{"id":6999,"date":"2020-07-10T10:43:32","date_gmt":"2020-07-10T10:43:32","guid":{"rendered":"http:\/\/end-educationconference.org\/?page_id=6999"},"modified":"2021-07-19T11:30:02","modified_gmt":"2021-07-19T11:30:02","slug":"education-and-new-developments-2021","status":"publish","type":"page","link":"http:\/\/end-educationconference.org\/2021\/education-and-new-developments-2021\/","title":{"rendered":"Education and New Developments 2021"},"content":{"rendered":"

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

\"\"<\/p>\n

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

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

Teachers and Students<\/strong><\/em><\/span><\/p>\n

The basis for a learning view \u2013 Education, experience and practice<\/strong> (pages 3-7)<\/a>
Joar Sande<\/em><\/p>\n

Designing teachers\u2019 training on adopting OERS in their teaching<\/strong> (pages 8-12)<\/a>
Maria Perifanou, & Anastasios A. Economides<\/em><\/p>\n

The relations between musicianship and core competencies in professional music training\u2014The TUT experience<\/strong> (pages 13-17)<\/a>
Hua Hui Tseng<\/em><\/p>\n

Early primary school teachers\u2019 perceptions about science and science process skills: A case study in South Africa<\/strong> (pages 18-22)<\/a>
Monde Kazeni<\/em><\/p>\n

A framework to analyse the quality of ECEC services according to the child-centred culture<\/strong> (pages 23-26)<\/a>
Paolo Sorzio, & Caterina Bembich<\/em><\/p>\n

Life sciences teachers\u2019 understanding, perceptions and adoption of inquiry-based science education in selected South African high schools\u00a0<\/strong>(pages 27-31)<\/a>
Monde Kazeni, & Nosipho Mkhwanazi<\/em><\/p>\n

Teaching life sciences using second language: How do teachers cope?<\/strong> (pages 32-36)<\/a>
Amos Motloung, & Lydia Mavuru<\/em><\/p>\n

Cultural translation beyond an interdisciplinary exit, a meeting of knowledge<\/strong> (pages 37-38)<\/a>
Ana Hern\u00e1ndez Espino<\/em><\/p>\n

Life sciences teachers\u2019 conceptions about socioscientific issues in the topic evolution<\/strong> (pages 39-43)<\/a>
Mokgadi Relela, & Lydia Mavuru<\/em><\/p>\n

Spreadsheets and latex \u2013 A perfect union for the creation of testbanks for online assessment<\/strong> (pages 44-48)<\/a>
Azam Beg, Manzoor Ahmed Khan, & Maqsood Sandhu<\/em><\/p>\n

Student mentor’s ideal features: Peer choice<\/strong> (pages 49-53)<\/a>
Madalena Cunha, & Nuno Campos<\/em><\/p>\n

The association between student engagement and creativity of undergraduates in China<\/strong> (pages 54-58)<\/a>
Yanan Hu, & Xiaotian Han<\/em><\/p>\n

Using everyday language to support learners\u2019 access to mathematical content knowledge<\/strong> (pages 59-63)<\/a>
Azwidowi Emmanuel Libusha<\/em><\/p>\n

Free time and social relationships in a group of students from two high schools in Botosani County<\/strong> (pages 64-68)<\/a>
Adriana Albu, Mihaela Vlada, Adina Nechita, & Florin Dima<\/em><\/p>\n

Teacher training for the prevention, reporting and addressing of violence against children<\/strong> (pages 69-73)<\/a>
Elisabetta Biffi, & Daniela Bianchi<\/em><\/p>\n

Experiential learning processes using an e-diary in students\u2019 internship<\/strong> (pages 74-78)<\/a>
Ilona Tandzegolskien\u0117, & Asta Lap\u0117nien\u0117<\/em><\/p>\n

A study on using game-based method to improve learning efficiency of junior secondary school students<\/strong> (pages 79-83)<\/a>
Timothy T.K. Wong, & Yee Wan Kwan<\/em><\/p>\n

Exploring South African preservice teachers\u2019 conceptual understanding of light phenomena<\/strong> (pages 84-87)<\/a>
Sam Ramaila<\/em><\/p>\n

How relationships impact sense of belonging in schools amongst female adolescents from<\/strong> refugee backgrounds<\/strong> (pages 88-92)<\/a>
Sonja Aicha Van Der Putten<\/em><\/p>\n

Pedagogical practices adopted by teachers when teaching learners taking English as first additional language in life sciences classrooms<\/strong> (pages 93-96)<\/a>
Portia Seloma, & Sam Ramaila<\/em><\/p>\n

Building bridges: Bringing nonformal pedagogies into the classroom<\/strong> (pages 97-101)<\/a>
Maya Wizel<\/em><\/p>\n

Technology integration in natural sciences teaching and learning in South African township schools<\/strong> (pages 102-105)<\/a>
Sam Ramaila<\/em><\/p>\n

Pre-service teachers\u2019 preparedness and confidence in teaching life sciences topics: What do they lack?<\/strong> (pages 106-110)<\/a>
Lydia Mavuru, & Oniccah Koketso Pila<\/em><\/p>\n

A review of papers about block programming from the workshop on computing at school<\/strong> (pages 111-115)<\/a>
Gilberto Amado de Azevedo Cysneiros Filho, Neiton Carvalho da Silva, & Barbara Silva Morais<\/em><\/p>\n

Greek and Portuguese mathematics education and performance, through the Prism of PISA<\/strong> (pages 116-120)<\/a>
Eleni Nolka, & Chryssa Sofianopoulou<\/em><\/p>\n

Women faculty and scientific productivity in Latin American context: Evidence from Chile<\/strong> (pages 121-125)<\/a>
Geraldy Sep\u00falveda-P\u00e1ez, & Carmen Araneda-Guirriman<\/em><\/p>\n

Identifying the effective teacher: The conceptions of pre-service assistant nurses<\/strong> (pages 126-130)<\/a>
Katerina Kasimatis, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, & Varvara Rozou<\/em><\/p>\n

Exploring information communications technology (ICT) infused microteaching module at a university of technology in South Africa<\/strong> (pages 131-135)<\/a>
Paseka Patric Mollo<\/em><\/p>\n

Perceptions and preferences of English student teachers on the assessment practices<\/strong> (pages 136-140)<\/a>
Pule Phindane<\/em><\/p>\n

Transitioning architectural pedagogy into the virtual era via digital learning methods<\/strong> (pages 141-145)<\/a>
Tatiana Estrina, Alvin Huang, Vincent Hui, & Kristen Sarmiento<\/em><\/p>\n

Let\u2019s talk! Promoting meaningful communication through authentic teacher child dialogue<\/strong> (pages 146-149)<\/a>
Barbara Shapir, Teresa Lewin, & Samar Aldinah<\/em><\/p>\n

Higher education institutions\u2019 need to initiate change to the accounting curriculum during the fourth industrial revolution (4IR)<\/strong> (pages 150-154)<\/a>
Shaun Peens<\/em><\/p>\n

A reflection on gender achievement in sciences\u2019 rural school settings of multicultural South Africa<\/strong> (pages 155-158)<\/a>
Alice Mokoena, & Gregory Alexander<\/em><\/p>\n

Intercultural partnerships that foster cultural competence<\/strong> (pages 159-162)<\/a>
Elizabeth J. Sandell, Katie Archer Olson, & Maria-Renee Leonhardt Grigsby<\/em><\/p>\n

The complexity of identity formation of black learners attending historically white schools<\/strong> (pages 163-166)<\/a>
Anthony Mpisi, & Gregory Alexander<\/em><\/p>\n

The portfolio of evidence in the competency-based educational model of the university of Guanajuato<\/strong> (pages 167-171)<\/a>
Mar\u00eda Guadalupe Arredondo-Hidalgo, & Diana del Consuelo Caldera Gonz\u00e1lez<\/em><\/p>\n

Social science student teachers\u2019 awareness of the intertwiness of social science and social justice in multicultural school settings<\/strong> (pages 172-176)<\/a>
Titus Williams, Gregory Alexander, & Wendy Setlalentoa<\/em><\/p>\n

Comparison of the first year learning outcomes of dual and nondual students in the light of the input competence survey<\/strong> (pages 177-181)<\/a>
R\u00f3bert Pap-Szigeti, & Erika T\u00f6r\u00f6k<\/em><\/p>\n

Ascertaining the use of extracurricular activities in promoting learners\u2019 holistic development in multicultural school settings<\/strong> (pages 182-186)<\/a>
Gregory Alexander, Sheila Matoti, & Pieter Van Zyl<\/em><\/p>\n

Initial and in-service training for secondary school teachers to implement project-based learning (PBL)<\/strong> (pages 187-191)<\/a>
Ana Mar\u00eda Ortiz-Col\u00f3n, Rafael Castellano-Almagro, Javier Rodr\u00edguez-Moreno, & Miriam Agreda Montoro<\/em><\/p>\n

The interdisciplinarity of forensic sciences in the educational sphere: An analysis of this context in secondary school<\/strong> (pages 192-196)<\/a>
Shirlene Carmo, Lu\u00eds Souto, & Carlos Silva<\/em><\/p>\n

School-based in-service teacher training in literacy<\/strong> (pages 197-200)<\/a>
Abha Gupta, & Guang Lea Lee<\/em><\/p>\n

Distance teaching and presence teaching towards a possible and useful integration<\/strong> (pages 201-204)<\/a>
Andrea Tarantino<\/em><\/p>\n

Burnout prevention with psychoeducation in teachers<\/strong> (pages 205-209)<\/a>
M\u00f3nika Veronika Szigeti<\/em><\/p>\n

Investigating the use action learning approaches in civil engineering and construction studies: A case of skills centre<\/strong> (pages 210-213)<\/a>
Khojane Geoffrey Mokhothu, Charles S Masoabi, & Alfred H Makura<\/em><\/p>\n

Pedagogical interactions in primary school reintegration processes: A case study in Chile<\/strong> (pages 214-216)<\/a>
Jos\u00e9 Manuel Medina, Tatiana Herreros, Pamela De Barca, & Carolina Crovetto<\/em><\/p>\n

Reflective observations on the design and studio art programme at a university of technology<\/strong> (pages 217-220)<\/a>
Lebogang Nthejane<\/em><\/p>\n

The importance of reflection-based strategies in training professionals working with MDVI children<\/strong> (pages 221-225)<\/a>
Andrea Hathazi, & Ioana-Letitia Serban<\/em><\/p>\n

Projects and Trends<\/strong><\/em><\/span><\/p>\n

Game-based training: An effective method for reducing behavioral-finance biases<\/strong> (pages 226-230)<\/a>
Francesco Tommasi, Andrea Ceschi, Marija Gostimir, Marco Perini, & Riccardo Sartori<\/em><\/p>\n

Digitally changing teaching practice environments: An exploration of concepts and implications<\/strong> (pages 231-235)<\/a>
Marloes de Munnik, & Osama Al-Mahdi<\/em><\/p>\n

Distance education and learning processes. A survey at university of Catania during the COVID-19 pandemic<\/strong> (pages 236-240)<\/a>
Valeria Di Martino, & Raffaella C. Strongoli<\/em><\/p>\n

The plight of first-year teachers in public primary schools<\/strong> (pages 241-244)<\/a>
Xiaotian Han<\/em><\/p>\n

Instructional design of knowledge nuggets<\/strong> (pages 245-249)<\/a>
Christian Ploder, Lisa Ehrhardt, Laura Gamper, & Christoph Hazy<\/em><\/p>\n

Change management: Experiences of private TVET college educators regarding virtual learning during COVID-19<\/strong> (pages 250-254)<\/a>
Adebunmi Yetunde Aina, & Ayodele Ogegbo<\/em><\/p>\n

Impact of identity-oriented literature education on adolescents’ insight into the self and the other<\/strong> (pages 255-259)<\/a>
Peter Grandits<\/em><\/p>\n

“Mind the gap”: The transformative learning process of second language practitioners when becoming scholars<\/strong> (pages 260-264)<\/a>
Dana Kaplan, & Maya Wizel<\/em><\/p>\n

University students\u2019 struggles with online learning during the COVID-19 pandemic lockdown<\/strong> (pages 265-269)<\/a>
Esther Chiner, Marcos G\u00f3mez-Puerta, Victoria E. Garc\u00eda-Vera, & M. Cristina Cardona-Molt\u00f3<\/em><\/p>\n

Escape room as a motivating tool in the English literature classroom at tertiary education<\/strong> (pages 270-274)<\/a>
Madalina Armie, Jos\u00e9 Francisco Fern\u00e1ndez S\u00e1nchez, & Ver\u00f3nica Membrive P\u00e9rez<\/em><\/p>\n

Teaching in digital surroundings \u2013 Students opinion on digital tools and digital lectures<\/strong> (pages 275-279)<\/a>
Marcin Fojcik, Martyna K. Fojcik, Lars Kyte, Bjarte Pollen, & Jan Ove Rogde Mj\u00e5nes<\/em><\/p>\n

Students experiences on the use of google classroom: Case study of a university in Rwanda<\/strong> (pages 280-284)<\/a>
Ayodele Ogegbo, & Oyebimpe Adegoke<\/em><\/p>\n

Teachers\u2019 attitudes in application of technology and effective teaching planning in primary school<\/strong> (pages 285-289)<\/a>
Arjana Zhubi<\/em><\/p>\n

Identification of factors affecting elementary teachers\u2019 attitudes towards inclusion in Kosovo: The role of demographic variables<\/strong> (pages 290-293)<\/a>
Donika Koliqi, & Naser Zabeli<\/em><\/p>\n

Verification of affordance effect of HMI in the VR environment<\/strong> (pages 294-298)<\/a>
Maki Arame, Junko Handa, Yoshiko Goda, Masashi Toda, Ryuichi Matsuba, & Tatsuru Daimon<\/em><\/p>\n

A life-history case study on self-reliance experience of divorced migrant women<\/strong> (pages 299-303)<\/a>
SooAn Choi, & YoungSoon Kim<\/em><\/p>\n

Digital storytelling and lifelong learning education in informal contexts: The MEMEX project<\/strong> (pages 304-308)<\/a>
Elisabetta Falchetti, Pascuala Migone, Cristina Da Milano, & Maria Francesca Guida<\/em><\/p>\n

An exploratory study on the research tendency of school counselors in South Korea<\/strong> (pages 309-313)<\/a>
Sumin Kim, & YoungSoon Kim<\/em><\/p>\n

The impact of online activities on students\u2019 health and the importance of time management<\/strong> (pages 314-318)<\/a>
Carolina Bodea Ha\u021began, Dorina Tala\u0219, & Raluca Trifu<\/em><\/p>\n

Use of social networks for the training of future teachers in early childhood education<\/strong> (pages 319-323)<\/a>
Mercedes Llorent-Vaquero, \u00c1frica M. C\u00e1mara-Estrella, Elena M. D\u00edaz-Pareja, & Juana M. Ortega-Tudela<\/em><\/p>\n

Participation to empower children and strengthen the community<\/strong> (pages 324-328)<\/a>
Sabina Langer<\/em><\/p>\n

Design thinking in future teachers training<\/strong> (pages 329-333)<\/a>
Juana M. Ortega-Tudela, Elena M. Diaz-Pareja, \u00c1frica M. C\u00e1mara-Estrella, & Mercedes LLorent-Vaquero<\/em><\/p>\n

The impact of COVID-19 on the school world<\/strong> (pages 334-338)<\/a>
Rosanna Tammaro, Anna D\u2019Alessio, Annamaria Petolicchio, & Anna Iannuzzo<\/em><\/p>\n

Massive open online courses camps: Before and during the pandemic<\/strong> (pages 339-343)<\/a>
Janaina Cardoso<\/em><\/p>\n

Storytelling and digital art as a means to improve multilingual skills<\/strong> (pages 344-347)<\/a>
V\u00e9ronique Delplancq, Ana Maria Costa, Cristina Amaro Costa, Em\u00edlia Coutinho, Isabel Oliveira, Jos\u00e9 Pereira, Patricia Lopez Garcia, Romain Gillain, Susana Amante, Susana Fidalgo, & Susana Relvas<\/em><\/p>\n

4TH IR \u2013 Implications for higher education by looking at the use of mobile teaching devices<\/strong> (pages 348-352)<\/a>
Johannes Andreas Gerhardus Beukes<\/em><\/p>\n

Reflections on offers and use of digital media for transferring knowledge in teacher education<\/strong> (pages 353-357)<\/a>
Susanne Schumacher, & Ulrike Stadler-Altmann<\/em><\/p>\n

Distributed intercultural project-based learning – A novel approach – Experiences from a quadrilateral interdisciplinary collaboration<\/strong> (pages 358-362)<\/a>
Manfred Meyer, Agung Nugroho, Jos\u00e9 Ochoa-Luna, Colin Stanley, & Heike Winschiers-Theophilus<\/em><\/p>\n

The effect of a one-on-one dialogue-based mathematical intelligent tutoring system for learning equivalent fraction<\/strong> (pages 363-365)<\/a>
Shu Chuan Shih, Hao Yu Tsai, & Mei Ling Chen<\/em><\/p>\n

The good, the bad and the future \u2013 The challenges, positives and future strategies for higher education blended teaching<\/strong> (pages 366-370)<\/a>
Monica Ward<\/em><\/p>\n

Assessing the academic writing skills of final year English second language (ESL) educations students to determine their preparedness as language teachers: A practical approach at a university of technology<\/strong> (pages 371-375)<\/a>
Atrimecia Hass, & Brigitte Lenong<\/em><\/p>\n

Experiment D\u2018 \u2013 Serious game for the development of intercultural competences. Concept, content, and experiences<\/strong> (pages 376-380)<\/a>
Gala Rebane, & Maik Arnold<\/em><\/p>\n

Attitudes of grade one educators towards the implementation of inclusive education in classrooms at Botshabelo schools<\/strong> (pages 381-385)<\/a>
Nomvuyo Joyce Mantshiyane, Wendy Setlalentoa, & Pule Phindane<\/em><\/p>\n

Challenges with the implementation of the admission policy for grades R and 1 in the Motheo district in the Free State province of South Africa<\/strong> (pages 386-390)<\/a>
Jaysveree M Louw<\/em><\/p>\n

The role of communication as the drive for immigration: A case study in Finland<\/strong> (pages 391-395)<\/a>
Zahra Hosseini, & Sirkku Kotilainen<\/em><\/p>\n

Education and technology during COVID-19 times<\/strong> (pages 396-400)<\/a>
Daniel Nicolas Dominguez-Perez, & Nicolas Dominguez-Vergara<\/em><\/p>\n

Flipping a 700 student classroom<\/strong> (pages 401-405)<\/a>
Peter Purgathofer, & Kay Kender<\/em><\/p>\n

Integration of pedagogy into technology: A practical paradigm<\/strong> (pages 406-410)<\/a>
Zahra Hosseini, & Jani Kinnunen<\/em><\/p>\n

Development of health-promoting behaviour of a child as an educational goal in families of handicapped mothers with mental health disorders<\/strong> (pages 411-414)<\/a>
Petra H\u00e1jkov\u00e1, & Lea Kv\u011bto\u0148ov\u00e1<\/em><\/p>\n

Online speech and language therapy. Focus-group based study<\/strong> (pages 415-419)<\/a>
Carolina Bodea Ha\u021began, Dorina Tala\u0219, & Raluca Trifu<\/em><\/p>\n

Upgrading MOOC students’ engagement and participation in humanities-oriented online courses: The example of the MOOC based on the project \u201cDETECt\u201d<\/strong> (pages 420-423)<\/a>
Jan Baetens, Roberta Pireddu, & Frederik Truyen<\/em><\/p>\n

Digital engineering: Competence acquisition and program development as an open co-creation process<\/strong> (pages 424-428)<\/a>
Vanessa Mai, Susanne Wolf, Paul Varney, Martin Bonnet, & Anja Richert<\/em><\/p>\n

Analyzing indigeneity in academic and architectural frameworks<\/strong> (pages 429-433)<\/a>
Tatiana Estrina, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, & Gloria Zhou<\/em><\/p>\n

Social skills teaching procedures in ASD-HF<\/strong> (pages 434-438)<\/a>
Maria Carla Ricci, Francesca Di Carmine, Antonia Bosco, Agnese Lombardi, & Alessandro Frolli<\/em><\/p>\n

Ensuring success in the flipped classroom when teaching on- line<\/strong> (pages 439-443)<\/a>
Marie J. Myers<\/em><\/p>\n

Virtual learning applying educational strategies in times of COVID-19; case of technology in military sciences<\/strong> (pages 444-446)<\/a>
Flor Emperatriz Garc\u00e9s Mancero, Magaly Margarita Narv\u00e1ez R\u00edos, Luis Germ\u00e1nico Guti\u00e9rrez Alb\u00e1n, & V\u00edctor Danilo Lazo Alvarado<\/em><\/p>\n

Service learning integrated with foreign languages learning: Promoting transversal competencies<\/strong> (pages 447-451)<\/a>
Dana Hanesov\u00e1<\/em><\/p>\n

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

View of secondary technical school students on the paths and barriers to their professional<\/strong> development (pages 452-456)<\/a>
Dana Vicherkov\u00e1, & Josef Malach<\/em><\/p>\n

Exploring the relationships between constructivist learning environment and critical thinking ability of secondary school students<\/strong> (pages 457-461)<\/a>
Yee Wan Kwan<\/em><\/p>\n

Online learning questionnaires based on renewable energy research equipment<\/strong> (pages 462-466)<\/a>
F. Javier Maseda Rego, Itziar Martija L\u00f3pez, Patxi Alkorta Egiguren, Izaskun Garrido Hern\u00e1ndez, & Aitor J. Garrido Hern\u00e1ndez<\/em><\/p>\n

Educational initiatives to develop transversal skills in the management subject of master’s degree in industrial engineering at Universitat Polit\u00e9cnica de Val\u00e9ncia<\/strong> (pages 467-471)<\/a>
M\u00f3nica Mart\u00ednez-G\u00f3mez, Jos\u00e9 Jabaloyes, & Andrea Conchado Peir\u00f3<\/em><\/p>\n

Analysing lesson-based interviews using the lesson activities map (LAMAP) as a visual tool<\/strong> (pages 472-476)<\/a>
Annamaria Savona<\/em><\/p>\n

Pre-service teachers\u2019 critical reflection on the knowledge and skills learned in life sciences methodology module<\/strong> (pages 477-481)<\/a>
Lydia Mavuru<\/em><\/p>\n

Sleep quality and sleep habits in students<\/strong> (pages 482-485)<\/a>
Beatriz Almeida, Carlos Albuquerque, Madalena Cunha, & Anabela Antunes<\/em><\/p>\n

A questionnaire for evaluating pupils\u2019 cognitive path about symmetry at primary school<\/strong> (pages 486-490)<\/a>
Simone Brasili, & Riccardo Piergallini<\/em><\/p>\n

Teachers experience with introducing programming in different courses for non-computer science students<\/strong> (pages 491-495)<\/a>
Martyna K. Fojcik, & Marcin Fojcik<\/em><\/p>\n

Quality control tools in the analysis of COVID-19 caused problems<\/strong> (pages 496-500)<\/a>
Nicolas Dominguez-Vergara, & Daniel Nicolas Dominguez-Perez<\/em><\/p>\n

The factors influencing the pedagogical orientations of the final year physical sciences pre-service teachers<\/strong> (pages 501-505)<\/a>
Aviwe Sondlo, & Umesh Ramnarain<\/em><\/p>\n

Action research – Approach focused on the development of educational practice<\/strong> (pages 506-510)<\/a>
Maja Domazet, & Sini\u0161a Opi\u0107<\/em><\/p>\n

Students\u2019 attitudes towards science: Where do we go from here<\/strong> (pages 511-515)<\/a>
Elena Elliniadou, & Chryssa Sofianopoulou<\/em><\/p>\n

Educational utilization of narrative medicine in Korean medical schools<\/strong> (pages 516-520)<\/a>
Youngsub Oh<\/em><\/p>\n

Rethinking the other for multicultural education \u2013 Focused on the philosophy of Buber and Levinas<\/strong> (pages 521-524)<\/a>
Seungeun Choi<\/em><\/p>\n

The teacher training during COVID-19 pandemic: An exploratory study about online laboratories quality<\/strong> (pages 525-528)<\/a>
Rosanna Tammaro, Iolanda Sara Iannotta, & Concetta Ferrantino<\/em><\/p>\n

Theory and practice of storytelling with ScratchJr to develop early maths skills<\/strong> (pages 529-533)<\/a>
Annarosa Serpe<\/em><\/p>\n

Motivation in foreign language learning: The dynamic interactions of many factors<\/strong> (pages 534-538)<\/a>
Christine Besnard<\/em><\/p>\n

The development and piloting of an instrument to measure nature of science (NOS) understanding<\/strong> (pages 539-543)<\/a>
Tarisai Chanetsa, & Umesh Ramnarain<\/em><\/p>\n

Processability approaches to receptive third language acquisition: Implications for multilingual classrooms<\/strong> (pages 544-548)<\/a>
Helen Forsyth<\/em><\/p>\n

Cognitive and linguistic skills assessment protocol: Adaptation and validation for European Portuguese<\/strong> (pages 549-553)<\/a>
In\u00eas Martins, Cristiane Lima Nunes, Simone Aparecida Capellini, & Gra\u00e7a S. Carvalho<\/em><\/p>\n

Motivational power of gamification: The effect of playful learning on psychological needs of self-determination theory<\/strong> (pages 554-558)<\/a>
Bahar Kutun, Alke Martens, & Werner Schmidt<\/em><\/p>\n

Teaching Setswana proverbs at the institution of higher learning in South Africa<\/strong> (pages 559-562)<\/a>
Bridget Mangwegape<\/em><\/p>\n

Faculty & student retention: Keeping our HBCU-UDC alive during the COVID-19 pandemic<\/strong> (pages 563-567)<\/a>
Arlene King-Berry, & Carolene Eslyn Charles<\/em><\/p>\n

Student teachers\u2019 opinions about using authentic materials and tasks for acquiring Estonian cultural history<\/strong> (pages 568-572)<\/a>
Kristel Ruutmets, Evi Saluveer, & Mari Niitra<\/em><\/p>\n

Transfer effect of N-Back training: Mathematical implications in school-age children<\/strong> (pages 573-577)<\/a>
Selma Boz<\/em><\/p>\n

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

Smart CV for lifelong qualifications certification based on blockchain<\/strong> (pages 578-582)<\/a>
Anastasios A. Economides, & Maria Perifanou<\/em><\/p>\n

Knowing to empower: Study of the difficulties of the informal caregiver<\/strong> (pages 583-587)<\/a>
Rosa Martins, Francisco Almeida, Susana Batista, & N\u00e9lia Carvalho<\/em><\/p>\n

Women in engineering, faculty of engineering in Bilbao<\/strong> (pages 588-592)<\/a>
F. Javier Maseda Rego, Itziar Martija L\u00f3pez, Patxi Alkorta Egiguren, Izaskun Garrido Hern\u00e1ndez, & Aitor J. Garrido Hern\u00e1ndez<\/em><\/p>\n

Creating lovemarks through students of public universities in Ireland<\/strong> (pages 593-596)<\/a>
Javier Casanoves-Boix, Ana Cruz-Garc\u00eda, & Maurice Murphy<\/em><\/p>\n

The impact of COVID-19 on residential care services for children: A call for family-based approach in alternative care<\/strong> (pages 597-600)<\/a>
Lucia Carriera, Chiara Carla Mont\u00e0, & Daniela Bianchi<\/em><\/p>\n

Considerations of talent management in retention of academics in the National University of Lesotho<\/strong> (pages 601-604)<\/a>
Theressa Madzingesu Zengeya, Gregory Alexander, & Desiree Pearl Larey<\/em><\/p>\n

Higher education: Sustaining the future of students during a pandemic<\/strong> (pages 605-609)<\/a>
Naziema Jappie<\/em><\/p>\n

Enabling transformative inclusive learning pedagogies of preservice teachers in multicultural higher learning contexts<\/strong> (pages 610-614)<\/a>
June Palmer, Rantsie Kgothule, Gregg Alexander, & Edwin de Klerk<\/em><\/p>\n

Branding in private universities at El Salvador: Brands that the public fall in love with<\/strong> (pages 615-619)<\/a>
Javier Casanoves-Boix, Ana Cruz-Garc\u00eda, Pablo Pinazo-Dallenbach, & Jos\u00e9 Ricardo Flores-P\u00e9rez<\/em><\/p>\n

Transformative leadership in multicultural schooling contexts: A critical reflection of in-service teachers\u2019 practices and school managers\u2019 roles<\/strong> (pages 620-624)<\/a>
Rantsie Kgothule, June Palmer, Gregg Alexander, & Edwin De Klerk<\/em><\/p>\n

Enhancing educators\u2019 credibility in intelligent learning environments<\/strong> (pages 625-629)<\/a>
Mario Mallia Milanes, & Matthew Montebello<\/em><\/p>\n

Exploring the implementation of teacher leadership in Lesotho high schools<\/strong> (pages 630-634)<\/a>
Lieketseng Lethole, June Palmer, & Edwin de Klerk<\/em><\/p>\n

\u00a0<\/p>\n

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

Teachers and Students<\/strong><\/em><\/span><\/p>\n

The learnings of the basic education teacher<\/strong> (pages 637-639)<\/a>
Joana Paulin Romanowski<\/em><\/p>\n

What does a student of a teaching degree learn apart from subjects?<\/strong> (pages 640-642)<\/a>
Carolina Falc\u00f3n Linares<\/em><\/p>\n

Interdisciplinary and intersectoral doctoral education designed to improve graduate employability<\/strong> (pages 643-645)<\/a>
Tara Cusack, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, & Ioanna Chouvarda<\/em><\/p>\n

Projects and Trends<\/strong><\/em><\/span><\/p>\n

Importance of digital competences and attitudes toward research in Mexican teachers<\/strong> (pages 646-648)<\/a>
Pedro Jos\u00e9 Canto Herrera, Hugo Salvador Flores Castro, & Sergio Humberto Qui\u00f1onez Pech<\/em><\/p>\n

Self- and peer-assessment to enhance student engagement in undergraduate group projects<\/strong> (pages 649-651)<\/a>
Dermot Kerr, & Sonya Coleman<\/em><\/p>\n

MOOCS as a tool for virtual university orientation<\/strong> (pages 652-654)<\/a>
Ilaria Merciai, & Ruth Kerr<\/em><\/p>\n

Heritage and art education through the screen. Filling the space by performative methodologies<\/strong> (pages 655-657)<\/a>
Alessandra De Nicola<\/em><\/p>\n

Creating a virtual study abroad experience to Russia<\/strong> (pages 658-660)<\/a>
Jay Woodward, & Michelle Kwok<\/em><\/p>\n

New active methodologies for critical learning in the field of biochemistry of human nutrition<\/strong> (pages 661-663)<\/a>
Catharina Merchante, David Pos\u00e9, Fernando Gallardo, Mar Qui\u00f1ones, Juan Antonio G\u00e1lvez, & Beatriz Mart\u00ednez-Poveda<\/em><\/p>\n

Blueprints for change: What multicultural experience offers instructors of pre-service early education teachers<\/strong> (pages 664-666)<\/a>
Michelle Henault Morrone, & Yumi Matsuyama<\/em><\/p>\n

School leadership and teachers\u2019 implementation of curriculum reform in Taiwan: Mediating effect of teachers’ orientation<\/strong> (pages 667-669)<\/a>
Chun-Hung Cheng, & Mei-Ju Chen<\/em><\/p>\n

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

A motor intervention to prepare learning to write<\/strong> (pages 670-672)<\/a>
Natalie Lavoie, & \u00c9mile Lebel<\/em><\/p>\n

Organ donation: An educational pack for high school students<\/strong> (pages 673-675)<\/a>
Styliani Kapsali, Vasiliki Sapountzi, Alexandra Nestora, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Personal perspectives that matter<\/strong> (pages 676-678)<\/a>
Stephanie Kamai<\/em><\/p>\n

Co-constructing a learning experience to approach mental illness in the classroom: A teaching micro-scenario<\/strong> (pages 679-681)<\/a>
Anastasia Karamolegkou, Christina Diamantopoulou, Georgia Koutentaki, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

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

Telecareer: Antecedents and consequences of strategic career behaviours on Iberian teleworkers<\/strong> (pages 682-684)<\/a>
Joana Carneiro Pinto<\/em><\/p>\n

\u00a0<\/p>\n

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

Teachers and Students<\/strong><\/em><\/span><\/p>\n

Radical present and reflexive connections. Didactical approaches to alienated spaces<\/strong> (pages 687-689)<\/a>
Nushin Hosseini-Eckhardt, & Leicy Esperanza Valenzuela Retamal<\/em><\/p>\n

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

Principles for how we treat each other: Equitable conversations in our educational and personal spaces<\/strong> (pages 690-692)<\/a>
Jennifer Sanguiliano Lonski, Laurinda Lott, & Hank Van Putten<\/em><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONT MATTER ORAL PRESENTATIONS: Teachers and Students The basis for a learning view \u2013 Education, experience and practice (pages 3-7)Joar Sande Designing teachers\u2019 training on adopting OERS in their teaching (pages 8-12)Maria Perifanou, & Anastasios A. Economides The relations between musicianship and core competencies in professional music training\u2014The TUT experience (pages 13-17)Hua […]<\/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-6999","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7JmC0-1OT","_links":{"self":[{"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/pages\/6999","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/comments?post=6999"}],"version-history":[{"count":48,"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/pages\/6999\/revisions"}],"predecessor-version":[{"id":8673,"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/pages\/6999\/revisions\/8673"}],"wp:attachment":[{"href":"http:\/\/end-educationconference.org\/2021\/wp-json\/wp\/v2\/media?parent=6999"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}