{"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":"2022-07-21T10:56:00","modified_gmt":"2022-07-21T10:56:00","slug":"education-and-new-developments-2022-volume-1","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2022\/education-and-new-developments-2022-volume-1\/","title":{"rendered":"Education and New Developments 2022 \u2013 Volume 1"},"content":{"rendered":"

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

\"\"<\/p>\n

FRONTMATTER<\/strong><\/a><\/p>\n

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

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

New perspectives on the acquisition of language skills<\/strong> (pages 3-6)<\/a>
Gina Aurora Necula<\/em><\/p>\n

Teachers\u2019 mathematical content knowledge and students\u2019 progression in learning of fraction and proportion<\/strong> (pages 7-11)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

Comparison of burnout levels of educators\/teachers in the pre-pandemic and pandemic periods of COVID-19<\/strong> (pages 12-16)<\/a>
M\u00f3nika Veronika Szigeti, & Barbara Di Blasio<\/em><\/p>\n

Exploring selected Setswana drama texts as the principle of Ubuntu\/Botho in educational context<\/strong> (pages 17-20)<\/a>
Bridget Mangwegape<\/em><\/p>\n

Extracurricular activities in teaching Romanian language as a foreign language<\/strong> (pages 21-25)<\/a>
Georgiana Ciobotaru, & Nicoar\u0103 Aurica<\/em><\/p>\n

Empowering principals to lead and manage public schools effectively in the 21st century<\/strong> (pages 26-30)<\/a>
Raj Mestry, & Pierre du Plessis<\/em><\/p>\n

The power of peer learning: Group reflection as a model for Universal Design for Learning (UDL)<\/strong> (pages 31-35)<\/a>
Nicola Duffy, Shaun Ferns, Irene McGinn, Nigel Vahey, & Helen Williams<\/em><\/p>\n

Subjectivity and social recognition: Theoretical and empirical perspectives on the value of non-formal education from the perspective of young people<\/strong> (pages 36-39)<\/a>
Sandra Biewers Grimm, Daniel Weis, & Anita Latz<\/em><\/p>\n

Reconfiguring teacher education in South African universities to address learner behavioural conducts in schools: Changed reality<\/strong> (pages 40-44)<\/a>
Newlin Marongwe, & Grasia Chisango<\/em><\/p>\n

Teaching and learning the multiplication table by using multiplicative structures: Variation and crucial patterns<\/strong> (pages 45-49)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

Student teachers\u2019 perceptions of the assessment of video-recorded lessons during teaching practice<\/strong> (pages 50-53)<\/a>
Mokete Letuka, & Paseka Patric Mollo<\/em><\/p>\n

A human rights centred historical approach to teaching science for social change<\/strong> (pages 54-58)<\/a>
Lilian L. Pozzer<\/em><\/p>\n

Reflection on the use of e-portfolios during teaching practicum at a University of Technology in South Africa<\/strong> (pages 59-62)<\/a>
Paseka Patric Mollo, Ratokelo Willie Thabane, & Brigitte Lenong<\/em><\/p>\n

Dealing with multiculturalism and social justice in diverse social science classrooms: Perceptions and experiences of intermediate phase student teachers<\/strong> (pages 63-67)<\/a>
Titus Williams<\/em><\/p>\n

Understanding the transition to knowledge generation environments: Examining the role of epistemic orientation and tool use<\/strong> (pages 68-72)<\/a>
Brian Hand, Jee Suh, & Gavin Fulmer<\/em><\/p>\n

Career indecision among high school students in Casablanca: Level and form of indecision<\/strong> (pages 73-75)<\/a>
Najia Amini, Youssef Sefri, & Mohamed Radid<\/em><\/p>\n

Community building activities in higher education during early times of COVID-19 \u2013 a case study from Hungary<\/strong> (pages 76-80)<\/a>
Gabriella Velics<\/em><\/p>\n

The teaching identity of university professors: Its importance in pedagogical practice<\/strong> (pages 81-85)<\/a>
Xochiquetzal Xanat Rodr\u00edguez Rivera, & Patricia Covarrubias-Papahiu<\/em><\/p>\n

Digital media and inclusive education in home-schooling<\/strong> (pages 86-90)<\/a>
Ida Cortoni<\/em><\/p>\n

The relevance of feedback messages in communicating quality in educational classroom settings<\/strong> (pages 91-95)<\/a>
Ver\u00f3nica Y\u00e1\u00f1ez-Monje, Mariana Aillon-Neumann, & Cecilia Maldonado-Elevancini<\/em><\/p>\n

Training systemic family therapists related to psychosocial intervention<\/strong> (pages 96-99)<\/a>
Ofelia Desatnik-Miechimsky<\/em><\/p>\n

Competence assessment using rubrics and social networks and bringing your own device (BYOD)<\/strong> (pages 100-104)<\/a>
Beatriz Urbano, Ana Mar\u00eda Bartolom\u00e9, Deiyal\u00ed Carpio, & Fernando Gonz\u00e1lez-Andr\u00e9s<\/em><\/p>\n

Changing the teaching methodology: How much does it cost?<\/strong> (pages 105-109)<\/a>
Alessandra Imperio<\/em><\/p>\n

Why do a master\u2019s? Understanding the motivations of master\u2019s students in Ireland, North and South<\/strong> (pages 110-114)<\/a>
Martin Hagan, & Rose Dolan<\/em><\/p>\n

Use of LinkedIn endorsements in recommender systems<\/strong> (pages 115-119)<\/a>
Mar\u00eda Cora Urdaneta Ponte, Amaia M\u00e9ndez-Zorrilla, & Ibon Oleagordia Ruiz<\/em><\/p>\n

The contribution of learning sequences design for teacher professional development in high school vocational education<\/strong> (pages 120-124)<\/a>
Jos\u00e9 Pablo Zatti, & Maria da Gra\u00e7a Nicoletti Mizukami<\/em><\/p>\n

The dual role of school mentors: How to establish teaching and supervision goals?<\/strong> (pages 125-129)<\/a>
Krista Uibu, & Age Salo<\/em><\/p>\n

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

\u201cI feel like another I has grown\u201d: Biographical legacy of the community-engaged learning in higher education<\/strong> (pages 130-134)<\/a>
Bojana \u0106ulum Ili\u0107, & Brigita Milo\u0161<\/em><\/p>\n

The lost art of listening<\/strong> (pages 135-139)<\/a>
Shoshan Shmuelof, & Michal Hefer<\/em><\/p>\n

Professional identity and profession values transposed into nursing education<\/strong> (pages 140-144)<\/a>
Crin Marcean, & Mihaela Alexandru<\/em><\/p>\n

Teacher-gender: Experiences of male teachers in the foundation phase in South African schools<\/strong> (pages 145-149)<\/a>
Jaysveree Louw, & Molaodi Tshelane<\/em><\/p>\n

Here and now: The lasting effects of mindfulness on study-abroad participants<\/strong> (pages 150-154)<\/a>
Ana Fonseca Conboy, & Kevin Clancy<\/em><\/p>\n

I\u2019m not a robot – report on the implementation of AI in early childhood education<\/strong> (pages 155-159)<\/a>
Ulrike Stadler-Altmann, & Susanne Schumacher<\/em><\/p>\n

Challenges in teaching programming<\/strong> (pages 160-163)<\/a>
Marcin Fojcik, Martyna Katarzyna Fojcik, Sven-Olai H\u00f8yland, & Jon \u00d8ivind Hoem<\/em><\/p>\n

Pronunciation evaluation criteria for EFL learners<\/strong> (pages 164-168)<\/a>
Hana Van\u010dov\u00e1<\/em><\/p>\n

Evaluation of pre-pandemic and pandemic education from the perspective of a university institute students<\/strong> (pages 169-173)<\/a>
Karel N\u011bmejc<\/em><\/p>\n

The impact of COVID-19 on communication practices in the engineering workplace: A student-driven survey and an exploration of potential curricular ramifications<\/strong> (pages 174-178)<\/a>
Jeroen Lievens<\/em><\/p>\n

How to become political? Basic concepts for exploring early childhood understanding of politics<\/strong> (pages 179-183)<\/a>
Gudrun Marci-Boehncke, Matthias O. Rath, Thomas Goll, & Michael Steinbrecher<\/em><\/p>\n

Delivering innovative, online TEFL courses to foster professional development and positively impact English learners<\/strong> (pages 184-187)<\/a>
James Badger, & Juman Al Bukhari<\/em><\/p>\n

Mentoring student teachers for self-directed professional learning through the use of e-portfolios during teaching practice<\/strong> (pages 188-192)<\/a>
Ratokelo Willie Thabane<\/em><\/p>\n

How Rory\u2019s story cubes can improve the ability of storytelling in writing and speaking<\/strong> (pages 193-197)<\/a>
Barbara Zsiray, & Ildik\u00f3 Ko\u00f3s<\/em><\/p>\n

Develop critical thinking from freehand drawing to digital processes<\/strong> (pages 198-202)<\/a>
Francesca M. Ugliotti, Sara Giaveno, Davide L. D. Aschieri, & Anna Osello<\/em><\/p>\n

Survival models for predicting student dropout at university across time<\/strong> (pages 203-208)<\/a>
Chiara Masci, Mirko Giovio, & Paola Mussida<\/em><\/p>\n

 <\/p>\n

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

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

Teachers\u2019 opinions regarding the learning skills of Brazilian dyslexic schoolchildren<\/strong> (pages 211-213)<\/a>
Bianca Rodrigues dos Santos, Giseli Donadon Germano, & Simone Aparecida Capellini<\/em><\/p>\n

Teachers\u2019 understanding of critical thinking definition<\/strong> (pages 214-216)<\/a>
J\u00e1n Kalisk\u00fd<\/em><\/p>\n

Developing an anti-oppressive professional voice as a pre-service teacher<\/strong> (pages 217-219)<\/a>
Jacquelyn Baker Sennett<\/em><\/p>\n

Ethical outcomes of ecological values implementation into moral education analyzed by animal respect questionnaire (ANIRE-QUE)<\/strong> (pages 220-222)<\/a>
J\u00e1n Kalisk\u00fd<\/em><\/p>\n

Successfully navigating digital storms in Croatian education system<\/strong> (pages 223-225)<\/a>
Antonela Czwik<\/em><\/p>\n

Teaching and learning centers: A STEM perspective on the impact for an institution of higher education<\/strong> (pages 226-228)<\/a>
Maryam Foroozesh<\/em><\/p>\n

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

Application in the educational context of informative and instructional intervention programs for the reading comprehension of schoolchildren from the 3rd to the 5th of elementary school<\/strong> (pages 229-231)<\/a>
Vera L\u00facia Orlandi Cunha, & Simone Aparecida Capellini<\/em><\/p>\n

Readiness of future primary-school teachers to solve non-standard mathematical problems<\/strong> (pages 232-234)<\/a>
Martina Uhl\u00ed\u0159ov\u00e1, Jitka Laitochov\u00e1, & Eli\u0161ka Ko\u010da\u0159ov\u00e1<\/em><\/p>\n

And then I ask the community – nursing professional identity development in virtual communities of practice<\/strong> (pages 235-237)<\/a>
Linda Hommel<\/em><\/p>\n

Possibilities of development of pupils\u2019 mathematical literacy<\/strong> (pages 238-240)<\/a>
Jitka Laitochov\u00e1, Martina Uhl\u00ed\u0159ov\u00e1, & Eli\u0161ka Ko\u010da\u0159ov\u00e1<\/em><\/p>\n

A call for diversity training for children in Japan<\/strong> (pages 241-243)<\/a>
Michelle Henault Morrone, & Yumi Matsuyama<\/em><\/p>\n

Developing mathematical pre-literacy and robotic toys from the perspective of school practice<\/strong> (pages 244-246)<\/a>
Martina Uhl\u00ed\u0159ov\u00e1, Jitka Laitochov\u00e1, & Dana Adedokun<\/em><\/p>\n

Creative writing in context of universities<\/strong> (pages 247-249)<\/a>
Angelika Weirauch<\/em><\/p>\n

School mathematics and digital literacy<\/strong> (pages 250-252)<\/a>
Jitka Laitochov\u00e1, Martina Uhl\u00ed\u0159ov\u00e1, & Ji\u0159\u00ed Va\u0161ko<\/em><\/p>\n

Slovak university students\u2019 health in the context of trait emotional intelligence<\/strong> (pages 253-255)<\/a>
Lada Kalisk\u00e1<\/em><\/p>\n

Psychological and social risks of digitalization in adolescents<\/strong> (pages 256-258)<\/a>
Bland\u00edna \u0160ramov\u00e1, & Ane\u017eka Hamranov\u00e1<\/em><\/p>\n

Nomophobia and primary school children\u2019s emotional and personal factors<\/strong> (pages 259-261)<\/a>
Lada Kalisk\u00e1<\/em><\/p>\n

Differences in preferred value structure between adolescent boys and girls<\/strong> (pages 262-264)<\/a>
Ane\u017eka Hamranov\u00e1, & Bland\u00edna \u0160ramov\u00e1<\/em><\/p>\n

 <\/p>\n

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

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

Program notes: Educating musicians and audiences in professional music training – the TUT experience<\/strong> (pages 267-271)<\/a>
Hua-Hui Tseng<\/em><\/p>\n

An innovative approach in the evaluation of service quality in a pedagogical training program<\/strong> (pages 272-276)<\/a>
Anastasios Athanasiadis, & Katerina Kasimatis<\/em><\/p>\n

Development of a lesson observation schedule to document pedagogical content knowledge for nature of science<\/strong> (pages 277-281)<\/a>
Tarisai Chanetsa, & Umesh Ramnarain<\/em><\/p>\n

The role of motivation and job satisfaction in the use of modern teaching models<\/strong> (pages 282-286)<\/a>
Anna Alajbeg, Sonja Kova\u010devi\u0107, & Jo\u0161ko Barbir<\/em><\/p>\n

The future and sustainability of meaningful education lies in the ability of seasoned teachers to cultivate novice teachers through strength-based-mentoring<\/strong> (pages 287-291)<\/a>
Shaun Peens<\/em><\/p>\n

Development of a course for e-learning to the teaching of the subject analysis of variance<\/strong> (pages 292-296)<\/a>
Miguel Pineda, Omar Garc\u00eda, Armando Aguilar, & Frida Le\u00f3n<\/em><\/p>\n

Lifelong learning and the safe use of complementary and alternative medicine<\/strong> (pages 297-301)<\/a>
Rute F. Meneses, Anna Rita Giovagnoli, & Maria Cristina Miyazaki<\/em><\/p>\n

Teaching basic quality control tools by analyzing the electricity sector<\/strong> (pages 302-306)<\/a>
Nicolas Dominguez-Vergara<\/em><\/p>\n

A study on the interdependent experience of college students participating in role play-centered cooperative learning<\/strong> (pages 307-310)<\/a>
Kim YoungSoon, & Kim Eun Hui<\/em><\/p>\n

Narrative inquiry on the subjectivity change process of lifelong learners in psychology<\/strong> (pages 311-314)<\/a>
Joseph Kwon<\/em><\/p>\n

Alternative educational activities to enhance youth\u2019s participation in social innovation in higher education: The case study of \u201cactive citizens\u201d program by British council in a Vietnamese university<\/strong> (pages 315-319)<\/a>
Tran Thi Nga<\/em><\/p>\n

English second language learners\u2019 challenges in comprehending physical sciences concepts<\/strong> (pages 320-324)<\/a>
Maletsatsi Shubani, & Lydia Mavuru<\/em><\/p>\n

Use of assessment forms to embed social justice principles through digital platforms in higher education in South Africa<\/strong> (pages 325-329)<\/a>
Pulane Molomo<\/em><\/p>\n

Descriptive judgment in Italian primary school evaluation<\/strong> (pages 330-334)<\/a>
Rosanna Tammaro, Isabella Stasio, Roberta Scarano, & Deborah Gragnaniello<\/em><\/p>\n

Secondary school students\u2019 study ambitions and prerequisites for the study<\/strong> (pages 335-339)<\/a>
Josef Malach, Dana Vicherkov\u00e1, Martin Kol\u00e1\u0159, & Kate\u0159ina Malachov\u00e1<\/em><\/p>\n

Using a learner-based activity approach in developing science teachers\u2019 readiness in inquiry-based learning<\/strong> (pages 340-343)<\/a>
Nomzamo Xaba, & Aviwe Sondlo<\/em><\/p>\n

Influence of parents\u2019 education and profession on self-assessment of secondary school students\u2019 prerequisites for studying<\/strong> (pages 344-348)<\/a>
Dana Vicherkov\u00e1, Josef Malach, & Martin Kol\u00e1\u0159<\/em><\/p>\n

A study on student agency of college students who participated in non-face-to-face classes<\/strong> (pages 349-353)<\/a>
Choi SooAn, & Kim YoungSoon<\/em><\/p>\n

Natural sciences teachers\u2019 perceived cognitive academic language proficiency (CALP) needs<\/strong> (pages 354-358)<\/a>
Oniccah Koketso Pila, & Lydia Mavuru<\/em><\/p>\n

Promoting self-regulated learning in natural sciences teaching through technology integration<\/strong> (pages 359-363)<\/a>
Sam Ramaila<\/em><\/p>\n

The effects of teacher education on technical vocational education and training college lecturers<\/strong> (pages 364-366)<\/a>
Molefi Motsoeneng<\/em><\/p>\n

The use of improvised resources in science classrooms in South African township schools<\/strong> (pages 367-370)<\/a>
Sam Ramaila<\/em><\/p>\n

Reflections by pre-service economic and management sciences teachers on their experiences of remote learning in curriculum practice<\/strong> (pages 371-375)<\/a>
Mochina Mphuthi, & Molaodi Tshelane<\/em><\/p>\n

Harnessing pedagogical affordances of improvised resources in geography teaching and learning in township schools<\/strong> (pages 376-378)<\/a>
Sam Ramaila<\/em><\/p>\n

Assessment of the problems that arose in the distance education during the pandemic for the students at the Greek public vocational training institutes<\/strong> (pages 379-382)<\/a>
Anagnostou Panagiotis, & Nikolina Nikolova<\/em><\/p>\n

Renewing the curriculum to promote epistemic cognition in the knowledge society: Some procedural principles<\/strong> (pages 383-387)<\/a>
Monica Tombolato<\/em><\/p>\n

Transference of teachers\u2019 emotional intelligence to students during adolescence<\/strong> (pages 388-392)<\/a>
Padmashree G S, & Mamatha H K<\/em><\/p>\n

Exploring the role of technological process in civil engineering and construction studies at Technical Vocational Education and Training (TVET)<\/strong> (pages 393-396)<\/a>
Khojane Geoffrey Mokhothu, Charles S Masoabi, & Alfred H Makura<\/em><\/p>\n

The challenge of the initial training of mathematics teachers: Knowledge, practice, and identity<\/strong> (pages 397-401)<\/a>
M\u00aa Isabel Pascual, & Juan Pedro Mart\u00edn<\/em><\/p>\n

The impact of \u201crole play\u201d as a teaching approach in civil technology: A case study<\/strong> (pages 402-404)<\/a>
Khojane Geoffrey Mokhothu<\/em><\/p>\n

Preparing African language student teachers for the workplace in schools: A study in South Africa<\/strong> (pages 405-408)<\/a>
Seabata A. Mohatle<\/em><\/p>\n

The pre-service teachers understanding of fraction and how future instructions can be improved to optimize learning<\/strong> (pages 409-413)<\/a>
Azwidowi Emmanuel Libusha<\/em><\/p>\n

Enhancing Batho-Pele principles in the context of school administration clerks: The quest for public service excellence<\/strong> (pages 414-417)<\/a>
Seabata A. Mohatle, & John R. Phori<\/em><\/p>\n

Cultivation of innovative ability of talents in job training courses from the perspective of education ecosystem<\/strong> (pages 418-421)<\/a>
Xiaojun Guo, Wei Jiang, Huajie Hong, Yifeng Niu<\/em><\/p>\n

Relationship between autonomy support and students\u2019 school well-being: The mediating role of need for competence<\/strong> (pages 422-426)<\/a>
Sara Germani, & Tommaso Palombi<\/em><\/p>\n

Cognitive load and question asking \u2013 the case of prospective mathematics teachers coping with historical texts<\/strong> (pages 427-431)<\/a>
Ilana Lavy, & Atara Shriki<\/em><\/p>\n

An overview of Spanish students’ psychological adjustment during COVID pandemic<\/strong> (pages 432-436)<\/a>
Renata Sarmento-Henrique, Laura Quintanilla, Marta Fern\u00e1ndez S\u00e1nchez, & Marta Gim\u00e9nez-Das\u00ed<\/em><\/p>\n

Qualifying mathematics teachers to design interdisciplinary learning activities of mathematics and music<\/strong> (pages 437-441)<\/a>
Atara Shriki, & Ilana Lavy<\/em><\/p>\n

Research on the formation of translators\u2019 competence in universities from the perspective of knowledge management<\/strong> (pages 442-446)<\/a>
Shiyang Liu<\/em><\/p>\n

Professional development needs of foundation phase teachers in identifying learners with learning barriers at primary schools<\/strong> (pages 447-451)<\/a>
Leetwane Anna Ntlhare, & Kananga Robert Mukuna<\/em><\/p>\n

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

The effects of asynchronous online peer-teacher feedback in a Thai EFL public speaking class<\/strong> (pages 452-456)<\/a>
Thanakorn Weerathai<\/em><\/p>\n

Family involvement in ECE through the FIQ (family involvement questionnaire) in Spain<\/strong> (pages 457-460)<\/a>
Andrea Otero-Mayer, Consuelo V\u00e9laz-de-Medrano, & Eva Exp\u00f3sito-Casas<\/em><\/p>\n

Literacy, language and linguistics: Structuring English teaching programs in rural communities<\/strong> (pages 461-464)<\/a>
Diane Boothe<\/em><\/p>\n

Critical thinking within the informatics textbook of the second class of the Greek lyceum<\/strong> (pages 465-469)<\/a>
Ioannis Oikonomidis, & Chryssa Sofianopoulou<\/em><\/p>\n

What about \u201cthe\u201d scientific method? A survey applied to middle and secondary geoscience teachers<\/strong> (pages 470-474)<\/a>
Clara Vasconcelos, & Tiago Ribeiro<\/em><\/p>\n

Sustainable development goals & violence prevention in hospitals: Contributions from psychology students<\/strong> (pages 475-479)<\/a>
Rute F. Meneses, Ana Sani, & Carla Barros<\/em><\/p>\n

The needs of women-mothers with chronic mental illness in the field of shared childcare \u2013 a health literacy research study<\/strong> (pages 480-483)<\/a>
Petra H\u00e1jkov\u00e1, Lea Kv\u011bto\u0148ov\u00e1, & Vanda H\u00e1jkov\u00e1<\/em><\/p>\n

Higher education students\u2019 knowledge and opinion about geoethics and sustainable development<\/strong> (pages 484-488)<\/a>
Alexandra Cardoso, & Clara Vasconcelos<\/em><\/p>\n

Fostering young agronomists\u2019 competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece<\/strong> (pages 489-493)<\/a>
Ioanna G. Skaltsa, Katerina Kasimatis, & Alex Koutsouris<\/em><\/p>\n

Teaching English with a chilly format: The graphic novel!<\/strong> (pages 494-498)<\/a>
Rosanna Tammaro, Anna D\u2019Alessio, Anna Iannuzzo, & Alessia Notti<\/em><\/p>\n

Bridging language gaps of L2 (second language) teachers by optimizing their self-awareness<\/strong> (pages 499-503)<\/a>
Marie J. Myers<\/em><\/p>\n

Peculiar nutritional habits in Roald Dahl works: A storytelling intervention on promoting preschoolers\u2019 dietary self-regulation<\/strong> (pages 504-508)<\/a>
Christina Kalaitzi<\/em><\/p>\n

Sport and performance psychology in secondary education<\/strong> (pages 509-513)<\/a>
Austin Rickels, & Matthew Montebello<\/em><\/p>\n

Correlation between passive rest and the appearance of fatigue in a group of pupils from Botosani county<\/strong> (pages 514-518)<\/a>
Adriana Albu, Alexandra Ioana Cr\u0103can\u0103, & Florin Dima<\/em><\/p>\n

Effects of involvement load in extensive reading on lexical relations among already known L2 words<\/strong> (pages 519-523)<\/a>
Noriko Aotani, & Shin\u2019ya Takahashi<\/em><\/p>\n

Genius loci: The right concept for elementary education?<\/strong> (pages 524-527)<\/a>
Jan Musil<\/em><\/p>\n

Emotional awareness of elementary students. Analysis of needs and intervention proposals<\/strong> (pages 528-532)<\/a>
Gemma Filella, Felicidad Barreiro, Jon Berastegui, Maria Jos\u00e9 M\u00e9ndez, Mar\u00eda Priego-Ojeda, & Agn\u00e8s Ros-Morente<\/em><\/p>\n

The impact of scientific language on the teaching and learning of grade 7 natural sciences<\/strong> (pages 533-537)<\/a>
Mzwakhe Msipha, & Lydia Mavuru<\/em><\/p>\n

Secondary teachers perspectives on free online programs to promote student engagement<\/strong> (pages 538-542)<\/a>
Samantha F. Junkin<\/em><\/p>\n

Assessing e-portfolio acceptability in an online course<\/strong> (pages 543-547)<\/a>
Nihal Ouherrou, Margarita Auli-Giraldo, & St\u00e9phanie Mailles Viard Metz<\/em><\/p>\n

Pedagogical evaluation phases \u2013 lesson study survey<\/strong> (pages 548-552)<\/a>
Rita S\u00e1pin\u00e9 B\u00e9nyei, & M\u00e1ria Csernoch<\/em><\/p>\n

The influence of online formative assessment in Euclidean geometry on the attitudes of grade 11 learners<\/strong> (pages 553-557)<\/a>
Janine Alexandrea Bouwer, & Nokuthula Nkosi<\/em><\/p>\n

Pre-service teachers\u2019 conceptions of the integration of socioscientific issues in life sciences teaching<\/strong> (pages 558-562)<\/a>
Lydia Mavuru<\/em><\/p>\n

Speaking in a language versus speaking a language in communicative competence attainment<\/strong> (pages 563-566)<\/a>
Motsamai Edward Qhobosheane, & Pule Phindane<\/em><\/p>\n

Philosophical games in primary education: An interdisciplinary approach<\/strong> (pages 567-571)<\/a>
Maria Anagnostou, Anna Lazou, Enea Mele, & Aphrodite Ktena<\/em><\/p>\n

Investigating challenges faced by intermediate phase educators in the teaching of reading in English FAL. A case study of selected primary schools in Nylstroom circuit<\/strong> (pages 572-576)<\/a>
Zodwa Kodi, & Pule Phindane<\/em><\/p>\n

 <\/p>\n

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

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

How to develop digital citizenship education? \u2013 a workshop for foreign language educators<\/strong> (pages 579-582)<\/a>
Ana Raquel Sim\u00f5es, Christiane L\u00fctge, Lavinia Bracci, Fiora Biaggi, Isabelle Thaler, & Mariana Coronha<\/em><\/p>\n\n\n

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

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Teachers and Students New perspectives on the acquisition of language skills (pages 3-6)Gina Aurora Necula Teachers\u2019 mathematical content knowledge and students\u2019 progression in learning of fraction and proportion (pages 7-11)Natalia Karlsson, & Wiggo Kilborn Comparison of burnout levels of educators\/teachers in the pre-pandemic and pandemic periods of COVID-19 (pages […]<\/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\/PdqPrC-1OT","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6999","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/comments?post=6999"}],"version-history":[{"count":70,"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6999\/revisions"}],"predecessor-version":[{"id":12077,"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6999\/revisions\/12077"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/media?parent=6999"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}