{"id":6375,"date":"2020-05-18T10:54:45","date_gmt":"2020-05-18T10:54:45","guid":{"rendered":"http:\/\/end-educationconference.org\/2019\/?page_id=6375"},"modified":"2020-05-19T12:00:00","modified_gmt":"2020-05-19T12:00:00","slug":"education-and-new-developments-2019-volume-ii","status":"publish","type":"page","link":"http:\/\/end-educationconference.org\/2019\/education-and-new-developments-2019-volume-ii\/","title":{"rendered":"Education and New Developments 2019 – Volume II"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/span><\/h4>\n

\"\"<\/p>\n

FRONT MATTER<\/strong><\/a><\/p>\n

ORAL PRESENTATIONS:
\n<\/strong><\/p>\n

Teaching and Learning<\/strong><\/em><\/span><\/p>\n

Relationship Between Item Difficulty Level and Item Discrimination in Biology Final Examinations<\/strong> (pages 3-7)<\/a>
\nMarthese Azzopardi, & Carmel Azzopardi<\/em><\/p>\n

The Effects of Implementing the Sydney School Genre-Based Approach in a Thai EFL Writing Classroom<\/strong> (pages 8-12)<\/a>
\nNapak-On Sritrakarn<\/em><\/p>\n

Creating Contemporary Picture Short Stories Using Intertextual Heroes & Plot Subversion: An Empirical Research<\/strong> (pages 13-17)<\/a>
\nChristina Kalaitzi<\/em><\/p>\n

Self-Monitoring and Peer Feedback Strategies: Challenges and Opportunities in the EFL Writing Class<\/strong> (pages 18-22)<\/a>
\nThanakorn Weerathai<\/em><\/p>\n

What Makes Autonomous Learning Objectives Autonomous: A Case Study\u202ffrom Higher Education<\/strong> (pages 23-26)<\/a>
\nJitka Hlouskova<\/em><\/p>\n

Exploring the Impact of a Swiss Bilingual Program Through a Mixed Method Design<\/strong> (pages 27-31)<\/a>
\nEmile Jenny, & Francesco Arcidiacono<\/em><\/p>\n

Assessing the Effectiveness of Technological Tools in Teaching and Learning English as a Second Language<\/strong> (pages 32-35)<\/a>
\nYu Zhao, Mar\u00eda Cruz S\u00e1nchez G\u00f3mez, & Ana Mar\u00eda Pinto Llorente<\/em><\/p>\n

Methodological Creativity in Pedagogical Research \u2013 Global Challenge<\/strong> (pages 36-40)<\/a>
\nSnje\u017eana Dubovicki<\/em><\/p>\n

Seeing, Reading and Listening to Gender Inequality\/Equality in Video Clips<\/strong> (pages 41-45)<\/a>
\nArminda Sousa, & Filomena Teixeira<\/em><\/p>\n

A Perceptual-Cognitive Program to Train Soccer Players\u2019 Decision Making<\/strong> (pages 46-50)<\/a>
\nJulien Glaude-Roy, & Sacha Stoloff<\/em><\/p>\n

Quantification of Critical Thinking Skills After with Computer Quiz Games in an Introductory Science Course<\/strong> (pages 51-55)<\/a>
\nSzu Szu Ling, Fabrice Saffre, Deborah Gater, Lilia Halim, & Abdel F. Isakovic<\/em><\/p>\n

Evaluation of an Online Learning Resource for Nursing Students Preparing for an Emergency Department Clinical Placement Using Kirkpatrick\u2019s Model<\/strong> (pages 56-60)<\/a>
\nDarren Falconer, Helene Metcalfe, & Jeffrey Hamdorf<\/em><\/p>\n

Maths Anxiety: Further Complicated by Spreadsheet Shock?<\/strong> (pages 61-65)<\/a>
\nJoanne Smailes, & Carlos Fresneda-Portillo<\/em><\/p>\n

Sociocultural and Interactionist Approaches to Second Language Acquisition: Are they Compatible?<\/strong> (pages 66-70)<\/a>
\nRichard S. Lavin<\/em><\/p>\n

Human Being Development Through Holistic and Complex Approach<\/strong> (pages 71-75)<\/a>
\nTegwen Gadais, Michel-Alexandre Rioux, & Roger Boileau<\/em><\/p>\n

Our Teachers: Collected Memories of Primary Education in Derbyshire Schools from 1944 – 2009<\/strong> (pages 76-80)<\/a>
\nFiona Shelton<\/em><\/p>\n

English for Specific Purposes \u2013 Challenges for Post-Graduation Outcomes<\/strong> (pages 81-85)<\/a>
\nRodica Silvia Stan<\/em><\/p>\n

Critical Thinking in Digital Natives: A Doctoral Research Through a New Taxonomy<\/strong> (pages 86-90)<\/a>
\nMaria Caterina De Blasis<\/em><\/p>\n

French Immersion Teacher and Student Perceptions About Science Instruction in a Second Language Setting<\/strong> (pages 91-95)<\/a>
\nYovita Gwekwerere, & Ginette Roberge<\/em><\/p>\n

Enhancing Understanding of Historical Time in Primary Classes: How to Improve the Curriculum in Lithuania?<\/strong> (pages 96-100)<\/a>
\nAu\u0161ra \u017demgulien\u0117<\/em><\/p>\n

Exploring Students\u2019 Reflective Narratives on Language as the Subject of their Studies<\/strong> (pages 101-105)<\/a>
\nLoreta Chodzkien\u0117<\/em><\/p>\n

Community Experiences Through Peer Interaction Rituals of a Mongolian-Korean Child in the Preschool Classroom<\/strong> (pages 106-109)<\/a>
\nGab-Jung Yoon, & Kai-Sook Chung<\/em><\/p>\n

Critical Thinking in Design<\/strong> (pages 110-114)<\/a>
\nMarilyn DeLong<\/em><\/p>\n

Higher Arts and Design Students\u2019 Attitudes Towards Learning Computer Programming<\/strong> (pages 115-119)<\/a>
\nEduardo Morais, Carla Morais, & Jo\u00e3o C. Paiva<\/em><\/p>\n

Low-Cost Code to Check Some of the 20 Rules for Efficient Web Writing: A Problem-Based Learning Situation<\/strong> (pages 120-124)<\/a>
\nLina Garc\u00eda-Cabrera<\/em><\/p>\n

Content Based Instruction in the Foreign Language Classroom: Challenges and Barriers in the Context of an American Public School of the State of Massachusetts<\/strong> (pages 125-128)<\/a>
\nAna Henriques<\/em><\/p>\n

Overview of Design Teaching on Engineering Courses: A Comparative Study between Brazil and Portugal<\/strong> (pages 129-133)<\/a>
\nClaudia Alquezar Facca, Jorge Lino Alves, & Ana Mae Barbosa<\/em><\/p>\n

Literacy Application in Disciplinary Pedagogical Practices at Legal Environment<\/strong> (pages 134-138)<\/a>
\nDavid Alberto Londo\u00f1o-V\u00e1squez, & Alvaro Ram\u00edrez-Botero<\/em><\/p>\n

Model-Based Learning: An Inquiry Approach to Teach Science<\/strong> (pages 139-143)<\/a>
\nTiago Ribeiro, Dulce Lima, Rosely Imbernon, Concei\u00e7\u00e3o Pereira, & Clara Vasconcelos<\/em><\/p>\n

Assessing Outcomes in Electricity and Magnetism Courses in Engineering Degrees. Students\u2019 Performance Analysed by BEMA<\/strong> (pages 144-148)<\/a>
\nTania Garcia-Sanchez, Roser Sabater I Serra, Ana Vidaurre, Jos\u00e9 Antonio G\u00f3mez-Tejedor, Mar\u00eda-Antonia Serrano, Jos\u00e9 M. Meseguer-Due\u00f1as, Soledad Bernal-Perez, Jaime Riera, Jos\u00e9 Molina-Mateo, Vicente Donderis Quiles, & M. Amparo G\u00e1miz-Gonz\u00e1lez<\/em><\/p>\n

Using Classroom Assessment to Improve Pedagogy – the Japanese Experience –<\/strong> (pages 149-153)<\/a>
\nMasahiro Arimoto<\/em><\/p>\n

Porto Planetarium \u2013 Ci\u00eancia Viva Center: From a Dissemination Program to an Educational Program<\/strong> (pages 154-158)<\/a>
\nIl\u00eddio Andr\u00e9 Costa, M\u00e1rio Jo\u00e3o Monteiro, Daniel Folha, Filipe Pires, Elsa Moreira, Ricardo Cardoso Reis, & Hilberto Silva<\/em><\/p>\n

Involvement in Homework Throughout the Grade Levels in Secondary Education<\/strong> (pages 159-162)<\/a>
\nBibiana Regueiro, Antonio Valle, Susana Rodr\u00edguez, Isabel Pi\u00f1eiro, Iris Est\u00e9vez, & Natalia Su\u00e1rez<\/em><\/p>\n

Enhancing Micro Teaching Technique Through the Incorporation of Lesson Study: Perceptions of Initial Teacher Education Mathematics Students at Central University of Technology<\/strong> (pages 163-167)<\/a>
\nRatokelo Willie Thabane<\/em><\/p>\n

\u2018We Love Reading, But\u2026\u2019: Nigerian Children on Factors that Affect their Reading Habits<\/strong> (pages 168-172)<\/a>
\nIsang Awah<\/em><\/p>\n

Expanding Student Spatial Intuition to Larger Size Scales: A Hybrid Hands-On and Computer Visualization Approach (<\/strong>pages 173-176)<\/a>
\nNed Ladd, Katharyn Nottis, Patricia Udomprasert, & Kristen Recine<\/em><\/p>\n

Mathematical Visualization, Manipulatives and Geometric Problem Solving: A Case of Study<\/strong> (pages 177-181)<\/a>
\nCaterina Cumino<\/em><\/p>\n

Student Evaluation of Transferable Competences and Requirements for their Studies<\/strong> (pages 182-186)<\/a>
\nLucie Sm\u00e9kalov\u00e1, & Karel N\u011bmejc<\/em><\/p>\n

Organizational Issues<\/strong><\/em><\/span><\/p>\n

A Visual Content Analysis of School Images and Signs: Their Effect on High School Students<\/strong> (pages 187-191)<\/a>
\nSofia Tsagdi, & Konstantinos Theologou<\/em><\/p>\n

\u201cInvisible\u02ee Street Children – Educational Perspectives and \/ or Social Problem<\/strong> (pages 192-196)<\/a>
\nVesnica Mlinarevi\u0107, & Antonija Huljev<\/em><\/p>\n

Teachers\u2019 First Language Use in a Second Language Learning Class Room Environment<\/strong> (pages 197-200)<\/a>
\nPule Phindane<\/em><\/p>\n

Institutionalization Proposals of Attention to Diversity at University from the Vision of Leaders<\/strong> (pages 201-205)<\/a>
\nAzahara Jim\u00e9nez Mill\u00e1n, & Mar\u00eda Garc\u00eda-Cano Torrico<\/em><\/p>\n

Involvement in Community-Based Activities of Persons with Profound and Multiple Disabilities<\/strong> (pages 206-209)<\/a>
\nM\u00f3nica Silveira-Maia, Manuela Sanches-Ferreira, & S\u00edlvia Alves<\/em><\/p>\n

The Role of Knowledge Management Technologies at a Polish University \u2013 A Case Study<\/strong> (pages 210-214)<\/a>
\nMa\u0142gorzata Cieciora<\/em><\/p>\n

Role of Social Dialogue Within Partnership Approach to European Cohesion Policy and Croatia Experiences<\/strong> (pages 215-219)<\/a>
\nBerislav Andrli\u0107, Marko \u0160ostar, & Antun Marinac<\/em><\/p>\n

School Culture, as an Organisational Culture: The Value Aspect<\/strong> (pages 220-223)<\/a>
\nAsta Me\u0161kauskien\u0117<\/em><\/p>\n

Possibilities of EU Funds in Social Dialogue Development: Case Study of Croatia<\/strong> (pages 224-228)<\/a>
\nMarko \u0160ostar, Antun Marinac, & Berislav Andrli\u0107<\/em><\/p>\n

School Principals as Entrepreneurial Leaders Empowering Parents of Marginalized Populations<\/strong> (pages 229-232)<\/a>
\nDevorah Eden<\/em><\/p>\n

The Impact of Agency in the Organizational-Managerial and Educational-Didactic Processes of Scholastic Institutions<\/strong> (pages 233-237)<\/a>
\nMilena Pomponi<\/em><\/p>\n

Comparing and Contrasting Sustainability Plans for Taking Their Campuses Green: A Tale of Two Institutions<\/strong> (pages 238-242)<\/a>
\nKelli N.R. Stephens, & Alice E. Stephens<\/em><\/p>\n

Educating Future Managers in Social Competencies, in Spain: How Far Have We Got, 20 Years After the Bologna Declaration?<\/strong> (pages 243-247)<\/a>
\nGonzalo Moreno Warleta, Mercedes Rozano Suplet, Alesia Slocum, & Anne Schmitz<\/em><\/p>\n

A (De) Humanising Pedagogy: Let the Teachers Speak<\/strong> (pages 248-251)<\/a>
\nLeila Kajee<\/em><\/p>\n

Students\u2019 Perception on Higher Education CRM Policy<\/strong> (pages 252-256)<\/a>
\nVerica Babi\u0107, Marko Slavkovi\u0107, & Marijana Simi\u0107<\/em><\/p>\n

 <\/p>\n

POSTERS:<\/strong><\/p>\n

Teaching and Learning<\/strong><\/em><\/span><\/p>\n

Lifestyle Habits in a University Context: Students’ Point of View<\/strong> (pages 259-261)<\/a>
\nMarie-Claude Rivard, Sylvie Ngopya Djiki, \u00c9lisabeth Lavall\u00e9e, Fran\u00e7ois Trudeau, Fran\u00e7ois Boudreau, Alexandre Castonguay, & \u00c9milie Lachance<\/em><\/p>\n

An Analysis on the Intraindividual Difference in L1 and L2 Utterances in the Same Context<\/strong> (pages 262-264)<\/a>
\nNoriko Aotani, & Shin\u2019ya Takahashi<\/em><\/p>\n

Mathematical Readiness Assessment for First-Year Students<\/strong> (pages 265-267)<\/a>
\nJanina Kaminskiene, Daiva Rimkuviene, & Eve Aruvee<\/em><\/p>\n

The Orchestration of Integrated Activities of Sciences and Mathematics in the 5th Schooling Grade: The Role of Questions<\/strong> (pages 268-270)<\/a>
\nMafalda Guerra, Filomena Teixeira, & Concei\u00e7\u00e3o Costa<\/em><\/p>\n

Phenomenon of Architecture and its Pedagogical Implications \/ Research Probe: Paths<\/strong> (pages 271-273)<\/a>
\nPavla Gajdo\u0161\u00edkov\u00e1<\/em><\/p>\n

Human Being Development: Research Protocol for a Holistic and Complex Review on the Social Dimension<\/strong> (pages 274-276)<\/a>
\nBertrand Dupuy, Roger Boileau, & Tegwen Gadais<\/em><\/p>\n

Teaching Process Guideline of Industry-Oriented Off-Campus Internship Curriculum for Technological University<\/strong> (pages 277-279)<\/a>
\nHsi-Chi Hsiao, Su-Chang Chen, Jen-Chia Chang, Dyi-Cheng Chen, & Chun-Mei Chou<\/em><\/p>\n

Interactions and Text Production: Benefits for Boys and Girls<\/strong> (pages 280-282)<\/a>
\nNatalie Lavoie, & Jessy Marin<\/em><\/p>\n

Do I Still Need my Brain? Evolution of Na\u00efve Mind-Brain Conceptions from Childhood to Adulthood<\/strong> (pages 283-285)<\/a>
\nSandrine Rossi, Pauline Allix, C\u00e9line Lano\u00eb, & Am\u00e9lie Lubin<\/em><\/p>\n

STEM Camp: Active Involvement in Research and Science Endeavors<\/strong> (pages 286-288)<\/a>
\nDeborah G. Wooldridge, Susan Peet, Laura Landry-Meyer, & Su Yun Bae<\/em><\/p>\n

Exploring Shared Book Reading Styles of Chinese Teachers from the Perspective of Activity Theory<\/strong> (pages 289-291)<\/a>
\nYanping Su<\/em><\/p>\n

Artwork in Art Education<\/strong> (pages 292-294)<\/a>
\nKrist\u00fdna \u0158\u00edhov\u00e1<\/em><\/p>\n

Observational Life Drawing as a Holistic Teaching Tool in the Time of Memes \/ Pre-Research Study<\/strong> (pages 295-296)<\/a>
\nHelena Bla\u0161kov\u00e1<\/em><\/p>\n

A PBL Case on Glycogen as an Evaluable Task for Students Studying Metabolism<\/strong> (pages 297-299)<\/a>
\n\u00c1ngel Luis Garc\u00eda-Ponce, Beatriz Mart\u00ednez-Poveda, \u00c1ngel Blanco-L\u00f3pez, Ana Rodr\u00edguez Quesada, Francisco Jos\u00e9 Alonso Carri\u00f3n, & Miguel \u00c1ngel Medina Torres<\/em><\/p>\n

The Mediating Effect of Psychological Empowerment Between Relationship Satisfaction with Institutions Members and Competence for Building Early Childhood Educational Community of Early Childhood Teacher<\/strong> (pages 300-302)<\/a>
\nKai-Sook Chung, Hee-Kyung Park, & Ji-Yeon Kim<\/em><\/p>\n

Evaluating Reliability and Discriminatory Capability of BEMA in Two Spanish Engineering Degrees<\/strong> (pages 303-305)<\/a>
\nM. Amparo G\u00e1miz-Gonz\u00e1lez, Ana Vidaurre, Roser Sabater I Serra, Isabel Tort-Ausina, Mar\u00eda-Antonia Serrano, Jaime Riera, Jos\u00e9 Maria Meseguer-Due\u00f1as, Jos\u00e9 Antonio G\u00f3mez-Tejedor, Jos\u00e9 Molina-Mateo, & Tania Garcia-Sanchez<\/em><\/p>\n

Learning About Methods or Working Methodically<\/strong> (pages 306-308)<\/a>
\nValentina Haralanova, & G\u00f6ran Fafner<\/em><\/p>\n

Organizational Issues<\/strong><\/em><\/span><\/p>\n

The Age of New Communication \u2013 The Screeners Project<\/strong> (pages 309-311)<\/a>
\nPetra P\u011btilet\u00e1<\/em><\/p>\n

The Role of the Education System in Solving the Skills Mismatches on the Labor Market<\/strong> (pages 312-314)<\/a>
\nDaniela Pa\u0219nicu<\/em><\/p>\n

Towards Higher Education Data Hygiene \u2013 A Case Study<\/strong> (pages 315-317)<\/a>
\nJi Hu, & Xu Chu Meng<\/em><\/p>\n

 <\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Teaching and Learning<\/strong><\/em><\/span><\/p>\n

Teachers’ Educational and Misbehavior Management Strategies in Working with Primary School Students with Attention Deficits<\/strong> (pages 321-325)<\/a>
\nTena Velki, Nata\u0161a Vlah, & Irena Kova\u010devi\u0107<\/em><\/p>\n

Effective Progression Management Within Very Large Classes in Computer Science Education<\/strong> (pages 326-330)<\/a>
\nPaul Sage, Darryl Stewart, Philip Hanna, & Andrew McDowell<\/em><\/p>\n

The Impact of Reading Comprehension on Mathematics Word Problem Solving<\/strong> (pages 331-335)<\/a>
\nRajmonda Kurshumlia, & Eda Vula<\/em><\/p>\n

Using Artistic Illustration to Communicate Abstract and Invisible Ideas in the Software Engineering Domain<\/strong> (pages 336-340)<\/a>
\nDavid Cutting, Andrew McDowell, TJ Cosgrove, Neil Anderson, Matthew Collins, & Paul Sage<\/em><\/p>\n

Exploring the South African Physical Sciences Pre-Service Teachers Pedagogical Orientations<\/strong> (pages 341-345)<\/a>
\nAviwe Sondlo, & Umesh Ramnarain<\/em><\/p>\n

A Collaborative Learning Platform to Assess the Use of Agile Methodologies in Engineering Studies<\/strong> (pages 346-350)<\/a>
\nFrancy Rodr\u00edguez, Diego Vigueras, Maria Cerrato Lara, V\u00edctor Ramp\u00e9rez, Javier Soriano, & Guillermo Vigueras<\/em><\/p>\n

Propositional Logic Word Problems and MS Excel at Primary and Secondary Education<\/strong> (pages 351-355)<\/a>
\nJitka Laitochov\u00e1, David Nocar, & Karel Pastor<\/em><\/p>\n

Students\u2019 Perceptions, Process and Product in a CSCL Experience<\/strong> (pages 356-360)<\/a>
\nDiego Vigueras, Mar\u00eda Cerrato Lara, Francy Rodr\u00edguez, V\u00edctor Ramp\u00e9rez, Javier Soriano, & Guillermo Vigueras<\/em><\/p>\n

Interaction Between Teacher and Pupil and its Influence on the Perceived Closeness of Pupils<\/strong> (pages 361-365)<\/a>
\nRen\u00e1ta Matu\u0161\u016f<\/em><\/p>\n

Organizational Issues<\/strong><\/em><\/span><\/p>\n

Mediation and Conciliation as Appropriate Methods of Conflict Resolution (MASCS) for the Promotion of Access to Justice and Culture of Peace<\/strong> (pages 366-370)<\/a>
\nVanessa Miranda, & Leila Salles<\/em><\/p>\n

The Brazilian Higher Education: The Undergraduate Courses in Light of its Recent Policies<\/strong> (pages 371-375)<\/a>
\nSilvia Regina Machado de Campos, & Roberto Henriques<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONT MATTER ORAL PRESENTATIONS: Teaching and Learning Relationship Between Item Difficulty Level and Item Discrimination in Biology Final Examinations (pages 3-7) Marthese Azzopardi, & Carmel Azzopardi The Effects of Implementing the Sydney School Genre-Based Approach in a Thai EFL Writing Classroom (pages 8-12) Napak-On Sritrakarn Creating Contemporary Picture Short Stories Using Intertextual […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6375","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pbi8r1-1EP","_links":{"self":[{"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/pages\/6375","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/comments?post=6375"}],"version-history":[{"count":23,"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/pages\/6375\/revisions"}],"predecessor-version":[{"id":6493,"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/pages\/6375\/revisions\/6493"}],"wp:attachment":[{"href":"http:\/\/end-educationconference.org\/2019\/wp-json\/wp\/v2\/media?parent=6375"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}