview: The proliferation of online learning challenges educators when creating highly participative courses. Two courses have presented particular challenges: Negotiations and Creativity in Business. After years of developing and executing these courses, I have cultivated strategies that have enriched learner experience. These include selecting secondary software to support pedagogical goals, adopting exercises that deliver a clear lesson, and clarifying expectations through the use of a rubric. The courses are demanding as students participate in numerous activities, share work and offer feedback to one another, and complete traditional examinations. Both informal and formal feedback demonstrates the effectiveness of these strategies.
Theme:Learning in Higher Education

An Interactive Way of Reading: Electronic Readings
Mayra Diaz De La Cruz, Teacher, Languages, Universidad del Norte, Barranquilla, Colombia
Heydy Robles, Teacher, Universidad del Norte, Colombia

Overview: Online texts have been gradually replacing paper-based readings, shaping the way how contemporary readers access information. Electronic texts in education enable students to actively engage knowledge and learning strategies, and much greater if it is fun and games. Ralli App is as game-based reading comprehension resource for foreign language students at Universidad del Norte. It aims to enhance students reading practices such as skimming, scanning, and surveying. Given the nature of the app, in which users must read and solve clues to unlock reading activities, students are prompted to use reading techniques. Users are given a set of time to complete the reading comprehension race, and score the highest among participants. Survey comments and interviews on students’ perception of the app as reading mediator revealed that students are actively engaged in the task, focus on understanding questions to answer accurately, and retrieve pre-acquire knowledge to solve tasks. Consequently, reading techniques can be taught and practice in outdoors environments. It not only enables students to autonomously use them, but also allows instructors to monitor from a far students’ progress.
Theme:Technologies in Learning

Digitised Issuing and Replacement of Certificates
Louis Fourie, Logistics Coordinator, University of Johannesburg
Dr. Tinus Van Zyl, Director, Central Academic Administration, University of Johannesburg, South Africa

Overview: The University of Johannesburg has implemented a Digital Certificate platform that allows Alumni to order copies of their degree certificates, transcripts, and academic records as well as share their qualifications with employers and or third parties. Employers/ Third parties also have the option to verify Alumni degrees at no cost to the employer or Alumni.
Theme:Technologies in Learning
Room 2 - 02/011 STEM and STEAM Integrations

Elementary Students’ Group Decision-making for Science and Engineering Design Problem-solving
Elaine Silva Mangiante, Assistant Professor, Education Department, Salve Regina University, Newport, Rhode Island, United States
Overview: A current shift in national curriculum frameworks for elementary and secondary schools is the integration of science and engineering design education (DfE 2013; Ministry of Education 2007; the NGSS Lead States 2013; QCAA 2016). The intent is that students observe patterns, discover explanations for natural phenomena, and generate science knowledge from scientific investigations and, then, apply this knowledge in solving engineering design problems that address human needs. To achieve this goal, teachers of grades K-12 are now expected to promote scientific and engineering habits of mind, such as collaboration and communication, as essential 21st-century skills. These habits are implicit in the epistemic practice of working well in teams to solve engineering problems (Cunningham & Kelly, 2017). Using Jin and Geslin’s (2009) conceptual framework that defines components of team negotiation for collaborative engineering design, the study examined students’ speech-acts when working in teams during an integrated science/engineering design unit in thirteen U.S. elementary classes (3rd and 4th grade). The results indicated students most frequently engaged in speech-acts that involved proposing or refining their own solutions. Less frequently, the students defended proposals, critiqued proposals of others, or provided counter-proposals. Their least frequent speech-acts included compromise and acquiring information to inform a design proposal. The study also identified factors that impacted student teamwork. Findings showed that teachers scaffolded for students’ discourse in sharing ideas; however, they did not provide skill-building in compromise before students engaged in problem-solving. Recommendations are provided for teachers to develop students’ social skills for group decision-making in science/engineering problem-solving.
Theme:Science, Mathematics and Technology Learning

Empirical Rules the World: Promoting Graphic Novels and Information Literacy in the STEM Classroom
Mitzi Fulwood, Assistant Professor, Mathematics, Broward College, Coconut Creek, United States
Elena Lazovskaia-Hall, Faculty Librarian, STEM, Broward College, United States

Overview: Reading a graphic novel, learning information literacy, conducting research, creating posters and practicing communication skills are all possible in a college statistics course. Showing underprepared students that the power of education opens doors to the professional world continues to be our objective. In this paper, we will discuss what went into the preparation and implementation of this innovative lesson. We are hoping to empower the attendees of this Learning Conference to bring these ideas and strategies back to their institutions. The collaboration between academic librarians and professors can be a powerful tool for student success.
Theme:Literacies Learning

Informal STEM Learning: Cultivating Curiosity
Dr. Cheryl Lindeman, Assistant Professor of Education, Education, Randolph College, Lynchburg, Virginia, United States
Overview: What are the opportunities for cultivating children’s curiosity during informal after-school programs? How can this approach augment children’s formal science, technology, engineering and mathematics (STEM) learning? Using mixed-methods this action research study was developed with the assistance of a family development center over a two-year cycle. The intent was to identify best practices to spark and amplify children’s curiosity using STEM knowledge and skills driven by their own questions. Preservice teachers and college volunteers were involved in assisting the creation of Curiosity Club with the mission: To observe, to ask questions & to share curiosity with others. Participants were females in second to fifth grade. Various approaches to elevating curiosity were implemented. These included introducing curiosity blocks created from scanning electron microscope images captured by high school student researchers, developing projects based on children’s questions, playing science-based challenges and games, and providing informal ways for children-driven discussions resulting in mapping their own research skills. An analysis of the instructional methods, student-generated questions, comments & projects will be shared. Implications about student self-efficacy toward inquiry learning, mentor and teacher roles for encouraging children to share curiosity expressions and best practices to help strengthen children’s habits of mind in informal settings will be discussed.
Theme:Science, Mathematics and Technology Learning

Staging STEAM: How Theatre Creates a Hypothesizing Brain
Philip Valle, Lecturer, Theatre, Cal Poly State University, San Luis Obispo, United States
Overview: The current trend of “devised theatre” and its earlier predecessor creative dramatics share a common aesthetic: in eschewing fixed/normative solutions, each ponders how a group of participants might navigate and, subsequently, reflect upon entirely theoretical realms of being. That is, each poses hypothetical and sometimes radical experiments in the notion of possibility. Most importantly, each in its own way scratches out these proposals on the theatrical chalkboard, test-drives them and then, gloriously, erases the discoveries for the next experiment. This paper, drawing upon recent studies in neuropsychology and comparative neuroscience, proposes a connection between the theatrical “devising brain” and the cognitive process of the scientific method. Moreover, the work examines STEAM pedagogy and suggests not methodologies but rather invaluable neuro-evidence for why cross-disciplinary education plants the seeds for human creativity.
Theme:Science, Mathematics and Technology Learning
Room 3 - 02/013 Socio-emotional Pedagogies

Epistemological, Pedagogical and Disciplinary Conceptions of Chilean Primary School Mathematics Teachers
Anmarie Beyer, Associate Researcher, Universidad de Chile, Chile
Claudia García, Associate Researcher, Universidad de Chile, Chile
Edith Pinto, Associate Researcher, Universidad de Chile, Chile
Yenny Assael, Co-Investigator, Universidad de Chile, Chile
Ricardo Abarca, Co-Investigator, Universidad de Chile, Chile
Sebastian Molina, Graduate Student, Education Department, Universidad de Chile, Santiago, Chile
Marcelo Arancibia, Universidad de Chile
Christian Miranda Jaña, Universidad de Chile

Overview: This work analyses the epistemological, pedagogical and disciplinary conceptions of primary school mathematics teachers. The theory of teacher conceptions is used as a basis. It is a qualitative study, using an ex post facto interpretative-comprehensive design. Individual interviews and a focus group were held with eight teachers from the cities of Concepción, Temuco, and Santiago. The analysis was based on Grounded Theory and included information triangulation. The results reveal that the epistemological, disciplinary and pedagogical conceptions of mathematics are central to meeting the teachers' expectations about their specialization and that disciplinary autonomy and the teaching and evaluative aspects are relevant to the teaching conceptions of how to transfer the learned subject matter to the classroom.
Theme:Pedagogy and Curriculum

The Indian Social and Emotional Learning Framework: Empirical Research on developing SEL Standards for Schools in India
Maya Menon, Director, School Well-being, The Teacher Foundation, Bangalore, Karnataka, India
Overview: The National Curriculum Framework (NCF, 2005) in India, recognises that emotions, values and attitudes are critical aspects of the learning process. It states "Development of life skills such as critical thinking skills, interpersonal communication skills, negotiation/refusal skills, decision making/problem solving skills and coping and self management skills, are ...very critical for dealing with the demands and challenges of everyday life." However no guidelines are provided on how to nurture these skills in an age appropriate manner amongst children who represent 39% of India's total population! (Census of India 2010-11). In 2012, The Teacher Foundation embarked on a first-of-its-kind nation-wide exploratory research to examine the perspectives of teachers and students on social and emotional learning. Data was gathered in 10 different languages, from 15 locations - urban and rural. The respondents included 850 teachers and 3300 students from state-run and private schools. The data analysis reveals the neglect of and need for key SEL competencies amongst school-going children in India. The findings have subsequently led to the development of the Indian Social and Emotional Learning Framework (ISELF) for ages 6–18 years that can be used as an age-banded tool to nurture SEL Competencies. ISELF has been conceived as a practical framework that can be utilised by schools & teachers to build social-emotional competencies in their students. The ISELF is currently being pilot-tested in a range of Indian schools to assess its effectiveness. This paper will share the key findings from the research and provide an overview of the ISELF post-pilot.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Self-advocacy for Youth in Care
Kathryn Levine, Associate Professor, Faculty of Social Work, University of Manitoba, Winnipeg, Canada
Melanie Janzen, Associate Professor, University of Manitoba, Winnipeg, Canada
Dawn Sutherland Sutherland, Professor, Faculty of Education, University of Winnipeg, Canada

Overview: The United Nations Convention on the Rights of the Child (UNCRC), of which Canada is a signatory, identifies access to primary and mental health, spiritual, and educational “institutions, facilities and services” as categorical rights of children and youth. Consequently, ensuring that children’s rights are upheld within these systems becomes the primary obligation of parents and legal guardians. In contrast to youth whose parents assume this responsibility, youth in care of child welfare authorities depend upon a range of professionals to advocate on their behalf to ensure these rights are upheld, and that youth have access to information that supports their best interests. Despite the responsibility of child welfare authorities to act in loco parentis, many youth in care do not have equitable access to legal, financial, mental health, or educational support services, nor are they sufficiently knowledgeable to fully understand their rights in order to hold the child welfare agency accountable. Providing self-advocacy skill development for youth in care of may be one mechanism by which youth can contribute to changes in child welfare policies and practices that will address the acute disadvantages experienced by youth in care. This paper describes the development, implementation, and evaluation of a self-advocacy course for youth in care in Manitoba, Canada. Working within the framework of the UNCRC, Pillars of Learning is a five-month curriculum composed of a variety of modules that explore self- advocacy knowledge, skill development, and critically, how the self-identity of youth in care can be reclaimed through rights-based self-advocacy practice.
Theme:Learner Diversity and Identities

Exploring the Lived Experience with Emotional Labor of Female Health Champions: Implementing Comprehensive School Health Reforms
Dr. Astrid Kendrick, Adjunct Professor, Undergraduate Programs in Education, University of Calgary, Calgary, Canada
Overview: This hermeneutic phenomenological study explored the lived experience of five female Health Champions as they navigated through periods of flux and systemic instability while implementing Comprehensive School Health initiatives. The purpose of this study was to discover the immediate emotional and embodied experiences identified by five change agents having horizontal differentiation of roles including: pre-service student teacher, educational assistant, teacher, school leader, and system leader while undertaking educational reforms introduced between 2009 and 2016 in Alberta, Canada. This study uncovered insights into their common understanding of emotional labor as they experienced this phenomenon while implementing the Comprehensive School Health framework, a reform to Physical and Health Education that coincided with the Inspiring Education movement. The findings of the study define the unique nature of the emotional work of change agents in educational settings, create a storied common lived experience, and suggest some implications and areas of future study for leaders interested in implementing Comprehensive School Health initiatives.
Theme:Educational Organization and Leadership
Room 4 - 02/017 The Responsive Classroom

Removing Barriers: Using Photovoice to Explore Social Change in Schools
Keya Mukherjee, Assistant Professor, Graduate Education, Saint Leo University
Overview: This paper will discuss the premise and use of Photovoice, a community-based participatory research methodology, which was used with graduate students to engage them in action research to establish meaningful connections between course curriculum and experiential learning. Photovoice methodology according to Wang and Burris (1997), provides a process by which people can “identify, represent, and enhance their community through a specific photographic technique” (p. 369). The methodology draws from the fields of feminist theory, the works of Paulo Freire’s problem-posing education teachings, documentary photography, and from practical photographic traditions. Finding unique ways to engage students in their education through a deeper level of critical thinking is a continual challenge. In this project the premise was about engaging students in a doctoral course in Educational Leadership on Diversity and Leadership to use Photovoice methodology to engage with critical consciousness about diverse students in their school and understand the forces that shape decisions related to these students. The objective was to use photography to engage with critical reflection about places where they saw social injustice in their school context and to discuss these experiences and share their feelings to bring about social action to remove barriers for diverse learners. The paper will describe how the methodology provided students with opportunities to examine, reflect, and identify opportunities for social change in their schools. Additionally, student testimonials on the power of using visual images, associated meanings, and the ensuing narratives that helped raise social awareness to bring about social action will also be shared.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Project Based Learning: A Case Study on Campus Engagement through the Lens of Diffusion of Innovations Theory
Dr. Kelly McBride, Assistant Professor of PR and Business Communication, English, Kutztown University of Pennsylvania, Lancaster, PA, United States
Overview: Project based learning (PBL) is more than a methodology, it is an opportunity for college students to foster intellectual and emotional maturation through direct interaction with a real-world client, utilizing strategic cogitating and interpersonal competencies. Students can represent the PBL project on resumes, and display collateral materials within portfolios that reveal to both the client, as well as future employers, the scope of scholarship. This mixed-methodology case study investigates the benefits of PBL utilizing cognitive, social, and motivational strategies in a junior public relation’s class at a private college in the northeast. Meaningful learning in conjunction with active involvement is key to PBL. The experienced utilized one of three general models stated by Morgan (1983) known as the project component, whereby, the “project is interdisciplinary in nature, and often related to 'real world' issues." (p. 289) PBL is crucial in the field of public relations so that students may develop field-based knowledge and skills so that teaching-learning is effective in understanding the issue or opportunity. This study additionally utilizes the Diffusion of Innovation theory by Roger (1962), whereby adoption of a new behavior or idea develops overtime through five adopter categories that are detailed herein (Behavioral Change Models, 2018).
Theme:Pedagogy and Curriculum

A Cooperative Learning Approach in a Teaching English Classroom
Samual Amponsah, Lecturer, Adult Education and Human Resource Studies, University of Ghana, Accra, Ghana
Overview: The paradigmatic shift from teacher-centred to learner-centred approaches to teaching has been appreciated over the past decades. To effectively ensure this change, teachers need to be trained to understand and apply approaches that enforce learner-centeredness in their classrooms. To explore the training high school English teachers in South Africa and Ghana received in the use of the cooperative learning approach and establish how they apply it, this qualitative study was necessitated. The study findings indicated that teachers from both countries had received training either formally or through self-study. Based on their orientation the Ghanaian teachers mostly referred to the approach as group learning while their South African counterparts referred to it as the cooperative learning approach. It was also clear that some teachers applied the approach though they did not make deliberate plans and preparations for it. In spite of that, it was evident that teachers from both countries were not applying the approach based on its five principles. It is in this light that the researchers aimed at a proposed constructive alignment framework for the use of cooperative learning in the English classroom. The proposed framework will be used as a futuristic empowerment initiative for teacher education training in both countries.
Theme:Pedagogy and Curriculum

Teachers’ Voices Matter: Cooperative Learning across Multigraded Classes
Prof. Micheal M Van Wyk, Professor, Curriculum and Instructional Studies, University of South Africa, Pretoria, Gauteng, South Africa
Overview: Scholars conceptualize multigrade teaching (MG) as an approach used by a single teacher teaching learners from different curriculum grades (for example grades 4 to 6) within the same class period. An integrated social constructivist theoretical frame underpins the multi-graded teaching for optimal learning. This article explores MG teachers’ views on cooperative learning as a pedagogical approach and examines how they implemented the different cooperative learning approaches in the MG class. A qualitative research approach was employed with telephonic interviews and open-ended e-mail responses as data collection instruments. Findings revealed that participants were trained in and knew how to use cooperative learning approaches to teaching. They were confident, positive, and eager to plan cooperative learning approaches for MG classes. Some drawbacks emerged because of a lack of sufficient resources. Further research is needed to explore teaching multigrade and planning multigrade lessons quarterly, as stipulated in the new curriculum policy.
Theme:Pedagogy and Curriculum
Room 5 - 02/018 The Teacher Self

The Teacher Self: An Investigation of the Professional Beliefs of Elementary Classroom Teachers
Jeff Mc Laughlin, Assistant Professor, Educational Foundations and Policy Studies, West Chester University of Pennsylvania, West Chester, PA, United States
Overview: What do teachers believe? A quantitative survey instrument called the Teacher Self Inventory (McLaughlin, 1989/2018) was used to assess elementary classroom teachers’ beliefs about their instructional roles and teaching personalities. Volunteer subjects were asked to complete the online survey using a desktop computer, laptop computer, tablet, or smart phone. Follow-up interviews were also conducted to further explore these factors. The same procedure was repeated with pre-service teachers at the researcher’s institution. Pre-service teachers responded to the same survey items as practicing teachers but with slightly different directions. While classroom teachers were asked to reflect on their current practice, the pre-service teachers were asked to respond based upon predictions of their roles in the classroom and their teaching personalities. Survey responses and interview data were then analyzed and synthesized to create a profile of both classroom teachers’ beliefs and the beliefs of pre-service elementary education majors. The conference presentation will include the following three elements: An introduction (including online access) to the Teacher Self Inventory, as well as a brief overview of the instrument development process; a summary of the quantitative results of the study comparing elementary classroom teachers’ survey responses to those of pre-service teachers; a description of the related qualitative data analysis process; a group discussion of the implications of the study and directions for future research; an invitation for participants to consider using the Teacher Self Inventory for additional research investigations.
Theme:Pedagogy and Curriculum

EFL Teachers' Professional Identity: Conceptualisation and Influencing Factors
Elisa Pérez Gracia, Professor, Communication & Education, Universidad Loyola Andalucía
Rocio Serrano, Docente, Universidad de Córdoba

Overview: Teachers’ Professional Identity (TPI) continues being a relevant research area in which a wide range of scholars and teacher educators have focused their attention. English as a foreign language teachers mean a sensitive group in this regard due to the fact that sometimes they feel threatened by native speakers and it affects the development of their TPI, and consequently, their careers. This study aims to know how pre-service English Secondary Education teachers build and develop their TPI along their initial teacher training as well as the diverse factors that may affect it. An ‘S-TPI’ questionnaire, measured using a Likert scale, was used to obtain the opinions of 133 future teachers (83,5% women and 16,5% men) in the 2014-2019 academic years. Results show an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. Some of the implications derived from this research point to the need to take into account the results obtained when designing the initial training programs for pre-service Secondary Education teachers with the objective of considering the construction of TPI as a central and necessary element to get more competent and committed teachers and, therefore, improve the teaching-learning process quality and Secondary Education students’ performance.
Theme:Learning in Higher Education

Gender Issues in Arab Female Teachers’ Stories: A Narrative Study
Dr. Orly Sela, Oranim Academic College of Education, Kiryat-Tivon, Israel
Overview: The teaching profession is considered, both in Israel and elsewhere, to be a “feminine” profession. Studies which have examined the work and life stories of women teachers sometimes deal with this aspect, when it seems to be a meaningful element in the study. The present study is a narrative study examining 23 educational autobiographies written by female Arab graduate students as a course requirement at an academic college of education. The texts were analyzed using the Narrative Based Theory approach, with Gender being the central analysis and discussion category. The analysis discovered four sub-categories: choosing the teaching profession for gender-related reasons, dealing with male authority, gender-based discrimination, and family vs. career. The findings show that in Israel Arab women in general and Arab female teachers specifically suffer from different kinds of gender-based discrimination, at home, within their families, at work, and in society in general. The stories included indications of change, but the situation in general is not encouraging. It seems that Arab women in Israel have a long way to go in order to overcome the double discrimination they suffer from, as women in a conservative-patriarchal society and as belonging to an ethnic minority in the state of Israel.
Theme:Learner Diversity and Identities

An Exploratory Phenomenology Study of Educators' Bullying Experiences in the Workplace
Ronda Gregg Gregg, Professor, University of Phoenix, School of Advanced Studies, Phoenix, United States
Cheryl Burleigh Burleigh, Faculty, Research Fellow, University of Phoenix, School of Advanced Studies, Danville, United States

Overview: Bullying behaviors in the workplace are marked by repeated events of intimidation that creates a pattern of humiliation and fear in the victim. School staff are not immune to this behavior. Although studies have been conducted on student to student bullying behavior, little research has been done concerning adult to adult bullying in the educational workplace. A qualitative exploratory phenomenological study was completed to determine the relevance of the issue of bullying among adults in schools and to explore the effects that adult bullying has on staff members and the school organization. Organizational cultural theory, emotional intelligence and humiliation theory were used to understand the phenomenon of adult bullying in the educational workplace setting. Two research questions guided the study: What are the personal and professional experiences of educators in the K-12 school systems as targets of bullying behavior in the workplace? What were the personal and professional repercussions of educators in the K-12 school systems who experienced workplace bullying? Implications for the study include potential policy additions, training for administrators and staff members, and how to mitigate the effects that can hinder educational progress because of adult bullying.
Theme:2019 Special Focus: "Learning to Make a Social Difference"
Room 6 - 02/025 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Intercultural Consciousness and Education in Study Abroad Programs: Realizing the Intercultural Dimension of International Educational Exchange
Flavia Laviosa, Senior Lecturer, Italian Studies, Wellesley College, Wellesley, United States
Overview: In this workshop, I will illustrate how institutions of higher education can prepare directors and students prior to study abroad experiences so that students develop intercultural awareness when in the host country. I will also provide directors with practical strategies to ensure a transformative experience for students. Many of the most common incidents experienced by students overseas are behavior-induced and therefore preventable. In reminding students to behave appropriately, while reflecting on and discussing with them the culture of the host country, study abroad directors aim to prevent incidents of cross-cultural miscommunication and conflict. Their responsibility is to assist students to explore and understand what defines socially acceptable behavior and what describes culturally inappropriate conduct. In their mentoring, directors take students through two critical stages: educating them to transition from being comfortable in their own ways to feel uncomfortable before acknowledging and adopting new ways when abroad. Directors’ duty during a study abroad program is to lead students to acquire intercultural citizenship. In this workshop, I will refer to the Development Model of Intercultural Sensitivity which theorizes how students acquire intercultural sensitivity moving from denial to integration through a series of steps (Cushner, K., McClelland, A., & Safford, P. 2012). Each stage describes a cognitive and psychological structure that is communicated through attitudes and behaviors (Bennett, M. J., 2011). Intercultural consciousness is fundamental in education to address current issues such as migration and cultural identity, diversity and inclusion, and social justice.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Learning Preferences: How We Perceive and How We Decide
Dr. Bridget Connor, PhD, University of San Francisco
Sean Coyne, Professor, Notre Dame of Maryland University, United States

Overview: Learning can be enhanced by understanding natural tendencies and processes of the brain. Kosslyn has identified and described four cognitive modes of brain functions. Personality types differ in what they perceive and how they make decisions. This session will detail the various personality types, their preferences for perceiving and making judgments and compare similarities to the four cognitive modes of the brain. Participants will experience, in small group format, exercises in perceiving and judging activities that highlight differences in types and modes of cognitive processing. A practical work-related small group exercise will further demonstrate the differences in type.
Theme:Learner Diversity and Identities
Room 7 - 02/026 Colloquium
Colloquium sessions are organized by a group of colleagues who wish to present various dimensions of a project or perspectives on an issue. Four or five short formal presentations are followed by commentary and/or group discussion.

How Intuitive Thinking Impacts Formal Science Education
John Coley, Associate Professor, Psychology, Northeastern University, Boston, United States
Nicole Betz, Doctoral Student, Northeastern University, United States
Emily Dahlgaard Thor, Doctoral Student, Northeastern University, United States
Michal Fux, Postdoctoral Fellow, Northeastern University, United States
Lauren Swiney, Research Fellow, University of Warwick
Sarah Pickett, Postdoctoral Fellow, San Francisco State University, United States
Kimberly Tanner, Professor of Biology, San Francisco State University, United States
Kristin De Nesnera, Assistant Professor of Biology, Utah Valley University, United States

Overview: It is increasingly clear that students enter educational settings with complex and well-established conceptual understandings of the world around them. These intuitive understandings can have important educational consequences; new knowledge does not merely replace existing conceptions, but interacts with them in complex and unexpected ways. The goal of this colloquium is to communicate findings from a set of related projects that integrate research in cognitive science and science education to illuminate how intuitive thinking facilitates and/or impedes the acquisition of formal scientific understanding. We will present evidence that misconceptions common among students may not stem solely from the complexity or opacity of the scientific concepts themselves, but also from the fact that concepts may clash with informal, intuitive, and deeply held ways of understanding the world. We will also argue that intuitive thinking can scaffold learning of formal science concepts. The colloquium will include the following talks: Relations Between Intuitive Thinking and Misconceptions in University Biology Students; Intuitive Thinking Impacts Understanding of Global Climate Change; Investigating the Influence of an Intuitive Thinking Intervention on Misconceptions about Antibiotic Resistance; Intuitive Thinking Scaffolds Deeper Understanding of Health Concepts in High School Students; Cognitive Constraints Shape Risk Perception of Synthetic Biology. Discussion will center around implications of these findings for teaching and learning in STEM classrooms at all levels. By elucidating relations between intuitive thought and formal science learning, we hope to establish a new theoretical framework for understanding the acquisition of expertise in the sciences, thereby changing the way science is taught.
Theme:Science, Mathematics and Technology Learning
Room 8 - 03/005 Postsecondary Knowledge Ecologies

Learning Experiences in Higher Education for Students Who Are Hard of Hearing : A Case Study of a South African University
Diane Bell, Manager: Strategic Initiatives and Projects, Faculty of Business & Management Sciences, Cape Peninsula University of Technology, Cape Town, South Africa
Overview: Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss but are not providing adequate, academic support and inclusive curricula. Furthermore, in South Africa, almost no research has been conducted concerning students who are HOH in higher education regarding their teaching and learning needs or the coping strategies which they use to survive academically. However, what is known is that, of those HOH students who do enter higher education, many do not graduate successfully (up to 75%) and, of those that do graduate, many continue to be excluded from professions. The aims of this article were to report on the teaching and learning experiences of students who are HOH at a South African university, who prefer to make use of spoken language, to share the daily barriers with which they are faced, and to provide recommendations for teaching and learning, as well as curricula transformation. This study adds to the existing body of knowledge on this topic in South Africa and could be relevant in similar contexts.
Theme:Learning in Higher Education

Exploring Blended Learning for Teaching Educational Statistics at Arabian Gulf University
Alajab Ismail, Associate Professor, Department of Distance Learning, Arabian Gulf University, Manama, Bahrain
Overview: Many postgraduate students face difficulties in learning of educational statistics topics because of the mathematical nature of these topics. Adopting innovative learning technologies has opened up a whole range of options to extend the learning strategies in higher education and support students` learning outcomes. The current study aimed to assess the effectiveness of adopting a blended learning approach with 18 masters’ students who enrolled in two postgraduate courses in statistics taught at the Arabian Gulf University Distance Teaching & Training Master Program in Bahrain. The courses were enrolled as Blended Learning with the CGS Moodle Learning Management System during the second semester of the Academic Year 2018/2019. Participants were assessed using online quizzes, 2 written tests, two assignments; one in descriptive and other inferential statistics, one open book exam and final examination. Data analysis revealed that the blended learning approach helped the student to learn the course content i.e. (students grades ranged from B+ to A). Learning a stratification survey administered at the end of the course revealed a high degree of satisfaction with the course material and the teaching approach used for teaching the course cont. In conclusion, blended learning is feasible for statistics courses and is beneficial to both students and instructors.
Theme:Learning in Higher Education

Measuring the Level and Cost of Medical Students’ Attrition in Nigerian Universities
Wlifred Iguodala, Director, Academic Planning Division, University of Benin, Benin, Edo, Nigeria
Overview: Nigeria desires increased medical education for the production of medical personnel for the nation’s hospitals. Government and other proprietors of medical schools have in the recent past made remarkable efforts to expand access to medical schools. One of such efforts is to increase the carrying capacities of medical schools in universities across the country. This notwithstanding, several students soon after enrollment in the schools withdraw from the programme. A high attrition rate can affect the academic reputation of a medical school, staff morale and even have unwholesome consequences on both the dropout and society. The study is to ascertain the rate of attrition and determine the cost implication in the University of Benin. The descriptive survey research design was adopted for the study that included quantitative analysis of completed cohorts in addition to qualitative analysis of ten-year data. Data were collected from individual students’ files, examination and admission records. Statistical analysis was carried out on six (6) successive cohorts. Quantitative data from the student files were transcribed and independently analysed. Based on data analysis, the attrition rate was 37.2% in 6 completed cohorts. Male students had the highest attrition rate (48.6%) compared to females (26.3%). The study recommended among others that the university management should formulate workable policies and ensure proper implementation to encourage retention of students in the medical school.
Theme:Learning in Higher Education

Investigating College of Law Students Attitudes towards Learning English as a Second Language
Ameera Hussein, Assistant Professor, College of Law, Kingdom University, Manama, Bahrain
Overview: The aim of the present study is to assess the attitudes of Kingdom University College of Law students towards the English language. The study utilized a survey quantitative research methodology. The population of the study consists of students who majored in law and study English as a foreign language at a private university in Bahrain. The sample consists of 50 students (29 male and 21 female) students determined by purposive sampling method. The study collected the needed data using attitudes towards the English language scale developed by the author. Data analysis revealed that law students at Kingdom University possessed positive attitudes towards English as a second language, i.e.(their average attitudes found to be above average with a mean of 3.55 out of 5.00); it was also found that no statistical differences in attitudes towards English langue due to students’ gender (female, male). It was found that female students’ attitudes towards the English Language found to be less compared to male students. A notable result is that there is a strong correlation between student’s GPA and attitudes towards the English language; students with a high GPA possess positive attitudes towards the English language. Based on these results, the study recommended developing enrichment programs and workshops to enhance kingdom University law student’s attitudes and redeveloping the English language at Kingdom University based on subject and students needs.
Theme:Learning in Higher Education
Room 9 - 03/006A Spanish Language Session
Room 10 - 03/006B Spanish Language Session
Room 11 - 03/011 Spanish Language Session
Room 12 - 03/017 Spanish Language Session
15:35-15:45 Transition Break / Pausa
15:45-16:30 Talking Circles II / Mesas redondas II

A second Talking Circle is held at the end of the second day for the original group to reconvene and discuss changes in their perspectives and understandings as a result of the conference experience. Delegates self-select into groups based on broad thematic areas and then engage in extended discussion about the issues and concerns they feel are of utmost importance to that segment of the network.

Al final del día se procede a una segunda mesa redonda con el grupo original para revisar y discutir los diferentes cambios en las perspectivas y comprensiones, fruto de la experiencia del congreso. Los delegados se autoincluyen en grupos basados en áreas temáticas generales y participan en una detallada conversación sobre los temas y cuestiones que consideran de mayor importancia.

Room 2 (02/011) - Early Childhood Learning
Room 3 (02/013) - Literacies Learning
Room 4 (02/017) - Learning in Higher Education / Adult, Community, and Professional Learning
Room 5 (02/018) - Tema destacado 2019: Aprendizaje para la diferencia social
Room 6 (02/025) - Pedagogy and Curriculum / Assessment and Evaluation
Room 8 (03/005) - Pedagogía y currículo
Room 9 (03/006A) - 2019 Special Focus: Learning to Make a Social Difference
Room 10 (03/006B) - Science, Mathematics, and Technology Learning / Technologies in Learning
Room 11 (03/011) - Educación superior
Room 12 (03/017) - Educational Organization and Leadership / Learner Diversity and Identities

Jul 26, 2019
08:30-09:00 Conference Registration Desk Open / Mesa de inscripción abierta
09:00-09:10 Daily Update / Noticias del día—Dr. Bill Cope, Professor, College of Education, University of Illinois, Urbana-Champaign, IL, United States, President, Common Ground Research Networks, Champaign, IL, United States; Dr. José Luis Ortega Martín, Professor, University of Granada, Granada, Spain
09:10-09:45 Plenary Session / Sesión plenaria—Dr. Joanne Hughes, Director, Centre for Shared Education, School of Education, Queen’s University Belfast, Belfast, United Kingdom

"Shared Education: Building Social Cohesion through Learning Together"

Joanne Hughes is the director of the Centre for Shared Education in the School of Education at Queen’s University Belfast. Her main research interests are in the role of education in divided societies and inequalities in education. She has led numerous research projects on these themes and has been awarded research grants from the EU, ESRC, British Council, Nuffield, UNICEF, Atlantic Philanthropies, and a range of other sources. Current research projects explore longitudinally the effect of inter-group contact between Protestant and Catholic pupils in Northern Ireland as well as the development and effectiveness of shared education interventions locally and in international settings. In recognition of her international work, in 2016 she was appointed to a prestigious UNESCO Chair on Globalising a Shared Education Model for Improving Intergroup Relations in Divided Societies. She has advised government officials and ministers nationally and internationally on the development of policies and interventions to promote good relations in schools. Her research in Northern Ireland informed the Shared Education Act (2016), and in the Republic of Macedonia, the establishment of a state-wide Interethnic Integration in Education Programme. In Israel, Kosovo, Bosnia and Herzegovina, and Croatia, she is working with local NGOs and officials to develop shared education interventions. Relating to research impact, her work is one of nineteen Signature Projects supported in Queen’s Social Charter (2017). Recent (2016-present) expert advisor roles include: British Academy, ‘Education in Conflict and Protracted Crises’; Academy of Social Sciences, ‘Making the Case for Education in the UK’- subsequently launched in the House of Lords (2017); Salzburg Global Session 605, ‘Climate Change, Conflict, Health and Education’; and Research Review of mid-Sweden University - Chair of the Education Panel. From 2010-2014 she was editor of the prestigious British Educational Research Journal. She is also an appointed member of the Executive Council of the British Educational Research Association.
09:45-10:15 Garden Conversation / Charlas de jardín

Garden Conversations are informal, unstructured sessions that allow delegates a chance to meet plenary speakers and talk with them at length about the issues arising from their presentation. When the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.

Las charlas de jardín son sesiones informales no estructuradas que permiten reunirse con ponentes plenarios y conversar tranquilamente sobre temas derivados de su ponencia. Cuando el lugar y el clima lo permiten, se realizan en el exterior.
10:15-10:25 Transition Break / Pausa
10:25-12:05 PARALLEL SESSIONS
Room 1 - 0G/007 Innovations in Preservice Education

Building the Plane as You Fly: Using a Design-based Research Approach to Explore Teacher Preparation Reform
Megan Mackey, Assistant Professor of Special Education, Special Education and Interventions, Central Connecticut State University, New Britain, United States
Dr. Laura Jacobson, Assistant Professor of Special Education, Central Connecticut State University, United States
Sally Drew, Associate Professor of Special Education, Central Connecticut State University, United States
Dr. Joan Nicoll-Senft, Professor of Special Education, Central Connecticut State University, United States

Overview: Presenters will share a research framework for investigating the efficacy of a teacher preparation program redesign and describe a design-based research approach to examining multiple data sources as a means of measuring the effectiveness of a revised teacher preparation program. A conceptual framework matrix, based on Kirkpatrick's model of evaluation (Kirkpatrick & Kayser-Kirkpatrick, 2014), was created by faculty to examine four levels of teacher preparation (candidate content knowledge, candidate skill acquisition, candidate skill application, and impact on K-12 student learning).
Theme:Learning in Higher Education

Learning-design in Pre-Service Teacher Training Programs in Denmark: Agentialities and Entanglements
Hasse Møller, Assistant Professor, Pre and In-service Teacher Training, University College Copenhagen, Copenhagen, Denmark
Overview: This study is based on a situational and intra-active approach to studying design-based teaching in higher education in Denmark. Based on agential realism (Barad, 2008, Plauborg, 2016), the learning design Learning Through Play (ltP) is investigated as part of complex networks of agentialities. In this way, practice is re-, and co-constituted in relational networks (Latour, 2005) and the empirical analysis shows how playful learning design and teaching practice are entangled into a wide range of human and non-human agentialities, which affects and counteracts each other. Through situational, relational and positional analyzes (Clarke, 2018) we look at a teaching practice that can not be understood as an outcome of the concrete design, but rather as a result of complex intra-actions, in which LtP, communication, learning objectives, content, time, space and more act as strong agents. This raises questions on how do we approach learning design in higher education. Based on the notion of material-discursivity, we further discuss how we as teacher educators can teach design-based in such a way that we maintain a complex and nuanced perspective on both plays and learning in higher education.
Theme:Learning in Higher Education

Innovative Clinical Approaches: Using Remote Platforms for Access and Support
Kelly Jennings Towle, Director, Office of Clinical & Field Experiences, School of Teacher Education, University of Central Florida, Orlando, United States
Analexis Kennedy, Assistant Lecturer, University of Central Florida, United States
Dr. Tammy Stafford, Adjunct Professor & Clinical Coordinator, School of Teacher Education, University of Central Florida, United States

Overview: As new avenues for teacher preparation programs mature and the practice of distance learning expands, so does accessibility. In an effort to support teacher candidates, regardless of proximity to a university, innovative clinical practices have been embarked upon. This consideration comes as emerging technologies are being examined as pedagogical tools for learning pathways in the field of teacher education. Research supports that the transition to new platforms reduces the anxiety of teacher candidates during observations, provides better feedback, and supports both teacher candidates and clinical coordinators with work-life balance. The presenters will deliberate the initial design of their research, experiences of using remote platforms for internship observations, obstacles met during practice, and provide a practical discussion of the overall experience from the perspective of teacher candidates and clinical coordinators.
Theme:Technologies in Learning

Nеw Innovative Curricula Proposal based on Expanded Education: Applying Multiple Contexts Learning to Foreign Language Teaching
Catalina Cheng-Lin, Asistencia al Congreso, La Escuela de Doctorado de Humanidades, Universidad de Granada, Granada, Spain
Overview: These learning processes are acquired through exploration and active interaction among users of a social community where the 'soft skills' are used to achieve both, the interpersonal daily survival and/or professional purposes. Likewise, the educational system for language teaching neither seems to be prepared to recognise and/or validate these skills inherent to any linguistic community permeated with its specific sociocultural nuances. So far, this learning have been assigned with new concepts such as permanent, Ubiquitous or informal, etc., and have proved to be essential for understanding the new form of education and the new teaching values. As well as the new learning styles have found their unlimited possibilities with technological progress and communication advances, which allow the opening to new horizons and forms of learning that should also be validated in the curricula.
Theme:Pedagogy and Curriculum
Room 2 - 02/011 Experimental Curricula

The Rhetoric Class in Special Collections: Experiential Learning of Social Issues
Laura Poladian, Rhetorical Arts Fellow, College of Communication and Fine Arts, Loyola Marymount University, Los Angeles, California, United States
Rachel Wen-Paloutzian, Archives and Special Collections Instruction Librarian, William H. Hannon Library, Loyola Marymount University, Los Angeles, California, United States

Overview: A university’s holdings in archives and special collections offer unique opportunities for students and instructors to learn through spatial and physical experiences. As embodiment continues to emerge as an active learning strategy, Loyola Marymount University’s first-year rhetoric course in collaboration with Archives and Special Collections provides students with experiential learning of social justice topics. Engaging students hands-on with physical artifacts as products of social issues promotes affective, cognitive, and reflective learning of multiple cultural perspectives. This paper focuses on a specialized instruction that integrates object-based inquiry in special collections with learning outcomes for rhetorical skills that enhance transferable, foundational awareness of social justice in context. As an instructor in undergraduate rhetoric and a special collections instruction librarian, we collaborated on designing and implementing a lesson plan with two-parts: a visual, rhetorical exercise in the special collections exhibition gallery and an exploration and analysis of rare objects in the classroom. In an immediate and personal encounter, first-year students, as primary learners, investigate text-objects as socially situated not only through conceptual knowledge but also by experiencing social issues through direct contact with physical materials. Ultimately, we designed these activities for potential adaptations in other courses using a variety of special collections objects to promote learning and teaching in an embodied, experiential environment.
Theme:Pedagogy and Curriculum

A Multi-tiered Approach to Teaching Writing and Research: Using an Undergraduate Seminar on Women and Music as a Model
Julie Hedges Brown, Associate Professor of Musicology, School of Music, Northern Arizona University, Flagstaff, Arizona, United States
Overview: Using a Women-and-Music course as a model, this praper offers strategies for student success in an undergraduate writing-and-research seminar. Three papers of different types and topics offer more variety than a semester-long research project and provide a platform for increasingly independent thinking: a short paper that guides both content and structure by having students address questions related to assigned reading; here students learn about socio-cultural influences that forced Fanny Mendelssohn Hensel to remain an amateur musician despite her obvious talents; a short position paper that evaluates comments made by Vienna Philharmonic players regarding the addition of women to the ensemble; students discern the players’ concerns, provide supporting quotations, then evaluate their merit; while the structure is still guided, students have more freedom with content; a longer research paper on a contemporary female composer chosen by the student, allowing freedom with both content and structure. Preparatory assignments for each paper also teach cumulative research skills, from “structured notes” to outline assignments, to multi-tiered bibliography assignments related to the research paper. Assignments become refined through in-class discussions and individual consultations with the instructor.
Theme:Pedagogy and Curriculum

Lecturer Activities Driven by Lecture Guided Worksheets
Thanida Sujarittham, PhD, Mahidol University
Manjula Sharma, Lecturer, School of Physics, University of Sydney
Narumon Emarat, Assistant Professor, Applied Physics, The University of Edinburgh
Kwan Arayathanitkul, Lecturer, Science, Mahidol University
Ian Johnston, Senior researcher, Physics, Mahidol University
Jintawat Tanamatayarat, Lecturer, Industrial Physics and Medical Instrumentation, King Mongkut's University of Technology North Bangkok

Overview: As active learning has been disseminated to physics faculties, many papers often reported that it could support student engagement and provide better improvements to university courses comparing with the traditional lecture format. However, it still is low embraced in large lecture classes. In this study, the attention is not in the path of comparing between two groups—traditional lecture and active lecture styles as former research studies. Based on the fact of our classes, in every year guided worksheets-based lectures have been used in the introductory calculus based physics course aiming to encourage students interactive engagement together with to improve student learning outcomes. Therefore, in this study we focus on to investigate how much guided worksheets could help to facilitate active learning in the classes across 3 years and their effectiveness on student understanding of electrostatics. We analyzed time that lecturer devoted to carry out classes’ activities by using video-recording and measured student learning gains by pre- and post-tests. With the different effort of developing the course in every year, these contributed the different lecturer activities. We noted the guided notes provided interactivity in classes about 20-35%. The result shows that the last two years mainly taught with the developed worksheets called new worksheets were devoted more time to interactivity having the higher average normalized gains than the year conducted the old worksheets. Additionally, we found that the more time of last two year devoted to the interactivity had higher time allocated to the areas of students’ learning difficulties on electrostatics.
Theme:Science, Mathematics and Technology Learning

Pre-graduate Physics Teacher Education at the Faculty of Science in Olomouc, CZ
Dr. Renata Holubova Holubova, Palacky University, Olomouc, Czech Republic
Overview: The aim of the paper is to present our model of the pre-graduate physics teacher education at the Faculty of Science, Palacky University, Olomouc. Teachers need a wide range of skills, but which of them are the most important for a successful education of learners in the 21 st century? To answer this question is not easy. To define the content knowledge and the pedagogical knowledge is the task of projects, that are solved at the Faculty of Science. The Z generation of learners is not easy to educate. According to our previous findings, the model is based on active teaching methods - IBSE, pedagogical practice and its reflection and the cooperation with the Science center (informal type of education). Typical activities and their evaluation from the students´ point of view will be presented.
Theme:Learning in Higher Education
Room 3 - 02/013 Diversity Challenges

Historical Representations of and Prospective History Teachers’ Beliefs on Religious Diversity
Van Nieuwenhuyse Karel, Associate Professor in History Didactics, History, University of Leuven, Leuven, Belgium
Overview: Due to globalization and increasing migration flows, classrooms become increasingly diverse, which poses huge challenges to educators: how to deal with diversity? This paper focuses particularly on religious diversity. In many countries, heated debates take place on the role of religion in society/education, and on the value/dangers of religious diversity. In those debates, however, historical dimensions of religious diversity and the voices of religious people are often being neglected. This situation risks to oversimplify debates on religion, to exclude and marginalize religious people, and hence to disturb their belonging. Education might be a place to counter those risks, by offering nuanced (historical) representations of religious diversity and by making religion and religious identities debatable. This contribution, being part of a bigger research project on "religious toleration and peace," therefore focuses on two main stakeholders in education. The representation of religious diversity in history textbooks influences its perception among learners in the present. And ultimately, (history) teachers determine how religion and religious identity are being approached in the classroom. Via a content, discourse and narrative analysis, the way how religious diversity and coexistence throughout the past are being represented in current European history textbooks for secondary education is being examined. Via semi-structured focus group interviews, the beliefs and perceptions of (prospective) (history) teachers on religious diversity and on how to address religion and religious coexistence in the classroom are analyzed. Analysis results will be reflected upon, with regard to identifying fruitful ways in dealing with learners’ religious diversity in education/teacher training.
Theme:Learner Diversity and Identities

Curriculum for Diversity of Learners and Identities: A Case Study in a University Extension Project
Dr. Ana Ivenicki, Full Professor, Educational Studies, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
Overview: Teacher continuing education can arguably represent a fruitful opportunity in order to promote learning geared towards making a social difference. Co-constructing curriculum guidelines in a cultural diversity perspective should help boosting that aim, since it means working towards conceiving curriculum perspectives that take into account educational actors from schools and universities acting in partnership in extension projects. In that sense, the present study draws on a multicultural perspective in order to discuss a university extension project that dealt with a curriculum initiative in a municipality located in the state of Rio de Janeiro, Brazil. The main argument that underpins the study and that informed the construction of the curriculum guidelines is based on a multicultural theoretical framework that takes identity building as central to curriculum proposals in a social justice perspective. Based on that, the present paper discusses the main categories and the argument that informed the construction of the guidelines and, afterwards, delineates the steps and some of the main axes that underlined the document produced. The methodology applied to that case study was a design-based research, which has a practical nature similar to the action-research, but in which the presence of a partnership between the researcher and the educational actors involved has been a prerequisite. The study is relevant comparatively in that it may arguably illustrate the challenges and potentials involved in processes that try to translate learners’ diversity and de-essentialization of identities into curricular proposals, in order to promote learning that make a social difference.
Theme:Learner Diversity and Identities

K-12 Teacher Perspectives on Challenges and Innovation When Engaging Diverse Students Studying by Distance Education
Dr. Kate Ames, Associate Professor, Queensland University
Overview: This paper reports findings of a study into the practices of K-12 teachers who teach in a distance education school in Australia. The study aimed to identify teaching strategies teachers use to support the learning and engagement of school-aged students studying by distance education in regional Australia. One of the key themes to emerge from focus groups with 14 teachers was the need to be innovative to adapt to the unique context and to support the diverse range of students. Despite some challenges, technology was viewed as enabling teachers to more effectively teach by distance. Teachers made specific decisions to utilise technology in particular ways to: build relationships with diverse students and their families; improve teaching, learning, and engagement; and grow as a teacher of distance education. This paper specifically explores strategies teachers reported using as they drew on core pedagogical knowledge but also adapted their practice and demonstrated innovation when responding to contextually specific problems in a highly complex teaching environment.
Theme:Learner Diversity and Identities

Some Crowned Themselves, Others Stayed behind: The Problem with Independent Learning in the Art School
Lois Rowe, Programme Director Fine Art, Fine Art, University of the Arts london, London, United Kingdom
Overview: From the moment an applicant arrives at an open day, the Art School presents itself as an opportunity. It is an opportunity that reaches beyond the potential of the creative processes that might make you a better artist. It is an opportunity to fundamentally change you and your habits, and to prepare you for a wonderful and often daunting and competitive future in the creative industries. This will be liberating and this will be transformative, in many cases even creating who you will go on to become. Something therefore about the 'self' will be developed through the experience of your degree. You will be changed. How? Through teaching you how to cultivate an "independent practice." This paper interrogates how factors of esteem impact on attainment within the art school. It identifies and problematises independent learning as a significant area in which inequality is foregrounded. In the recent higher education white paper ‘The Future of Higher Education’, lifelong independent learners are highlighted as the solution to meeting the needs of the economy and to addressing the ‘productivity gap’ at a time of rapid social and technological change. This paper asks: Who is able to self-crown and who stays behind? The author suggests a rethinking of the individual focus within independent learning to instead focus on networks and communities: dependencies, in other words, that can support rather than isolate the student. It draws on the relevant theorists in this area: Morwenna Griffiths, bell hooks and Carole Leathwood.
Theme:Learner Diversity and Identities
Room 4 - 02/017 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

OER Resources and How They Were Created and Implemented
Liana Stepanyan, Associate Professor of Teaching, Spanish and Portuguese, University of Southern California, Los Angeles, California, United States
Overview: In April of 2018, the Department of Spanish and Portuguese at the University of Southern California launched a digital OER (Open Educational Resources) journal named Revista CeDE. The educational resources contained in this journal integrate ACTFL´s modes of communication in L2 Spanish classes. This workshop will discuss the reasons why these OER resources were created, how they are being implemented, and the positive outcomes of using such materials in order to improve learners’ cultural competency and their perception of the overall learning experience. It will also explore the ways to integrate such OER resources in your coursework, and the impact of using these resources to encourage critical thinking and to facilitate the understanding of the various socio-cultural aspects of the Hispanic world. The best practices identified at USC’s Department of Spanish and Portuguese will be presented, along with sample syllabi, activities and evaluation rubrics. Participants will be invited to design a syllabus that integrates OER resources, based on the provided templates, and reflect on strategies to evaluate such content. They will also be invited to share their own experience in integrating existing OER resources in their curriculum, as well as creating OER resources.
Theme:Learning in Higher Education

Bloom’s Taxonomy and Cooperative Learning through Group Storytelling: Ways to Scaffold Learning and Maximize Engagement
Eng Hai Tan, Assoicate Professor, Center for Liberal Arts Education, Meio University, Nago, Japan
Overview: Classroom learning environments can be classified generally into three social categories: competitive, individualistic, or cooperative. Cooperative learning is often associated with higher level of reasoning, greater generation of new ideas and transfer of learning as compared to competitive or individualistic learning. This workshop is a condensed version of a 12-lesson project on story making in an English immersion primary school in Japan. Students worked in small groups to create stories and tell them using magic flashcards. The group storytelling project was divided into 3 stages. Stage 1. Each group of three students were given six telltale picture cards and they were required to use at least three of them in their stories. Using graphic organizers, they discussed the setting, characters, problem and resolution. Stage 2. Students transferred their ideas from the graphic organizers onto storyboards. They also decided on the 6-frame illustrations they wanted for their stories. Stage 3. Students created magic flashcards with the main scenes of their stories and practiced presenting them to the class. In this workshop, participants will be guided through the abbreviated process of their 3 stages in the making of their stores as they experience the five elements of cooperative learning, positive interdependence, individual and group accountability, interpersonal and small group skills, face-to-face interaction and group processing. Bloom’s taxonomy will also be explored as participants engage from lower to higher order thinking tasks, from remembering, understanding, applying, analyzing, evaluating and finally creating their original story as a group.
Theme:Pedagogy and Curriculum
Room 5 - 02/018 Engaged Pedagogies

Engaged Pedagogical Action: Teachers on Twitter
Ronna Mosher, Assistant Professor, Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
Overview: This paper will describe the results of research that examined images of classroom practice posted by teachers on the social media platform Twitter. Online classroom images were examined for the theorizing they represent and produce in order to better understand how teaching and learning are conceptualized in contemporary practice. The images of classroom work within this study are seen not just as technological acts but as acts of ontological and epistemological significance, not just reflections of classroom practice but as constructions of social meaning. Using a combination of visual thematic and interpretive discourse analysis, teachers’ postings are interpreted as moments in which good practice and the teaching self are made visible within currently available vocabularies and as an ongoing project of self-understanding and engaged pedagogical action with others. The presentation will highlight ways that teachers’ curricular thinking is connected to contemporary public and political discourses and how social media practices can engage teachers in the social reconstruction of the public sphere.
Theme:Pedagogy and Curriculum

Playing with Language: Digital Language Acquisition and Community Engagement
Dr. Andrea Fieler, Lecturer, World Languages and Literatures, Northern Kentucky University, Highland Heights, United States
Overview: The paper discusses how the foreign language classroom can serve as a connecting link between the pedagogy of experiential philanthropy, a form of service learning, and second language acquisition through positive engagement with the digital environment. Through linguistic immersion in an online game, students in an upper level German class expanded upon their second language skills while conducting a fundraiser and participating in the Mayerson Student Philanthropy Project. The paper offers student learning outcomes, the framework of the course as well as observations and student feedback.
Theme:Learning in Higher Education

The Application of Real-time Avatars in Business School Sales Training
John Lax, Assistant Professor, Marketing, Saint Leo University, Saint Leo , FL, United States
Overview: Professional selling, despite its often negative perception in academia, is a fundamental part of business and revenue generation. While the technologies employed by sales practitioners have changed radically in the last few decades the fundamental skills remain much the same and the manner in which universities teach this crucial skill to business students has scarcely evolved since spice merchants traveled the Silk Road. We might speculate that wine merchants tutored their young apprentices in the art of closing a deal in Constantinople much the same as a software vendor coaches hers in closing the deal in a Manhattan high rise. The traditional approach to teaching sales in business schools has been some variation of role-playing, most often with other students, resulting in what is, at best, a poor approximation of the real world. At Saint Leo University, we are breaking new ground in the use of technology-based, situation-specific avatars to simulate a real-world selling experience. This paper offers both academic and practitioner perspectives on this emerging technology and its application in the classroom. This technology has the potential to be extended to other professional development and career preparation courses throughout our universities.
Theme:Technologies in Learning

Becoming Agents of Change: A Participatory Action Research Study with Language Teachers
Ansurie Pillay, Senior Lecturer, School of Education, University of KwaZulu-Natal, Durban, KwaZulu-Natal, South Africa
Overview: This paper reports on a participatory action research study that aimed to enable teacher agency. The study, which worked with 14 language teachers, was underpinned by critical pedagogy and shaped by a critical paradigm. Within three participatory action research cycles, interventions were used to facilitate the teachers' understanding and enactment of agency. After each cycle, data was generated using visual representations, opinion pieces, open-ended questionnaires, and written pieces. It was found that explicit teaching about agency is required to enable understanding of the concept. In addition, as the teachers worked within the study, they reflected increased independence in thought, words and action. Further, they recognised the need to be a life-long learner and a reflexive teacher-practitioner, mindful of the possible transformations within their professional identities.
Theme:Educational Organization and Leadership
Room 6 - 02/025 Conscious Assessment

Decoding Self-regulated Learning: There Is No Teaching without Learning
Dan German, Senior Lecturer of Computer Science, Computer Science, Indiana University Bloomington, Bloomington, Indiana, United States
Santiago Salmeron, Student, University of Indiana

Overview: Most students start the semester eager to learn. But in spite of everybody’s efforts this genuine desire to learn soon fades away: learning is hard work. A 2007 study found that 88% of New Year Resolutions fail, in spite of 52% of the participants being certain of success at the beginning. If all students are inherently motivated to learn, they quickly learn to be unmotivated when they fail repeatedly. All students have the basic need to belong, be competent and influence what happens to them; motivation to learn usually exists when these conditions are met. Decoding of Disciplines is a process in seven steps designed to help instructors and educational consultants find new ways to increase student learning. Though clearly a learner centered process, Decoding’s emphasis is on transforming teaching for the benefit of learning. We present a very effective (in our experience) enhancement to Decoding, in four steps, to empower students with responsibility while effectively teaching them to become accountable to themselves and to others. The use of self-assessment in Decoding (although not at all straightforward) gives students a measure of accountable responsibility while also allowing the instructors to track and examine their students’ thinking as it actually develops. Studies show that inaccurate self-assessment is associated with poor self-regulation, and poor performance. Self-regulated learning is a series of practices that virtually every learner can understand and develop; however, these practices need to be taught, rehearsed and honed. Our data indicates that self-assessment effectively opens the door to self-regulated learning.
Theme:Learning in Higher Education

Using Authentic Assessment of Learning in Graduate Student Teaching Development
Kimberley Grant, Educational Development Consultant, Taylor Institute for Teaching and Learning, University of Calgary, Calgary, AB, Canada
Glory Ovie, PhD Candidate , Werklund School of Education, University of Calgary, Calgary, Canada

Overview: In the past few decades, graduate student teaching development (GSTD) programs have proliferated on university campuses as both credit and non-credit offerings. In non-credit programs, certification is often based on attendance and self-reported learning gains, and there have been calls for more robust assessment strategies. One Canadian research university recently developed a non-credit certificate in university teaching and learning based on the principles of authentic assessment. This case study reviews the authentic learning tasks in the program, feedback participants receive, and participants’ understanding of how they have met the program-level learning outcomes. Initial findings indicate that authentic assessment in a GSTD program provides graduate students with meaningful opportunities to develop teaching competencies and also provides program facilitators with clear evidence of participant learning. Incorporating authentic assessment in non-credit teaching development programs may provide more robust assessment of both individual participant learning and program effectiveness.
Theme:Learning in Higher Education

Institutional Effectiveness in Promoting Student Retention and Success: The Value of Early Assessments
Naziema Begum Jappie, Director, Center for Higher Education and Development, University of Cape Town, Cape Town, South Africa
Overview: The aims of higher education in South Africa are clearly set out in Education White Paper 3: A Programme for the Transformation of Higher Education (1997), which states that higher education must meet the learning needs and aspirations of individuals, address the needs of society and provide for the labor market. However, these aims and their realization are continuously challenged by the equal opportunity for access to higher education at universities in South Africa. Higher education institutions in South Africa share a common past but have dissimilar characteristics related to their local contexts, the communities they serve, their staff profiles, and their access to resources and culture. Accordingly, institutions face both common and specific challenges. Ideally, an equitable and effective educational system facilitates social mobility and leads to the growth, development, and increased prosperity of societies. While great strides have been made in South Africa in providing greater access for learners to quality higher education, substantial gaps remain in retention and success. The objective of this paper is to briefly examine the relationship between university readiness characteristics as indicated by proficiency levels on generic and domain-specific knowledge and skills reflected on national benchmark test scores (NBT), in-class interventions and learning outcomes assessment scores. The paper will highlight the debates about how higher education invest in education, guaranteeing equal opportunity for access, support for success and providing strong professional and technical skills to ensure a competitive edge for the nation in a globalizing world.
Theme:Assessment and Evaluation

Do Pre-Service Teacher Assessments Matter?
Stephen Hernandez, Assistant Professor, Specialized Programs in Education, Hofstra University, Hempstead, United States
Overview: Most per-service teachers need to pass at least one if not several examinations that profess to measure their ability to teach prior to the teacher candidate being allowed to enter the profession. One such assessment in the United States, the Educative Teacher Performance Assessment (edTPA), is a multiple-measure performance assessment system, designed to determine the readiness level of pre-service teachers entering the education profession, evaluates their competence on the cycle of effective teaching including planning, instruction and assessment. The developers of edTPA, The Stanford Center for Assessment, Learning and Equity (SCALE), contend that edTPA promotes essential teaching skills that improve student learning. However, there is no research that connects this pre-service requirement with actual working teachers’ implementation. The presenter is engaged in a study to uncover the generalization of the edTPA effective teaching elements by novice working teachers through surveys and focus groups to address central research questions: To what extent do novice working teachers, who participated in the pre-service edTPA assessment process? How do scores on edTPA correlate with novice working teachers’ implementation of edTPA elements? Understanding the extent to which the edTPA skills are generalized into practice can reinforce the edTPA process or inform change. The results of this suburban based study will serve to inform future research on the veracity of other similiar teacher certification exams.
Theme:Adult, Community, and Professional Learning
Room 7 - 02/026 Organizational Leadership Impacts

Islamic Work Ethics in an Ethnically and Culturally Diverse Context: The Case of Arab High School Teachers in Israel
Afnan Haj Ali, Graduate student, Ben-Gurion University of the Negev, Israel
Prof. Ismael Abu-Saad, Professor, Education, Ben-Gurion University of the Negev, Beersheba, Israel

Overview: Islamic work ethics refer to work-related behaviors and relations that are shaped by Islamic principles and values, such as individual effort, tolerance, dedication, commitment, social relations, creativity, and responsibility. Professionals should prioritize public interest when they have to choose between self-interest and public interest. The purpose of this study is to identify work value scales among teachers in Arab high schools in Israel. The indigenous Arab community is an ethnic and cultural minority in a Western-oriented, Jewish majority country. The school system is based on western educational and ethical paradigms. The work values of Arab high school teachers were measured using the Islamic Work Ethic (IWE) scales. The sample included 162 Arab high school teachers from northern Israel. The data were subjected to principal component factor analysis. Eight significant dimensions emerged: Tolerance, cooperation and consultation; Perfectionism and self-discipline; Competence and integrity; Personal responsibility and forgiveness; Industriousness; Trustworthiness; Fulfillment of commitments; and, Competitiveness. The eight dimensions together explained 48% of the total variance and were found to be reliable and practical measures for understanding the work-related values of Arab high school teachers. Further analysis showed that Arab high school teachers had relatively high mean scores on all eight Islamic work ethics dimensions. The study findings indicate that Arab high school teachers in Israel exhibit Islamic work values despite working in a Western-oriented educational system.
Theme:Educational Organization and Leadership

Reframing Context to Support Turnaround in a High Need Urban K8 School
Dr. Mette Baran, Associate Professor, Doctoral Leadership Department, Cardinal Stritch University, United States
Glady Van Harpen, Assistant Professor, University of Wisconsin, United States

Overview: The purpose of this study was to reveal how school contexts (internal and external) impact individual and organizational performance in an urban high need K-8 charter school, located in a large Midwestern city, serving a high percentage of impoverished African American students. Due to the unique leadership structure and focus on creating a learning culture, the school has made a remarkable turnaround in a very short amount of time. The researchers are members of the International School Leadership Development Network (ISLDN), a collaborative project that includes over 40 researchers from over 20 countries world-wide. This qualitative case study was completed using the ISLDN interview protocol to delve into how internal and external contexts impact individual and organizational performance in the school. The authors conducted individual and small group interviews with the School CEO, the principal, the Academic Dean, three teachers, and three parents, one of which was the president of the Parent Leadership Council for the four MCP schools. The specific research question was: How do internal and external school contexts impact individual and organizational performance at Lloyd Street Campus? The findings reveal that several themes repeatedly emerged in response to the research question: Mission-Driven Culture, Character Building and Celebrating Students, Daily Testing and Detailed Lesson Plans, Resources and Support. Establishing Expectations and Relationships with External Partners, and a Strong Commitment to Celebrating the Culture and the Community Surrounding the School.
Theme:Educational Organization and Leadership

Creative and Compassionate Leadership: A Model for Education Administrators
Dr. Andrew Svedlow, Teacher, University of Northern Colorado
Overview: Education institutional administrators and their professional staff require enhanced leadership and management tools to help them successfully navigate the multi- faceted and often precarious pathways of the future. Creative and Compassionate Leadership: A Model for Education Administrators is a practical guide to assist seasoned and entering professionals to the education administration field in becoming more fluent in the traditions of and approaches to the action of leadership. The focus of the paper is on the elements and traits of compassionate and creative leaders compiled from interviews with effective education administrators. The symmetry, complexity, sturdiness, artificiality, outgoingness, systematic, and at times frenetic activities of education administration are balanced in this paper with an approach to the creative side of the human condition - the informal, sublime, natural, profound freedom and unconventionality of the creative education administrator.
Theme:Educational Organization and Leadership

Leadership Development Experiences of Department Chairs at a Midwestern Postsecondary Institution in Canada
Leda Stawnychko, Senior Consultant, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
Overview: The study explores how faculty members in the role of department chair at a publicly funded midwestern Canadian university experience leadership development. It also examines department heads’ perceptions about the efficacy of leadership development programs available to them. The epistemological stance that guides the study is constructionism, which recognizes that knowledge is uniquely constructed by each individual and that learning is contextual and occurs through creative experimentation. A case study design is being used and interviews with faculty members who are currently in the role of department chair will be conducted until saturation is reached. The findings of the study will inform the kinds of leadership development programs that would be most helpful to faculty aspiring to accept future department chair appointments. The research also seeks to gain insights and offer a top five set of recommendations for new leadership development programs, or adjustments to programs already available. The study will contribute to academic leadership literature by exploring the leadership development experiences of department chairs in a postsecondary context in a midwestern Canadian university.
Theme:Educational Organization and Leadership
Room 8 - 03/005 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Community-based Art Education across the Lifespan
Dr. Pamela Lawton, Associate Professor, Art Education, Virginia Commonwealth University, Richmond, Virginia, United States
Overview: This workshop for K-16 educators uses the community-based art education (CBAE) framework developed by the presenter to connect educational institutions with their local communities and build sustainable partnerships through arts-based intergenerational and transformative learning. 5 min—introduction to community-based art education, and how it can be used to develop sustainable asset-focused relationships between institutions and communities around ideas that matter. Participants will be introduced to the C.A.L.L. concept and E.R.E.C.T framework for using art to foster intergenerational and transformative learning. 2 min—Participants create an 8 page booklet. 10 min—Big idea collaborative brainstorming on the term "belonging" (demonstrates the relevancy of big ideas in designing curriculum for all ages). Facilitator writes down all responses on a large sheet of paper or board. Participants review all the ideas connected to "belonging" and create several like word groupings (no more than 5). 3 min—participants select one of the word groupings to work with. The whole group divides into smaller collaborative groups based on the word groupings selected. Facilitator asks participants to write down the words in their booklets. Facilitator explains the envisioning process—turning ideas into visual forms. Participants make preliminary sketches in their booklets for the words selected. 15 min—participants work in their small groups creating a unified visual illustrating their ideas about ‘belonging’ on a larger sheet of paper. 10—small groups report on their process. Discussion about the learning process and how this method can be used to connect various communities around shared goals.
Theme:Adult, Community, and Professional Learning

From “What’s Wrong with You?” to “What Happened to You?” : Leading Trauma Informed Schools
Deborah Lynch, Associate Professor, Graduate Programs in Education, Chicago State University, Chicago, United States
Overview: Research suggests that perhaps 25% of children experience or witness violence in their lives. Such exposure is associated with a wide range of psychological, emotional, behavioral, social and academic problems, even causing post-traumatic stress. Such problems present huge challenges to educators in schools and classrooms, particularly in high poverty, urban schools. Most educators have had no training on the topic of dealing with student trauma stemming from such exposure. Yet understanding the underlying causes of emotional and behavior disorders stemming from exposure to trauma, as well as its effects on learning, brain development and behavior, can help educators tailor the most successful interventions to student needs. Research has provided some proven strategies, approaches and models that school leaders can turn to for help in creating the kind of supportive environments to assist such struggling students. This workshop will include: a lecturette on the research on the effects of trauma on children; viewing a 7-minute video clip and reflecting on take-aways; n analysis of a mini-case study of a traumatized student: and an examination of an interactive survey instrument to assess a school's trauma preparedness in the areas of school-wide, classroom and family community involvement. At the end of the session participants will be able to: Define trauma; Explain how trauma may impact child/teen behavior and learning; Identify characteristics of trauma-informed practices in classroom/ school settings; Identify strategies and specific school-wide models and approaches for school leaders interested in leading trauma informed schools.
Theme:Educational Organization and Leadership
Room 9 - 03/006A Spanish Language Session
Room 10 - 03/006B Spanish Language Session
Room 11 - 03/011 Spanish Language Session
Room 12 - 03/017 Spanish Language Session
Room 13 - 02/008 Colloquium
Colloquium sessions are organized by a group of colleagues who wish to present various dimensions of a project or perspectives on an issue. Four or five short formal presentations are followed by commentary and/or group discussion.

Learning in Higher Education: Conceptions of University Teachers
Marília Casto Cid, Full Professor, Universidade de Évora, Portugal
Paulo Quaresma, Full Professor, University of Évora, Portugal
Fátima Leal, Investigator, CIEP-UE, Universidade de Évora, Evora, Portugal
Elisa Chaleta, Full Professor, Department of Psychology, University of Évora, Portugal
Luís Rato, Full Professor, University of Évora, Portugal
António Diniz, Full Professor, University of Évora, Portugal
Luis Sebastião, Professor, Education, Universidade de Évora, Evora, Portugal
Isabel José Fialho, Professora Auxiliar, Pedagogia e Educação, Universidade de Évora, Portugal

Overview: We propose the presentation of four communications with results of the project L & T - Learning and Teaching at the University: 1- “Learning in higher education: conceptions of university teachers” Elisa Chaleta, Luís Sebastião, Isabel Fialho, Paulo Quaresma, Luís Rato & António Diniz. Abstract: The qualitative study we performed indicates, in a first analysis, that teachers conceptualize learning as extending and enriching knowledge and as growth and evolution over time and in different situations. 2 – “Teaching in higher education: conceptions of university teachers”, Marília Cid, Elisa Chaleta, Isabel Fialho*, Fátima Leal, Luís Sebastião & Margarida Saraiva. Abstract: Teachers conceptualize teaching as a constant challenge, as a permanent revisiting of acquired knowledge and sharing of knowledge with students. 3 – “Student’s conceptions of learning at the university” Fátima Leal**, Elisa Chaleta*, Paulo Quaresma, António Diniz, Luís Rato & Margarida Saraiva. Abstract: Students conceptualize learning predominantly as increased knowledge, memorization, and understanding. We found statistically significant differences in relation to the scientific area of the courses and gender. 4 – “The university and the future: university teachers' perception” Luís Sebastião, Elisa Chaleta, Isabel Fialho, Marília Cid, Fátima Leal & António Borralho. Abstract: Teachers see the university centred, particularly, in the production and diffusion of knowledge for society, as a space of creative and critical thinking, as an interdisciplinary space and as a system teaching and research. The study also found that teachers consider that today’s University has an excessive hierarchization, bureaucratization, competitiveness, dehumanization, and overvaluation of bibliometrics.
Theme:Learning in Higher Education
12:05-12:55 Lunch / Almuerzo
12:55-14:35 PARALLEL SESSIONS
Room 1 - 0G/007 Colloquium
Colloquium sessions are organized by a group of colleagues who wish to present various dimensions of a project or perspectives on an issue. Four or five short formal presentations are followed by commentary and/or group discussion.

Leadership and Pedagogical Momentum: Design-based Professional Learning and Research
Ronna Mosher, Assistant Professor, Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
Brenda Gladstone, COO, Galileo Educational Network, Werklund School of Education, University of Calgary, Calgary, Canada
Candace Saar, Director of Professional Learning Galileo Educational Network, University of Calgary, Canada
Barbara Brown, Director of Professional Graduate Programs in Education & Partner Research Schools; Director of Research, Galileo Educational Network
Lori Pamplin, Project Lead, Leadership Curriculum Development, Werklund School of Education; Consultant, Galileo Educational Network, Werklund School of Education, University of Calgary, Calgary, Canada

Overview: This five-part presentation provides a holographic look into an ambitious plan to improve student learning through design-based research and design-based professional learning cycles focused on middle level school-based leaders. In this colloquium, the collaboration between a Canadian university, a professional learning network, and a large urban school will be shared. The following talks will be presented: The necessity and complexity of instructional leadership: A district response; Design-based professional learning for improved leadership and instructional practice; Research practice partnerships; Findings from a study involving a group of mid-level school-based learning leaders participating in a design-based learning series; and 5. Findings from a study involving leadership teams. Discussion will center around the implications of this collaboration on leadership and pedagogical momentum to impact learning.
Theme:Educational Organization and Leadership
Room 2 - 02/011 Ubiquitous Learning for Undergraduate Education

Multi-Touch iTextbook for an Animation Foundation Course in Higher Education
Jing Zhang, Professor, UT Rio Grand Valley
Overview: According to a 2018 study on traditional textbook industry-- Total value of the industry is $7-10 billion; Since 2006, textbook costs increased 4 times faster than inflation; 30% of post-secondary students use financial aid money to buy textbooks, and the average cost textbooks per student per year is $1,168. iTextbook is a digital publication of scholarly work in the iBook format, which could be used within an iPad- and iTunesU-enabled curriculum. It contains rich elements and widgets to enhance the learning experience, such as interactive image, scrolling side bar, pop-over image, timelines, quizzes and vocabulary puzzles, before & after image, multimedia and image galleries, video & intro media, and infographics, etc. iTextbook can be distributed to course-registered students freely, dramatically relieving students with any financial burden and preparing them to be successful in our evolving digital world. Animation foundation course has been listed in many associate, under/graduate degrees’ curricula in art, media, communication, or film. A faculty-authored iTextbook is specifically for college students, so the content and tone are tailored for their community, rather than the general public.
Theme:Technologies in Learning

ePortfolio: A Catalyst in Undergraduate Education
Lingma Acheson, Senior Lecturer, Computer and Information Science, Indiana University-Purdue University Indianapolis, Indianapolis, United States
Overview: Synthesizing, integrating and assessing student learning both inside and outside of the classroom is often a marker yet also a challenge for high-quality undergraduate education in USA. ePortfolio, when integrated into the curriculum, can serve as a powerful vehicle to undertake part of this task. Besides being a collection of electronic evidences that showcase students signature work, it is also a process of summarizing students’ learning experience. ePortfolio has been listed as one of the High Impact Practices by American Association of Colleges and Universities since 2016. This proposal provides a practical framework and concrete examples to show how ePortfolios can tie teaching, learning, reflection, research, co-curricular experience and assessment together. It demonstrates how ePortfolios encourage deep learning and serve as a catalyst for students’ intellectual growth and personal development throughout their four years of undergraduate study. This proposal demonstrates the theoretical backgrounds of how ePortfolio practice is used as a reflective pedagogy and provides practical guidance to institution administrators in assisting learning outcome assessment through a quantifiable rubric, instructors through sample portfolios and approaches of integrating ePortfolios into various courses such as first year seminar, junior/senior level classes and capstone projects.
Theme:Learning in Higher Education

Online Student Engagement through Service Learning Photovoice Project
Robert Lucio, Associate Professor, Social Work, Saint Leo University, Saint Leo, United States
Courtney Wiest, Associate Director, Saint Leo University, United States
Dr. Rhondda Waddell, Associate Dean, Saint Leo University, United States

Overview: Student engagement refers to the quality time students devote to educationally purposeful activities that contribute to a desired educational outcome. Finding unique ways to engage students in their own education through a deeper level of critical thinking is a continual challenge. The use of photo voice is one method for engaging students in critical consciousness, or the discussion and reflection on choice of subject and the economic, social, psychological, and political forces that shape decisions. The purpose of this study was to explore the impact of photo voice on social work student’s engagement in their volunteer experience, their connection to the social work program, and their perceptions of veterans. Participants were asked to take photographs of four specific questions during an annual event connecting veterans to needed resources and services. The social work student participants took photographs which answered: What motivated you to volunteer for the veteran’s stand down event? How has volunteering at the veteran’s stand down event enhanced your social work skills? How has volunteering at the veteran’s stand down event developed your connection to the social work student community? How has this event influenced your perceptions of veterans? Participants were then interviewed and asked to describe each picture and how it related to each of the questions. This paper will explore emerging trends from the data around the key constructs of student engagement, the impact of volunteering impact on social work skills and connection to the community, and perception of veterans.
Theme:Pedagogy and Curriculum

Open Educational Resources in the Learning by Design Language Classroom
Alessandra Ribota, PhD Student, Language Program, Texas A & M
Overview: The paper describes the development and implementation of Open Educational Resources (OER) material grounded in the pedagogical framework of Learning by Design for the teaching of L2 Spanish to Intermediate-Mid college students in a public American university. The implementation of the newly-developed resources was investigated in a study that involved the participation of 75 students, and that examined the effects of the OER materials versus that of textbooks on the development of participants’ performance in the three modes of communication: Interpersonal, interpretive, and presentational. The presentation will discuss the effects of OER material versus that of textbooks in the participants’ performance. Also, we will focus on the importance of OER materials for L2 learning, and important issues that can affect their successful implementation. Recommendations for the development and implementation of open instructional resources will also be offered.
Theme:Learning in Higher Education
Room 3 - 02/013 Changes in K-12 Curricula

Global Learning Experiences in Studies in Early Childhood Education
Liton Furukawa, Ph.D. Researcher, Interdisciplinary Studies, Royal Roads University, Victoria, Canada
Overview: Review of the current literature on early childhood education reveals that the world is becoming both progressively connected and gradually specified, which requires children to have new skill sets in order to communicate and collaborate with others. Early childhood industries, both private and public, have been employing a combination of resources selected from vendors and experts across the global marketplace to offer academic education, vocational training, and professional development. Program directors and other education leaders are making choices from these diverse options and the early childhood education sector are impacted by their choices. In spite of there being a number of studies either dealing with the discourses and policies of international organizations or emphasizing themes within early childhood education, discussion on how these projects improve or sustain early childhood education in actual practice is sparse. In turn, in the Chinese context, there is very limited research on the topic of Western ECE curriculum models and especially on Canadian curriculum models being applied in Chinse contexts or the potential for such. This research explores the transition of a model of early childhood education programming from a Canadian kindergarten to a Chinese-based subsidiary. The study is framed by three substantive areas related to the challenges and possibilities of how early childhood education engages the various national settings in the global context: curriculum and instruction in early childhood education; international relationships and partnerships in international business; and business management in knowledge transfers, which, in the early childhood education industry, is inherently complex.
Theme:Early Childhood Learning

Potential Implications of Predictive Analytics in K-12 Classrooms
Janine Arantes, PhD Candidate, Education and Arts, The University of Newcastle, Callaghan, Australia
Overview: With recent advances in technology, apps and platforms that provide predictive analytics are being used in many Australian K-12 classrooms. Teachers are using free apps such language learning app Duolingo and social learning platform Edmodo, to garner insights on student learning and obtain student or teacher recommendations. Dependent on the algorithmic analysis of big data, the use of such apps also brings with it implications related to algorithmic bias and platform capitalism. Implications include the potential for discrimination, inequity and prejudice in the insights and reocmmendations. There is a notable inadequacy in the existing literature relating to such topics. This presentation aims to unpack the socio-technical assemblage formed between teachers and free commercial apps in relation to some of the implications that have been widely discussed in broader transdisciplinary literature. This exploration also utilises findings from a recent pilot study of teacher perceptions of apps and platforms in primary and secondary schools settings. The theory and evidence provided in this session is echoed by numerous calls for greater discussion and debate about algorithmic bias, including the Australian Human Rights Commission who as of July 2018 began a major project on the relationship between human rights and technology. Given the increasing studies linking ethics with predictive analytics, this presentation also aims to empower teachers to consider how they use free apps in the classroom. Therefore, teachers armed with knowledge and understanding of potential implications, can contribute to the greater debate surrounding the growing use of predictive analytics in Australian classrooms.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Impact of Community-pioneered Interventions to Improve Learning in Rural Primary Schools
Dr. Dominic Bagenda, Associate Professor, Media Architecture, Future University
Dr. Malcolm Field, Professor, Faculty of Social Sciences, Kyorin University, Mitaka, Tokyo, Japan
Wataru Okazaki, Manager, Lawson Inc., Japan

Overview: The World Bank believes 90% of children in sub-Saharan African schools are not learning (Hodal, 2018). Myriad reasons may account for this statistic; educational capacity development (CD) would be prominent. The Education for All Fast track Initiative (2008) refers to CD as “the ability of people, organisations and society to manage their affairs successfully.” Environments influence the behavior of institutions and individuals by defining the rules, the structures, the outputs, and the interactions between them. CD is the purview of local institutions, organizations, and individuals, “a process undertaken jointly…in collaborative partnerships (Vallejo and When, 2016).” By CD “individuals, organizations and societies obtain, strengthen and maintain the capabilities to set and achieve their own development objectives (UNDP, 2009).” In Uganda, enrollment for primary education is 94%; however, only 32% complete primary school (UWEZO, 2015). For many remote rural schools, learners rely on their communities rather than districts authorities or education service providers to improve learning environments. We evaluate the effects of education interventions pioneered by parents at a primary school in a hard-to-reach rural district in eastern Uganda between 2015 and 2018. Our emphasis focuses on how the community-pioneered interventions influenced enrollment, literacy and numeracy. Methodologies developed by UWEZO (2012) were used to evaluate literacy assessments. The results have facilitated confidence in the community and the district authorities to enable students take National Primary Leaving Examinations. The approaches, achievements and lessons described in this study may inform efforts of rural communities seeking to improve learning environments in primary schools.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Teaching for Social Difference through Metacognition: Addressing Psycho-/socio-economic Discrepancies in the Classroom by Teaching for Metacognition
Susan Rene Nightingale, Head of Department, English and Structured Dialogue, Somerset College, Cape Town, Western Cape, South Africa
Overview: The paper presents action research investigating the impact of explicitly teaching for metacognition in two schools and compares the transfer of skills in students from a low socio-economic environment to the transfer of skills in students from a socio-economically privileged environment. Participants in both schools were 14-17 years old, completing their (South African NSC) Grade 9-11 years. Students were schooled in the theory and application of nine different metacognitive strategies as their primary learning focus and curriculum-based skills and content learning was introduced to them afterwards or approached through the application of said taught strategies. Results suggest that students from lower socio-economic environments and schools benefit greatly from teaching for metacognition as their results shifted significantly over two years (27%), that students from privileged environments can also benefit from teaching for metacognition and improve academic results (5%), that teaching for metacognition helps redress the gaps in learning from formative years in the learning of students from lower socio-economic environments, that the most successful uptake in students of teaching such strategies requires teacher cooperation. Results are discussed in terms of implications for the curriculum design and pedagogical approach for teachers in schools serving socio-economically disadvantaged areas.
Theme:Pedagogy and Curriculum
Room 4 - 02/017 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Engaged Citizenship: The Ohio Fellows as a Model for Non-traditional Scholars Programs
Chris Fowler, Director of the Ohio Fellows Program, Ohio University, United States
Lori Marchese, Management Information Systems, Ohio University, United States
DeMarius Rodgers,
Greg Kessler, Professor, Education, Ohio University, United States
Peter Mathers, Professor, Education, Ohio University, United States
Dr. Jerry L. Miller, Teacher, Ohio State University, Athens, United States

Overview: The Ohio Fellows program utilizes mentorship, professional networking, interdisciplinary and place-based learning strategies to reveal and advance the inherent potential of all students. Introduced in the 1960s and revitalized in 2012, the Ohio Fellows of Ohio University (Athens, Ohio, U.S.A.) strive to connect current undergraduate students with community and professional leaders to promote engaged citizenship. The fellows meet on a regular basis throughout the academic term to discuss topics of relevance. While some of the topics are pre-determined by faculty fellows, a goal is to provide the fellows with a space to identify and assess topics or events that they deem important for their community. With the guidance of faculty fellows/mentors community connections are forged students may embark on meaningful community engagement, service and research. A diverse cohort of fellows is important. This diversity enables students to learn from each other and explore the systematic connections among diverse academic disciplines, lived experiences, and community and place. Using the Ohio Fellows as a model, workshop participants will create a plan of action to help establish, implement and assess similar programs in their home institutions. Consequently, using their home communities as a lived classroom for learning, workshop participants will work toward the following outcomes: To identify places/spaces of tension within their own community; To explore the systemic social, political, economic, and environmental connections surrounding place; and, To develop plans for active learning to foster a life-long awareness of place and how we are dynamic participants within place.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Toward a Critical-inclusive Assessment Practice in Higher Education
Lyda Mc Cartin, Professor; Head of Information Literacy & Undergraduate Support, University Libraries, University of Northern Colorado, Greeley, CO, United States
Rachel Dineen, Assistant Professor, University of Northern Colorado, United States

Overview: Critical pedagogy requires dedication to flexible and responsive teaching, reflective practice, and engaging in dialogue. While there is extensive literature on critical pedagogy, there is limited discussion in education literature on using critical pedagogy values in the assessment of student learning. This workshop is focused on the development of a critical-inclusive assessment practice to assess student learning based on Dr. Saran Stewart’s Critical-Inclusive Pedagogical Framework (CIPF). This Framework emphasizes sharing power with students, activating student voice, and engaging in dialogue with students. Participants will be introduced to the CIPF and learn how the presenters use the Framework to guide their own practice. Participants will then engage in a self-reflection to discover how their own practice currently maps to the CIPF. This self-reflection will inform participants about how they already engage in critical-inclusive practice and indicate areas for growth. Participants will use the CIPF Toolkit, designed by the presenters, to develop an assessment based on the tenets of the Framework. After developing their assessments participants will share in small groups and get feedback from colleagues and the presenters to refine their assessment. Through discussion and hands-on participation, attendees will gain a better understanding of how critical ideals can inform classroom assessment and allow for more flexible and responsive teaching.
Theme:Assessment and Evaluation
Room 5 - 02/018 Critical Learning in Higher Education

Active Learning Approaches to Teaching and Learning Science in a Higher Education
Saad Alshehri, Head , Curriculum and Instruction, University of Jeddah , Jeddah , Saudi Arabia
Overview: Traditional classroom lectures have significant limitations in the higher education context as activities are presented in a passive manner which generally do not get the students to actively involve with the learning experience (White et al., 2016). Research demonstrates that there is growing evidence of the benefits of introducing active learning in college science courses (Cavanagh et al., 2016). However, adopting active learning approaches is not straight forward especially in a climate influenced by traditional teaching approaches (Hamdan, 2015). In addition, learners are resistant to active learning and lecturers are anxious about how their students will respond to active teaching and learning activities (Finelli, Daly & Richardson, 2014; Prince, Borrego, Hendersen, Cutler & Fr oyd, 2014). This paper adopts a mixed methods research design and reports on the findings of a study investigating students' and lecturers’ perceptions of their teaching and learning experiences in an undergraduate science course featuring active learning across a faculty of 20 academic staff and more than 700 students in a higher educational institution in Saudi Arabia. The findings show that students found the courses that adopted active learning approaches encouraged creativity and innovation than courses which used traditional lectures. The active learning strategies reflect that the faculty were familiar with active learning methods and that they supported an active learning culture. The results are expected to help faculty to better understand students’ perception and experience of active learning.
Theme:Learning in Higher Education

Critical Thinking in Pre-Service Teachers’ Science Education Curriculum in a University of Technology
Dr. Zanele Masuku, Lecturer, School of Education, Durban University of Technology, Durban, South Africa
Overview: Science curricula in an initial teacher education aim to prepare pre-service science teachers on how to make sense of the world and how to teach Physical sciences effectively in their classrooms. Teaching students to become problem solvers and critical thinkers is one of the attributes that any university needs to instill to students. However, various research studies based on critical thinking reveal lack of critical thinking skills amongst teachers in schools. My belief is that if science pre-service teachers are equipped with critical thinking skills during initial teacher training, they can begin, as early as possible in their profession, to model and teach these skills in their classrooms. This paper describes a research project that examined the improvement of critical thinking skills in pre-service science teachers’ critical thinking skills during initial teacher training. The research question is: Do pre-service science teachers’ critical thinking skills improve during initial teacher training? This is a qualitative case study, using the sequential mixed method design. The CT test was conducted from 2013 to 2015. Documents were analysed using Revised Bloom’s Taxonomy. Focus group interviews were conducted in 2016. CT test results and document analysis revealed minimal improvement at level 1 to 3 and a decline in level 4. Focus group interviews revealed that there was no mention of critical thinking during lectures. If universities claim to produce critical thinkers, they need to be more explicit about what CT is, how it can be recognised and how it can be taught.
Theme:Learning in Higher Education

How Teaching Faculty Address Fake News in the Classroom and Beyond
Ahmed Alwan, Faculty, Library, California State University Northridge, Los Angeles, United States
Eric Garcia, Faculty, California State University, Northridge, United States
Andrew Weiss, Faculty, California State University, Northridge, United States

Overview: Fake news is an increasingly popular topic of conversation in the public sphere and academia, due to the increasingly far-reaching impact of social media and the shifting political climate. Promoting information and media literacy by providing opportunities for students to evaluate issues and analyze the underlying factors that influence public perception, is necessary for the development of an informed citizenry. However, limited data exist on how teaching faculty deal with the issue of fake news in the classroom, as well as for their own research needs. In light of this, the researches designed and distributed an online mixed methods survey aimed at investigating how faculty at California State University, Northridge, deal with the phenomenon of fake news. In the survey, faculty were asked to define fake news, comment on the impact of fake news on their discipline, how they addressed it in their classroom and the various tools and techniques used to do so. The resulting data analysis demonstrated that teaching faculty take a variety of different approaches to confront this issue while revealing that there is little consensus on the best or most effective means to do so.
Theme:Learning in Higher Education

The ABCs of Impacts, Lessons Learned and Unexpected Discoveries of Collaboration
Brenda Mc Manus, Assistant Professor of Graphic Design, Art Department, Pace University-NYC, New York, United States
Ned Drew, Professor, Rutgers University-Newark, United States

Overview: “Tell me and I forget, teach me and I may remember, involve me and I learn.” – Benjamin Franklin As professional designers, we intuitively rely upon our design skills to see and understand the visual world, yet as design educators we must also find ways to help students build those same skills. Our collaboration on a limited-edition letterpress book of ABCs began with the integrated goals: the challenge of using our diverse collection of letterpress type and images; and creating an educational opportunity in both the process and product. This paper focuses on the production of our letterpress book, a process in which we partnered with a cross section of novice and advance design students from two universities. Through this paper we will explore the educational value revealed in the project’s intersection of contemporary digital technologies with historic production methods of making. We will expose and dissect the various means of creative thinking (linear, lateral, spatial, compositional) as well as analytical and logistical problem-solving that became essential to resolve the complex design challenges. And finally, we will explore some of the unexpected benefits that arise from engaging a broader community of creatives to work towards a time and labor-intensive shared goal.
Theme:Learning in Higher Education
Room 6 - 02/025 Knowledge Ecologies

Using Industry Councils to Create Workplace-ready Students
Diane Monahan, Department Chair and Associate Professor, Communication and Marketing, Saint Leo University, Saint Leo , United States
Dr. Judy Holcomb, Professor, Hospitality Management, Saint Leo University

Overview: To date, not much attention has been given to the use of industry councils in higher education by researchers. There has been research exploring community involvement as a scholarly activity. Pienaar-Steyn (2012) writes about South Africa’s effort to better understand community engagement and the benefits to higher education. And, although, Pienaar-Steyn does not directly write of the use of industry to aid in universities reaching their goals of providing but one can see the connection between the two. There are decades of research examining the values of active learning practices in the classroom and the experiential learning of internships. As mentioned there is scarce research examining the role industry plays, outside of serving an internship site, in higher education. One of the goals of higher education is to produce highly functioning graduates that are prepared to talk their next step. The authors argue that for business schools the goal is to produce workplace-ready students. Industry professionals can serve an important part of linking higher education with business. Students can benefit from being immersed alongside their faculty with industry professionals. Faculty help model appropriate professional behaviors for students such as dress, networking, communication, etc. Also, students are eased into an uncertain territory as well as the role of young professional. Industry councils should be developed with intention and purpose. It is posited that a workplace-ready student has the sophisticated ability to navigate the complex environment via classroom experiences, internships and industry councils.
Theme:Learning in Higher Education

Social Learning through Critique: Arts Pedagogies as Social Justice Practice
Dr. Brian Harlan, PhD, University of Southern California, United States
Overview: Learning feels to us like a process managed by the will. Based on observation it seems like an individual act, and appears largely the result of our individual cognitive ability. Yet, how much of what we know was actually achieved alone? I would argue that although it is mediated by our intellect, almost none of our knowledge is obtained through consciously-directed effort. We are awash in our social environment and therefore it is impossible to separate learning based on individual effort and social influence. A signature pedagogy within visual and performing arts, group critique, draws its effectiveness from this social nature of learning, and furthermore, is a process that can be exported to other disciplines once understood. In fact the social factor in learning is important as we contemplate all pedagogical approaches, curriculum developments, and instructional designs. And social learning is equally important as we reflect on what it says about human nature. If learning is predominately social, in other words, this must have an impact not only on how we interact in the classroom, but how we relate to one another in society as well.
Theme:Learning in Higher Education

Beyond the Classroom: Integrating Service-­Learning in Designing for the Greater Good
Sooyun Im, Student, Cal Poly Pomona
Overview: This paper will present a case study of a service-learning project. Service-learning is a pedagogy that engages students in learning through active participation and organized community involvement. It enhances traditional learning by linking academic content and theory to real-world issues. Students are engaged directly in solving real-world problems. In the spring of 2018, a Cal Poly Pomona graphic design class worked with the non-profit organization, Sowing Seeds for Life. Sowing Seeds for Life is a food pantry non-profit organization whose mission is to eliminate hunger by providing food for those in need. The class projects included a rebranding for the organization, a business system, and the development of collateral graphic design products. Working with such a nonprofit organization, students gained an awareness of social issues and problems in the world around them. They learned to design for the greater good, and gained experience in client interaction. The course required students to reflect on a variety of real-world issues and ultimately to apply learned graphic design skills to serve one community-based organization. Through service learning, students experienced an awakening of civic competence and engagement while applying their critical thinking and design skills.
Theme:Pedagogy and Curriculum

Encouraging Active Learning
Jennifer Mather, Program Coordinator, Health, Torrens University
Overview: This project focused on transforming both the physical and virtual learning spaces into learning environments that encourage students to engage in active learning. Changes to the physical classroom layout and implementation of a wiki were introduced to encourage collaborative, independent learning. This paper will reference the issues, problem-solving and innovation processes employed. Stakeholders and the goal of the project were identified (Rastogi, 2017): at the completion of this project, students in Group October 18 in the Diploma of Nursing will embrace active learning and become more independent learners. Constructivist, collaborative and active learning currently used in the teaching, appears to be in contrast with the student’s learning preferences. A brainstorming activity was completed with the students, asking them to note their expectations of both a student and an educator. The survey resulted in incongruent expectations between students and an educator. Students were consulted on proposed changes to previous teaching strategies: room layout, use of wikis and the proposed learning activities. Data collection included attendance records, observation, wiki participation, class discussion, and anonymous feedback. At the end of this project a significant increase in the engagement of these students was noted, although it was difficult to measure (Fuller et al., 2018). Does an increase in engagement translate to these students ‘embracing’ active learning? Future projects will work on the setting of project goals to ensure that all criteria of the S.M.A.R.T framework are met to help focus and improve the chances of achieving project goals (Kashyap, 2018).
Theme:Adult, Community, and Professional Learning
Room 7 - 02/026 Teacher, Researcher, Professional

A Synthesis of Research, Inquiry and Practice: Teachers' Perspectives of Knowledge Development through Research
Niamh Mc Grogan, Senior Lecturer, Institute for Education, Bath Spa University, Bath, United Kingdom
Overview: In the past decade in the UK, the drive to implement changes to the role teachers assume in educational research has gathered momentum. This is, in part, evidenced in the establishment of a government-designated What Works Centre for Education to determine evidence of "what works" in education to inform practice (EEF, 2016), the designation of schools as ‘Research Schools’ responsible for bringing evidence into practice (DfE, 2016) and changes to the Teacher Professional Standards in Wales. This is not uncontested, particularly in terms of the assumptions underpinning the concept of what works in education (Biesta, 2014; Sheldon, 2016). Using responses to a mixed methods survey, this paper employs quantitative analysis to determine the evidence teachers currently use to inform practice and their perspectives on the value of research evidence to their practice, and a qualitative analysis of specific questions to understand their interpretations of some of the terms currently being used in this context. Initial analysis indicates that teachers currently engage with a range of evidence to inform practice and recognise the value of research informing practice. However, teachers’ hold differing interpretations of the terms "research" and "inquiry," which are used interchangeably throughout the literature. This is an important distinction which has implications for the rhetoric focused on teachers becoming teacher-researchers.
Theme:Adult, Community, and Professional Learning

Learning to Make a Social Difference: Developing Senses of the Common Good
Sean O Connor, Professor Emeritus, Education, Washington College, Chestertown, United States
Overview: “Contemporary society worships at the altar of functionalism. Concepts such as process, method, model and project have come to infiltrate our language and determine how we describe our relationships to the world.” This judgment is one starting point to investigate the Conference Theme, “Learning to Make a Social Difference”. Though learning occurs in all life circumstances, the principal social framework is found in the formal and informal processes of school and university education, and the explicit and implicit curricula (the latter hidden). The presentation, a communal act of discernment, will look at where we are and where we could be, mindful that education takes place within i) the context of a set of beliefs and values about the nature of the individual and his or her purposes and place in the universe, and ii) societal socio-economic, political, and cultural frames. It has been asked: “have we become abstractions to one another as citizens, living highly curated lives that minimize our chances of intersecting with anyone who differs from us?” This dilemma (in both secondary and tertiary education) will be first viewed through the lenses of Martin Buber’s “I-It / I Thou” modes of engaging community and the world, asking whether contemporary pressures (divorced from the common good) encourage an abandonment or at least a downgrading of “”I-Thou”. The presentation will finally look at dialogue and monologue, curricular imperatives, and their place in fostering personal and social transformation in the student-learner-citizen.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

The Role of Teachers’ Emotion Regulation on Teacher-Student Relationships
Dr. Sherri Franklin-Guy, Teacher, California State University, San Bernardino
Dr. Donna Schnorr, Co-Director, Educational Leadership Program, California State University, San Bernardino

Overview: Positive teacher-student relationships have long been implicated as contributors to the success of many students’ in the educational setting. The degree to which teachers’ emotion regulation impact such relationships is important to the continued discussion regarding best educational practices. The purpose of this study was to investigate the role of teachers’ emotion regulation on teacher-student relationships. The authors of the investigation will discuss the results of the data analyses and implications for best practices.
Theme:Pedagogy and Curriculum

How Teachers Learn in Professional Conversation: None
Charity Okeke, PhD Student, Psychology of Education, University of South Africa, Pretoria, South Africa
Gert Van Der Westhuizen, Professor, University of Johannesburg, South Africa

Overview: This paper examined how teachers’ learn in professional conversation. The purpose was to analyse teachers’ conversation regarding classroom discipline to contribute to the understanding of how teachers learn. The study was a qualitative research that adopted an ethno-methodological research design. Purposive sampling was used to select six teachers from one primary school in the East London Education District who participated in the study. Video recorder was used to capture the conversation session after school hour for 31 minutes, 56 seconds in duration. The recording was viewed and transcribed verbatim. Three learning episodes were selected from the transcript and transcribed again using Jefferson notations for conversation analysis purposes. Clayman and Gill conversation analysis levels were used to analyse the selected episodes to establish how teachers learn in professional conversation. The findings show that teachers learn through requesting advice and testing idea. The teachers as well learn through sharing ideas. The teachers’ further use response preferences, repairing/assisting one another in talk, nodding and laughing as learning strategies. Based on the findings, the study recommends that teachers should embrace professional conversation for exchanging knowledge and experiences for learning purposes. The study also encourages teachers to adopt conversational strategies discovered in this study to improve professional learning. It further recommends that research experts on teacher learning should be involved in school workshops to present their findings and recommendations to further enrich teacher learning.
Theme:Adult, Community, and Professional Learning
Room 8 - 03/005 Workshops
Workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue, or debate – all involving substantial interaction with the audience. [45 min. each]

Leading for Innovation: Leadership Strategies Required for a New Era of Schooling
Peter Dry, Dean of Innovation and Academics, Principia, Saint Louis, United States
Overview: It is essential that schools intentionally create opportunities for students to grow their innovative muscles by inviting students to tackle authentic and challenging problems. The goal of this session is for participants to learn how schools across the world are developing future-ready students who are prepared to make a positive difference in the world and the role of leaders in this shift. The session will examine how leaders wanting to break the 20th-century paradigms of schooling build a culture of innovation by leveraging the school’s mission, creating a sense of urgency and bringing faculty, parents, and students on board through tackling the "why" of change. Insights will be given into what classes look like and the planning process for a truly minds-on, hands-on experience. Participants will leave with a variety of examples of student-centered products and place-based approaches that push students to think like innovators and change-makers with a deep awareness of social justice issues. This will be an engaging workshop run by an experienced educator with global experience. The interactive activities I will conduct with participants include provocative questions to stimulate small group discussions and the use of Kagan cooperative structures that enhance thinking and participation. Mini case studies and scenarios will be a key part of the activities.
Theme:Educational Organization and Leadership
Room 9 - 03/006A Spanish Language Parallel Session
Room 10 - 03/006B Spanish Language Parallel Session
Room 11 - 03/011 Spanish Language Session
Room 12 - 03/017 Spanish Language Session
14:35-14:50 Coffee Break / Pausa para el café
14:50-16:30 PARALLEL SESSIONS
Room 1 - 0G/007 K-12 Curricula for Citizenship

The Critical Civic Potential of Elementary Students
Dr. Kathryn Obenchain, Professor & Associate Dean, Curriculum & Instruction, Purdue University, West Lafayette, IN, United States
Dr. Julie L Pennington, The University of Nevada Reno, Reno, Nevada, United States

Overview: Citizenship education is the oft-stated purpose of education in many societies. While what that includes differs across societies, rarely is it approached from a critical perspective. This session focuses on results of a qualitative study on how Critical Democratic Literacy (CDL), which grounds both civic and literacy education in critical theory, was used to develop and implement an integrated social studies and literacy curriculum in a US elementary classroom. The CDL curriculum was designed to address the limited attention to social studies and civic education, combined with a functional approach to literacy present in US elementary classrooms due to an accountability movement narrowly focused on testing of low-level knowledge. The implemented curriculum focused on connecting political and philosophical ideals associated with the founding of the US to current events, as well as students’ own lives. Students began to develop critical literacy skills, as well as historical thinking skills, particularly related to the ethical dimension of historical thinking. Results suggest that the students recognized a civic dimension to their identity. Further, those identities focused on the betterment of their communities through their own agentic behaviors, with an emphasis on issues of fairness, respect, and autonomy. Given the potential of developing more critically minded young citizens, more attention must be paid to curriculum and pedagogical practices that support this development, as well as the preparation of teachers in the relevant content knowledge and pedagogical content knowledge across social studies, citizenship education, critical literacy, and integration.
Theme:Pedagogy and Curriculum

Implementation Practices of Citizenship Curricula in Welsh Classrooms
Erin Simpson, Assistant Director, AP Innovation , The College Board, New York, United States
Overview: This paper examines the education reform in citizenship education curricula available to Foundation Phase (5-7 year old) students in Wales in the 2016-2017 academic year. Following recent OECD reports (2014, 2017) and the Donaldson report (2015) underscoring the need of the Welsh curriculum to emphasize developing ethical informed citizens of the world, there is renewed interest among academics and policymakers in how schools are implementing the curriculum. The new curriculum is designed to help create a new purpose of education in line with the goals of the Welsh Government (2016): that of a global, informed, multilingual citizen. A critical, social constructivist viewpoint was taken to determine how classrooms make sense of the dueling policy desires calling for emphasis on both hyperlocal, place-based education contexts and global citizenship. Qualitative methods in the form of semi-structured interviews with 10 lead teachers were used to ascertain how specific citizenship teaching policies and practices were manifested. Interviews were conducted at 10 primary schools with an even mix of urban / rural, socioeconomic status and Welsh-medium / English-medium schools. Results were analysed using the theories of Ball (1994, 2012), Maguire (2015), Jephcote (2002) and Grunewald (2003). Research found that individual teacher pedagogy and the student/school context play a key role in developing an actionable curriculum which sparks concerns about the nation-wide implementation of the new curriculum.
Theme:Pedagogy and Curriculum

Subjectivity Development Processes in Classroom: Theoretical Alternatives in Understanding Learning Difficulties
Andressa Martins do Carmo de Oliveira, University of Brasilia, Brazil, PhD Student
Overview: This paper has as its main objective explain the subjective configurational movement in the classroom, considering processes that have led to the emergence of a subjective configuration that became a source of subjective development, which among other things, facilitated learning. To illustrate this objective, a study case of a student in the 1st year of an elementary school in Brasília is presented. The theoretical position on which the research was based was the Theory of Subjectivity, from a cultural-historical standpoint, together with its epistemological and methodological proposition, Qualitative Epistemology and the constructive-interpretative method. The main tools used were conversational dynamics and diverse interactive sessions, which resulted in a dialogical, relational and subjective space, with the aim of following the unique expression of the child in the classroom. The subjective configuration of development that began to take place in the course of the research, allowed to understand many of the participant´s positions, which became active, conquered space in the classroom and engaged in the proposed activities, leading to significant advancements in relation to the learning of reading and writing. The results pointed to a new perspective with regard to learning difficulties, while simultaneously combining unique life histories, conception, experiences and forms of sociability as aspects to be considered from a complex optic, beside narrow, universal and deterministic concepts regarding the child and his/her school development. Therefore, it refers to situate the development process within the student´s everyday life, and not apart from it.
Theme:Early Childhood Learning
Room 2 - 02/011 21st Century Reform

Education as a Practice of Freedom: Enabling Leadership Capacity in Large-sized Classrooms
Kent Williams, Assistant Professor, Business, Dalhousie University
Overview: Higher education institutes continue to struggle with budget and enrollment challenges due to the changing complexity of living in the epoch of the Anthropocene. Coupled with this phenomenon, students continue to be disengaged with normative traditional pedagogical approaches that look to '"transfer and bank knowledge." For several decades research continues to accumulate and suggest that experiential learning approaches that stretch and challenge students to critically think and behave might best engage them in the higher education learning process. This case study shares the pedagogical approach of education as a practice of freedom in the large-sized Canadian undergraduate business classroom. Through this explicated shared approach the professor, teacher's assistants, and students collaborate in as a learning community that has a foundation set in a dialogic process that has a primary purpose of enabling agency with all participants. The core elements of learning emphasized are learning to dialogue; embracing failure to learn; to critically think through reflexivity; to connect to curiosity, empathy, and wonder; and, develop moral consciousness through core value development. Through this approach there is a shared learning process that co-creates and co-inspires new levels of capacity for emerging leaders to creatively embrace the rapidly changing complexity of the world.
Theme:Pedagogy and Curriculum

The Student of Tomorrow: The Third Wave of Education Reform, the Twenty First Century
Ami Volansky, Professor, School of Education , Tel Aviv University , Tel Aviv, Israel
Overview: The rise of the third wave of reform, Critical Thinking, Creativity and Self-learning, since the turn of the twenty-first century, is the result of mounting criticism, which coalesced with the rise of the Knowledge Society in developed countries. The impact of a rapidly changing knowledge economy on the working place, forecasts that automatic machines, robots, and artificial intelligence will replace large proportions of current human forces in the job market, the changing characteristics of the young generation and its symbiosis with technology – have all driven calls for changing the teaching methods and learning styles across many countries. The third wave characterized by a more diverse leadership within developed economies, with countries such as Finland, Singapore, Alberta and Hong-Kong in the lead. The main course of change which has and still is shaping the third wave, is associated with the emergence of Information and Communication Technology (ICT) as a learning tool. ICT became a platform and opportunity for developing new skills which are highly regarded in the new global market. Competences such as self-learning, critical thinking, collaboration, team learning, communication, and deep learning, are regarded as key qualifications for the future success of the young generation in the changing global world.
Theme:Pedagogy and Curriculum

Imagining a Better Society through Higher Education: A Case Study of Barriers and Drivers for Change at a Small Undergraduate Institution
Prof. Jean L. Manore, Full Professor, History, Bishop's University, Sherbrookoe, Quebec, Canada
Dr. Mary Ellen Donnan, Associate Professor, Sociology, Bishop's University, Sherbrooke, Quebec, Canada
Avril Aitken, Full Professor, School of Education, Bishop's University, Sherbrooke, Quebec, Canada

Overview: This paper discusses a case study of one small institution of higher education where professors from three departments: Education, Sociology and History, designed an inquiry into the capacity of the university to change institutional culture and increase Indigenous student success. The study is a response to the 2015 release of the findings of Canada’s Truth and Reconciliation Commission (TRC) and a comprehensive and related set of guidelines put forward by Universities Canada (UC). The TRC reports point to disparity and racism currently experienced by Indigenous Canadians in areas of income, health, social conditions and education; the TRC “Calls to Action” direct universities to revise selected programs so that graduating healthcare providers, lawyers, educators and journalists will better serve Indigenous peoples. The UC framework provides additional points of departure for universities that take into account the possibilities of transformation for all learners and institutional structures. A mixed methods approach was used to answer the following questions: What is the readiness of the university to act upon the UC Principles? What are the barriers and drivers that might shape the design of a less-oppressive and transformational university environment? Participants of the study include faculty members, university administrators and Indigenous students. Finding show that three main perspectives are held by participants; these include: desire to retain the status quo, interest in carrying out limited reforms and 3) commitment to radical reforms or those that are relationally-driven. Actions taken by the university in response to the research findings will also be discussed.
Theme:Learning in Higher Education

The Complexity Leadership Theory as It Relates to Innovation and Commercialization of Research at Historically Black Colleges and Universities
Ms. Rebecca Faison, Director, Office of Continuing Education, Prairie View A&M University
Overview: Public-academic research institutions in the United States receive billions in funding from public and private entities (Wagner, 2014). By effectively commercializing research portfolios, many of these universities produce marketable products and services that are essential to the economic sustainability of higher education institutions. The researcher will examine factors germane to the commercialization process throughout institutions of higher education. Specifically, the researcher’s objective is to determine if Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) exhibit differences in their infrastructures, policies, practices, and obligation to the commercialization of research. The researcher will implement a mixed method research algorithm, using a sample that will include some 390 faculty members affiliated with research-intensive HBCUs and PWIs as defined by the Carnegie Classifications. This study is significant in that the findings will reveal those differences and similarities that exist in the innovation ecosystems of HBCUs and PWIs. This level of learning about leadership ecosystems will allow us to make a social difference, by improving the economic viability of the institutions and the communities that they serve.
Theme:Educational Organization and Leadership
Room 3 - 02/013 Building Competencies

Teacher Candidates’ Diversity Competency and Its Implications for Teacher Preparation Programs
Elmer Marrero, Research Assistant, School of Education, University of Puerto Rico, Rio Piedras Campus
Dr. Victor Bonilla Rodriguez, Professor, Graduate Studies Department, School of Education, University of Puerto, Rio Piedras Campus, BAYAMON, PR, Puerto Rico
Annette Lopez De Mendez, Professor, University of Puerto Rico, Puerto Rico
Luis Torres Villela, Research Assistant, University of Puerto Rico
Dr. Claudia Alvarez, Associate Professor, Graduate Studies, University of Puerto Rico
Dr. Edwin Vega, Teacher, University of Puerto Rico

Overview: One of the challenges in education is the inclusion of issues related to diversity and multiculturalism. Teacher preparation programs need to find new models that include the understanding of different contexts, experiences, and perspectives about what it means to teach from and for diversity. A first study focused on the development and administration of a questionnaire during academic years 2016-2017 and 2017-2018. The results highlighted areas of opportunity within the curriculum and areas that needed further inquiry. The present research studied teacher candidates’ perceived competencies to address diversity in the classroom, the sources of information they use to give meaning to the concept of diversity, and how they would intentionally address diversity in the classroom. The study used a sequential explanatory mixed method research design. Quantitative data was collected through the self-administered questionnaire, followed by a qualitative phase that includes in-depth interviews to explain and elaborate quantitative findings. Implications and recommendations on the areas to be addressed in teacher preparation programs will be presented to ensure strengthen that all dimensions of diversity are included.
Theme:Learning in Higher Education

Pre-Service Elementary Teachers’ Perceptions of and Attitudes towards Social Studies
Rina Bousalis, Assistant Professor of Social Studies Education, Teaching and Learning, Florida Atlantic University, Boca Raton, United States
Overview: Social studies, the study of people, places, and events, is generally viewed as less important than STEM subjects (Science, Technology, Engineering, and Mathematics) by the U.S. school systems. Although social studies is a subject that holds an abundance of important disciplines and is interconnected with other subjects, social studies, particularly in elementary grades, is most often overlooked by teachers in their daily lesson planning due to factors such as high-stakes testing, time constraints, and education policies. However, social studies is a part of the elementary curriculum, as well as a subject that pre-service elementary teachers will be, or should be, teaching in their future classrooms. To assist university/college social studies instructors in best serving pre-service teacher students who will be taking social studies content and methods courses, it is important to investigate pre-service elementary teachers’ perceptions and attitudes about the subject of social studies, recognize their positive and negative social studies experiences, and examine what content knowledge they bring with them to social studies education courses. Based on the study’s findings, this presentation will provide first-hand accounts of pre-service elementary teachers’ experiences in social studies, and shed light on which strategies, modes of instruction, activities, teacher action/behaviors, and social studies topics have been successful for students and which have not. The study’s findings will also discuss ways to strengthen the structure of social studies courses and syllabi, inspire pre-service teachers to enjoy teaching social studies, and encourage pre-service teachers to teach social studies in their future classrooms often and meaningfully.
Theme:Learning in Higher Education

Exploring Teacher/Student Relationship Quality Agreement and Student Engagement
Dr. Ammon Wilcken, Assistant Professor, Education , BYU- Hawaii
Overview: The purpose of this study was to explore student and teacher perceptions of relationship quality and academic engagement in school. Relationships are central to the school learning environment and previous research suggests that relationship quality can impact student learning and engagement both positively and negatively. However, there is a lack of research showing whether students and teachers agree on how to best support and build a healthy relationship in a school setting. This can lead to a disconnect between how teachers and students feel about their efforts to build positive relationships. Research clearly suggests that relationships are important for engagement and other positive outcomes, but questions remain including, does it matter who is reporting on the quality of the relationship? What do teachers and students see as most important in relationships and do those views match? In the current study, we explored this issue by gathering student and teacher ratings of relationship quality and student engagement. We asked teachers and students to rate the importance of seven behaviors that research suggests can help build supportive relationships: n=38 teachers, n= 584 students ranging from 3rd-7th grade. Results indicate some areas of agreement between teachers and students, i.e. helping students succeed was a key to relationship quality and that acting as a friend is less important to both parties. However, there were also areas where the match was not consistent. Specifically, praising students was considered as a high priority for teachers but was much lower for students.
Theme:Learner Diversity and Identities
Room 4 - 02/017 Conceptual Changes

Conceptual Change: Considerations in Teaching Chromatic Harmony
Benjamin K. Wadsworth, Associate Professor of Music Theory, Music, Kennesaw State University, Kennesaw, GA, United States
Overview: The field of conceptual change (starting with Posner et al., 1982) has tried to describe and explain the interaction between a student's current ideas and new, incompatible ones. Although conceptual change has been studied in instrumental music teaching (Bautista et al., 2009 and 2012), it has been overlooked in the teaching of music theory ("systematic musicology"). A prerequisite for studying conceptual change is the identification of "misconceptions," erroneous beliefs that can outlive instruction (McCloskey, 1983). This paper examines misconceptions in the chromatic harmonic unit of the core undergraduate theory curriculum. This unit expands the definition of chords to include chromatic notes or other exceptional situations. Students did an analytical assignment on chromatic excerpts (Schumann, Chopin). I classified their errors into the smallest number of possible categories, then linked each category to a likely mental schema. The errors were then tallied by chordal position in the excerpts (1-40) and by category (A-K). The results were averaged between myself and a colleague to minimize bias. The seven schemata, centered around a parent schema, the seven Roman numerals of the major scale as taught in Theory I, show that students are reducing out chromatic detail in favor of typical, stable chords, leading to harmonic errors, most commonly in biases toward small, consonant chords (16.8%) and stable inversions (14.2%); Tonic occurrences, however, are accurate (0.0%). This study suggests a renewed focus on chromatic chord spelling, and earlier in the curriculum (Theory I) than currently done.
Theme:Learning in Higher Education

He(art) and Soul and Science of Social Work Education: Revitalizing the Profession
Mark Smith, Associate Professor, Social Work, Barry University
Sarah Lewis, Associate Professor, Barry University, United States

Overview: Social work education is about the development of new social workers proficient in instigating personal and social transformation. This paper offers an opportunity for educators to learn about emergent pedagogical approaches and discoveries about teaching/learning that result in the development of fundamental skills for more effectively engaging others in change processes. By integrating recent scientific discoveries from neurobiology about how the brain learns and organizes knowledge, as well as highlighting affective and relation-based essentials of teaching/learning, the he(art) and science of contemporary social work education are revitalized. These discoveries are particularly relevant as educators encounter a new kind of learner in both the traditional classroom and in online settings who are more oriented to digital and media access of information.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Eco-justice Education in the Anthropocene: A Trans-disciplinary Pedagogy
Dr. David. Lloyd, Lecturer, Education, University of South Australia, Stirling, South Australia, Australia
Dr. Kathryn Paige, Lecturer, Primary Science, Mawson Lakes Campus, University of South Australia

Overview: In this paper we look at the development of a trans-disciplinary approach to eco-justice education using a critical praxis pedagogy. The approach has been developed over many years in schools and with trainee teachers within the framework of a transdisciplinary pedagogy. The approach lies within a framework of education for the Anthropocene in which futures thinking essential.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Dual-Language Programme in Malaysian Classrooms: Parents’ Consideration, Concern and Consternation
Ashairi Suliman, Postgraduate Student, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Mohamed Yusoff Mohd Nor, Senior Lecturer, Universiti Kebangsaan Malaysia,, Malaysia
Melor Md Yunus, Associate Professor, Universiti Kebangsaan Malaysia, Malaysia

Overview: Dual-Language Programme (DLP) is one of the avenues to promote bilingualism and nurture one’s language proficiency. With the growth of DLP in the United States, the proliferation has spread to other countries around the globe and Malaysia is at no exception. Having a slight difference in its implementation as compared to other DLP contexts, Malaysian DLP resembles the previous educational policy named English for the Teaching of Mathematics and Science, better known as PPSMI. Malaysian DLP focuses on the use of English as the instructional medium in the teaching and learning of Science and Mathematics. For this to commence, parents’ consent to enrol their child into the programme are required. As a means to unveil parents’ views of the programme, this study divulges into the parents’ lenses focusing on the programme objectives and acceptance towards the programme. Given survey research design, this study employed questionnaire with some open-ended questions besides conducted semi- structured interview sessions as the instruments to gather the data. The study roped into a sample of 768 Malaysian DLP parents. The findings revealed parents’ concern of the programme besides unravelled some consideration and consternation that need to be addressed and rectified by the higher authority. In encapsulation, DLP is meant to enhance students’ language repertoire besides nurturing their interest in learning the content subjects. Support and provision from everyone is indeed fundamental. Hence, parents’ views are of paramount importance to ensure the betterment of the programme as it may affect their children’s future.
Theme:Educational Organization and Leadership
Room 5 - 02/018 Teaching STEM

The Connection between Numeracy and Inter-Disciplinary Mathematics Teaching
Tim Sibbald, Associate Professor, Schulich School of Education, Nipissing University, North Bay, Ontario, Canada
Overview: While STEM or STEAM (Science, Technology, Engineering, (Art/Aesthetics), Mathematics) receives the most attention in inter-disciplinary approaches to mathematics, consideration of the wider array of possibilities helps to theorize the overall approach. This enriches the interpretation of how numeracy informs across blurred disciplinary boundaries. It also provides support for a theoretical model that explains how interdisciplinary approaches support conceptual mathematics as well as foundational aspects of numeracy. An improved framework for understanding the connection also clarifies some issues that arise in the field.
Theme:Science, Mathematics and Technology Learning

Interactive Method of Teaching and Learning Mathematics : College Algebra and Trigonometry
Prof. Samuel E. Moskowitz, Research Professor and Emeritus Professor of Applied Mathematics, Research Professor, Hebrew University of Jerusalem
Overview: We shall concentrate on an integrated college course in algebra and trigonometry. In order to allay anxieties, the first few minutes of every session are devoted to a review of topics already covered. Contrary to the way mathematics was taught in the past, no time is allotted for writing calculations on the blackboard while the students arduously take notes. A board however should be used to draw interconnections between mathematical disciplines. Following the presentation of a new principle automatically transmitted to smartphones or laptop computers brought to the classroom, the remaining time is spent on an open exchange of student reactions, teacher criticisms, and further clarifications. Teacher-student interaction — one speaks and others listen —can lead to improvements in comprehension. Even at the elementary level, the learner must possess some ability for choosing a strategy before working on details. To prove the square root of two is irrational, a feasible approach involves proof by contradiction, definitions of rational and even numbers, and a mathematical valid substitution of variable, all of which when applied implies an apparent contradiction. Only with repeated readings of theory and extensive practice of reviewing solutions of similar problems at home can this skill be acquired. No time is allotted for writing calculations on the blackboard while the students take notes. Following presentation of a new principle of algebra or trigonometry, transmitted to smartphones or laptop computers brought to the classroom, time is spent on an open exchange of student reactions, teacher criticisms, and further clarifications.
Theme:Learning in Higher Education

Teaching Place Value at Primary School: Difficulties in the Multiplication and Division of Multiple Digit Numbers
Prof. Kakoma Luneta, Senior Lecturer, Childhood Education, University of Johannesburg, Johannesburg, South Africa
Overview: The number and number operations concept is the major learning area in mathematics at primary level. However the learners’ ability to operationalise addition, subtraction, multiplication and division of multiple digit numbers is dependent on their ability to place the numbers in their right "values of the place." The multiple digit numbers are represented in the base 10 system and learners that grapple with the concept of Place value fail to adjust to the core requirements of elementary mathematics. This article is part of a longitudinal study on teaching elementary mathematics and it involved five teachers and a class of 34 learners. The teachers were each required to explain the concept of place value, according to their understanding, as well as to develop one lesson to teach multiplication and division of numbers using the concept of place value. The research revealed that, while primary school teachers might be able to multiply and divide multiple digit numbers, their ability to explain learners’ errors and misconceptions that emanate from their instructions needs to be a focal point in mathematics teacher education curricula. The teachers explained that the teacher education programmes did not equip them with the skills of error diagnosis and what is involved in instructions that address misconceptions that emanate from multiplication and division of multiple digit number.
Theme:Science, Mathematics and Technology Learning

Calorie Counter: Board Game for Teaching Nutrition
Dee Jean Ong, PhD Student, Institute for Innovative Learning, Mahidol University, Salaya, Nakhon Pathom, Thailand
Dr. Khajornsak Buaraphan, Associate Professor, Institute for Innovative Learning, Mahidol University, Phuttamonthon, Nakhon Pathom, Thailand

Overview: The use of games for teaching and learning scientific concepts is gaining popularity in recent years and board game is one among them. Board game is widely used in teaching several scientific concepts; however, there is a lack or board game in teaching the nutrition topic for Grade 6 students. Therefore, the “Calorie Counter” board game, which is a collaborative, engaging, challenging and joyful board game, has been created in this study to help teach Grade 6 students about the nutrition concept. A panel of six educational experts and three science teachers was asked to validate the quality of the “Calorie Counter!” board game. After revision, the Calorie Counter board game was tried out with a group of 12 post-graduate students at Mahidol University and 102 Grade 6 students from three different primary schools in Thailand. The results showed that the Calorie Counter board game was effective in promoting Grade 6 students’ understanding about nutrition to some extent. Most of the participating students felt that the Calorie Counter board game is engaging, challenging and joyful and they appreciated the collaborative environment of the game. The suggestions for further improving the Calorie Counter board game for Grade 6 students are also discussed.
Theme:Science, Mathematics and Technology Learning
Room 6 - 02/025 Transformative Literacies

Developing Information Literacy with Language Acquisition
Dr. Joseph Couch, Professor, English, Montgomery College
Overview: Even with today’s amazing graphics and multimedia capabilities, computers cannot be fully useful to a student conducting research without the correct words entered into them. As a result, undergraduates in first-year composition and general education courses treat academic research on databases like searching for information on Internet search engines. Asking questions of databases, the preferred online research strategy, provides little of the way in useful answers and leaves students frustrated. As a result, they often return to non-academic searches with which they feel familiar and with non-academic results. Students need not feel frustration, however, as undergraduate research in first- and second-year courses most often does not require sophisticated jargon or complex constructions. In practice, students often have the appropriate level of language acquisition to conduct research at this level, despite other individual differences in academic and/or information literacy. This paper outlines methods that instructors and students can respond to the challenges of the computer and the internet through pedagogical practice. Specifically, the paper provides strategies for student research that draw upon students’ acquired language skills to increase information literacy, strategies that apply not only to the above-mentioned courses but across subject areas. With this pairing of information literacy and language acquisition, instructors can help shorten the digital divide in high-impact courses and beyond in students’ academic careers.
Theme:Literacies Learning

Transmediation as a Powerful Learning Tool for Central American Immigrant US High School Students
Dr. Theresa Mc Ginnis, Associate Professor in Literacy Studies, Specialized Programs in Education, Hofstra University, Brooklyn, NY, United States
Overview: Transmediation, or the translation of semiotic content across modes, is grounded in the idea that alternative sign systems (linguistic, image, video) are available for making sense of the human experience (Mills, 2016; Siegel, 1995; Suhor, 1984). Moving across sign systems is a generative process which increases students’ learning opportunities, engages them in reflective thinking and allows youth to explore new insights and meaning (Mills, 2016; Siegel, 1995). Based on an ethnographic case study of one U.S. High School located in a suburban community of New York State that received 1400 new immigrant students from Central America in the fall of 2014 through 2016, my paper presentation will focus on how a digital production project featuring transmediation supported the youth in expanding their narrative writing in Spanish and English to incorporate a wide range of text types and genre structures, to draw on their own life histories with authority and power, to disseminate knowledge to school educators and administrators, and to become designers of critical digital texts. Overall, I discuss how the Central American immigrant youth, representing hundreds of thousands of Central American youth who have migrated alone to the United States, became participants in the creation of knowledge, and became more literate in the powerful way they can use new digital tools to express their voice, and political voice.
Theme:Literacies Learning

Learning German in English-speaking Environments
Mary Quigley, Teaching Lecturer and PhD Candidate, German Studies, The University of Adelaide, Adelaide, Australia
Overview: As we learn new skills and information, we construct and update our identities. Identity construction mediates how willing we are to engage, participate, and to learn through action. Learners’ identities can direct them to invest in practices which facilitate learning or to resist these practices. Previous research has focussed on contexts of migration in which economically and socially disadvantaged language learners enter primarily monolingual English-speaking environments. Despite the consequences for teaching methodology and learning theory, there has been a lack of investigation of language learning and identity in English-speaking contexts. Having English as an alternative avenue of communication has many implications for power dynamics between language learners and more proficient speakers, and for learners’ willingness to practice the language. This paper uses qualitative and quantitative data to report on the identities and investments of learners of German at an international university in Berlin, where English is often used as the working language. It discusses these learners’ identity construction in relation to the learning opportunities they are willing to create and use, as well as the social reasons for choosing to resist certain chances for learning. By working towards a deeper understanding of the social factors involved in English-speaking contexts, this paper advocates a teaching approach that encourages practices in which learners are invested, thus improving their learning outcomes.
Theme:Learner Diversity and Identities

Identification and Evaluation of Information Literacy Skills of Greek High School Students
Elissavet Koulakidou, Teacher, 12th High School of Thessaloniki, Ministry Of Education
Vassilios Dagdilelis, Greece

Overview: The aim of the present study was to identify and evaluate the information literacy skills of Greek High school students. A set of 22 questions applied to 249 students of High Schools of Thessaloniki, Greece. Their literacy skills were evaluated with 4 TRAILS questions. Quantitative and qualitative parameters analyzed with analysis of variance and Pearson chi square criterion, respectively. Students were trained to computer use at home (59%) by their parents (30.4%), and to Internet use at home (55.5%) on their own (33.6%). Daily Internet use was high (4.2±2.4 hours), being communicative (73.6%) and entertaining (26.1%) and to lesser extend educational (12.9%). Students were mostly self-trained to quick and efficient search to the Internet (32.1%). There was no difference in time spent on the Internet between genders or classes. However, students with the highest school grades spent significantly less time compared to those with the lowest grades (3.41±1.44 vs 5.95±3.08 hours, P<0.0001). Students seek information for their homework mainly on the Internet (81.6%); 27.3% of them never used a library catalogue. Information search techniques were mainly the use of keywords (31%) and the “search within results” (13.6%). Students' self-assessment regarding information literacy skills was very high; it ranged from 59% (use of indexes) to 94% (information search in the Internet). However, only 10% answered correctly to the 4 control questions. Moreover, 79.2% of students find necessary the enforcement of their information literacy skills through school learning programs. In conclusion, students’ literacy skills are not well developed, despite their positive self-evaluation.
Theme:Literacies Learning
Room 7 - 02/026 Teaching Science

Teacher Student Relationship and Impacts on Academic Performance of Science Education
Dr. Inyang Maurice Asuquo, Lecturer 1, Science Education, University of Calabar, Calabar, Nigeria
Overview: The study sought to determine the impact of teacher-student relationship and academic performance of science education students in University of Calabar, Nigeria. Apart from the inadequate performances of science education students, teacher-student relationship is an important factor which can positively or negatively affect their performance. Two relevant theories and literature were reviewed. Two null hypotheses were formulated to guide the study. The study adopted the correlation research type of an “ex-post facto” design. Appropriately developed and validated instrument comprising Teacher-student relationship questionnaire (TSRQ) and Science education student performance scores were validated with acceptable indices. The research instrument was administered to 200 randomly sampled year 2 science education students. The resulting data were analyzed using Pearson Product Moment Correlation Analysis. The findings revealed that positive teacher-student relationship influence students’ learning/academic performance, especially in science education. Based on the findings and conclusion it was recommended among others teachers should create classroom environments that promote positive cultures with healthy interactions that can motivate students to learn more.
Theme:Science, Mathematics and Technology Learning

High School Students’ Learning Difficulties in Brønsted-Lowry Acid-Base Theory
Huei Lee, Professor, Department of Education and Human Potential Development, National Dong Hwa University
Hung Jen Yeh, Teacher, Zhong Zheng Senior High School, Taiwan
Prof. Chia-Ling Chiang, Associate Professor, National Dong Hwa University, Taiwan

Overview: The definitions of acid and based had changed several times in one hundred years. Nowadays, many students need to learn two different acid-base theories during high schools: Arrhenius theory and Brønsted-Lowry theory. The purpose of this study was to understand high school students’ learning difficulties in learning Brønsted-Lowry theory, especially focusing on the transfer from Arrhenius definition to Brønsted-Lowry definition. Data were gathered using diagnostic assessment. There are 65 items in the assessment, including the concepts of conjugate acid-base pair, Brønsted-Lowry definition, amphoterism, acid-base equilibrium in aqueous solution, and buffers. The instrument was administered to 117 students of 11th grade who had learned Arrhenius theory only, and 188 students of 12th grade who had learned both Arrhenius theory and Brønsted-Lowry theory. The result shows that even students have learned Brønsted-Lowry theory, they do not completely transfer their acid-base paradigm from Arrhenius to Brønsted-Lowry. Instead. They preferred to combine these two theories and tried to use the compromised ideas in new situations. Students could understand Brønsted-Lowry definition which is about donating and accepting of protons, but they could not really catch the meaning of relative strengths of acids and bases. To avoid mistakes, they chose to solve problems by Arrhenius theory which they have already known well. In other words, when students are unfamiliar to used Brønsted-Lowry definition to think and solve problems in new situations, they may have difficulties in learning other related concepts, such as conjugate acid-base pair, amphoterism, acid-base equilibrium in aqueous solution, and buffers.
Theme:Science, Mathematics and Technology Learning

Students’ Conceptions of Metal and Non-Metal and the Influence of Group Interaction on Conceptual Construction
Prof. Chia-Ling Chiang, Associate Professor, National Dong Hwa University, Taiwan
Li Yin Lin, Teacher, Hsin Cheng Junior High School, Taiwan
Huei Lee, Professor, Department of Education and Human Potential Development, National Dong Hwa University

Overview: Students have alternative conceptions about metal and non-metal before learning in schools. The purpose of this study is to understand the junior high students’ conceptions of metal and non-metal and how group interaction affects their conceptual construction during discussing with peers. Twenty-six students of 8th grade in one class participated in this study. They were grouped to eight small groups and familiar with group discussion in the science class. They took two-tier diagnostic tests of metal and non-metal as a pre- test followed by several group discussions then by a post-test. Besides, six students of two groups were especially observed and analyzed qualitatively: one was heterogeneous achievement group and the other was homogeneous high achievement group. The results indicate that students' conceptions of metal and non-metal are related to the language, daily life experiences, and the element’s position in the periodic table. In addition, the different structures of peer status in heterogeneous and homogeneous groups were associated with different ways of group discussion. Meanwhile, the ways of group discussion were associated with how groups reached consensus and then led to the group members’ conceptual construction. When group interaction went equally, students in both homogeneous and heterogeneous groups tended to have positive learning outcome. However, when group interaction went unequally, especially in the heterogeneous group, the low-status students could not construct correct conceptions. Finally, even peer status in homogeneous high achievement group was the same at beginning, but students automatically differentiated peer status at the end of the study.
Theme:Science, Mathematics and Technology Learning

Teaching Science through Literature: Focus on Victorian Science Fiction
Jae Uk Choo, Professor, English Department, Chung-Ang University, Seoul, Seoul, South Korea
Overview: There are so many scientific themes in the literary works that literature can be a good tool to teach with. For example, Mary Shelley's novel, Frankenstein, deals with medicine, physiology, chemistry, physics, and others. In this paper, many Victorian and modern novels will be quoted and analyzed to show how to teach various scientific disciplines and the history of the sciences. In other words, a pedagogical methodology will be suggested to teach the history and knowledge of the sciences through the storytelling of the literary contents.
Theme:Pedagogy and Curriculum
Room 8 - 03/005 Learner-centered Practice

Influences Impacting Non-Traditional, Senior Learner Degree Completion in Higher Education : A Qualitative Study
Alexa Landrus, Adjunct English Instructor and Student Coach, Department of English and Reading and Achieving the Promise Academy , Montgomery College, Washington DC, United States
Overview: What are the factors that influence the pursuit of degree completion by non-traditional, senior learners in four-year higher education institutions? The answer to this guiding research question will be presented based on data collected and analyzed that identifies and describes the strengths and limitations that are influencing non-traditional, senior learner degree completion in four-year higher education institutions presently. This study fills a gap in the research base, predominately occupied by traditional-age learner adult education research, by offering a better understanding of what is impacting four-year degree completion, in terms of both challenges and successes for this population. The paper will review the findings based on 12 participants interviewed who provided multiple perspectives on what the factors are influencing the pursuit of degree completion by non-traditional, senior learners in four-year higher education institutions, comprised of learners 40 years of age or above, male and/or female, who were attending a four-year college or university pursuing a bachelor’s degree in their junior or final year. The study reveals in-depth data about the types of challenges non-traditional, senior learners experience like the need for better advising, mentoring programs, and on-campus tutoring, as well as their successes in their degree pursuits like technology use, obtaining work-study positions leading to more inclusion on campuses, and family and job support key to motivation and persistence. The grounded theoretical framework for the study of Knowles’ Andragogy and McClusky’s Theory of Margin will be presented as well and their correlation to the research findings.
Theme:Adult, Community, and Professional Learning

Personal Development Modules Making a Social Difference to Learners and Their Clients
Geraldine Maughan, Lecturer/Researcher, Applied Social Sciences, Limerick Institute of Technology
Overview: The Social Care lecturing staff at Limerick Institute of Technology have devised a personal development curriculum and pedagogy for Social Care learners for each year of their study. This integrated model can be traced back to elements of psychology, sociology and philosophy. The aim is that Social Care learners’ will enable adults and children in a range of social care settings who are sometimes marginalised and vulnerable to be empowered to recognise their own potential just as the social care learner recognised theirs during their engagement with the personal development modules. Personal Development is often a transformative process within the relationship dyad between lecturer and learner who co-create this pedagogical learning space. A person-centred methodology is at the heart of this teaching. Preliminary findings from a pilot study outline learners’ positive experiences with the module.
Theme:2019 Special Focus: "Learning to Make a Social Difference"

Supporting Learning to Make a Social Difference: Understanding of Assessment Theories
Dr. Maddalena Taras, Teacher, The University of Sunderland
Overview: Assessment is ubiquitous, we assess almost every moment of our daily lives to make decisions about our activities and, in the educational context, our work and our understandings. Understanding assessment theories and practices, particularly inclusive, learner-centered practices explicitly, is an efficient means of empowering and enabling the next generation to have the courage to challenge injustices in all levels and contexts of life. Shared explicit, transparent assessment processes can and should be put into practice in order to support learning and make a socially equitable difference. Assessment theories are varied and uncoordinated and pose a challenge to unravel. This paper analyses and evaluates different theoretical positions in international Anglophone research in order to ascertain how best practice can be supported for learner-inclusive assessment. The evaluation of assessment theories demonstrates that the main definitions of assessment (including summative and formative assessment) are viewed from two different perspectives: one base these on the processes of assessment while the other on functions of assessment. How these assessment theories may be reconciled is also examined. In practice, these differences tend to be reflected in explicit procedures when definitions are linked to processes, and to implicit procedures when definitions are based on functions of assessment. These different assessment perspectives result in very different consequences for the roles and responsibilities of students and tutors, and how learning may be viewed and supported. Clarifying assessment issues has a huge impact on both learning and teaching practices, and ultimately, on how society envisages justice.
Theme:Assessment and Evaluation

The CRAFT Program: A Pilot Educational Experience and Preliminary Findings about Its Effects on Music Students' Psychological Wellbeing
María Pilar Posadas de Julián, Profesora, Conservatorio de Música de Granada, Granada, Spain
Elena Fernández González, PhD Student, University of Granada

Overview: This study describes a pilot educational project aimed at applying the CRAFT program (Consciousness, relaxation, attention, happiness, and transcendence) for student musicians as part of their curricula, in order to improve psychological and physical abilities which are frequently affected in this population. CRAFT is a holistic program which tries to compile several meditational and psychological disciplines (i.e. emotional intelligence, positive psychology, mindfulness, yoga) in order to enhance their already proved benefits when applied in isolation. The program has been applied during two consecutive academic years through two elective academic subjects, the so called “mindfulness” and “emotional intelligence”, offered by the High Conservatory of Music “Victoria Eugenia” of Granada, Spain. First, we have found that these elective CRAFT subjects were largely accepted among students. The second part of the project was to empirically test whether CRAFT practice is able to produce significant improvements in several emotional, cognitive, and physical abilities among students. To do so, independent researchers asked students to voluntarily participate in a longitudinal study, taking several emotional, cognitive, and physical standardized measures at the beginning and end of the semester. Although still very preliminary, the first positive findings are related to mindfulness ability (FFMQ) and emotional regulation abilities (cognitive reappraisal, ERQ) which were improved after CRAFT practice. Taken together we can conclude that CRAFT program seems a promising tool to improve wellbeing among music students.
Theme:Pedagogy and Curriculum
Room 9 - 03/006A Sesión paralela
Room 10 - 03/006B Sesión paralela
Room 11 - 03/011 Sesión paralela
Room 12 - 03/017 Sesión paralela
16:30-17:10 Closing Session and Award Ceremony / Clausura del Congreso y entrega de premios

Come join the plenary speakers and your fellow delegates for the International Conference on Learning Closing Session and Award Ceremony, where there will be special recognition given to those who have helped at the conference as well as announcements for next year’s conference. The ceremony will be held in the plenary room at Queen's University Belfast directly following the last session of the day.

Únase a los ponentes plenarios y otros ponentes en la clausura del Congreso y ceremonia de entrega de reconocimientos donde se reconocerá la labor de todos aquellos que han hecho posible la celebración de Congreso y se anunciará el Congreso del próximo año. La ceremonia tendrá lugar en el sala de plenos de la Universidad de la Reina de Belfast a continuación de la última sesión de la jornada.