{"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":"2023-09-22T10:11:52","modified_gmt":"2023-09-22T10:11:52","slug":"education-and-new-developments-2023-volume-1","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2023\/education-and-new-developments-2023-volume-1\/","title":{"rendered":"Education and New Developments 2023 \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

Arithmetic and algebraic knowledge in student learning of concepts<\/strong> (pages 3-7)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

Teachers as students: Duality as perceived by teachers and aspects of self-efficacy in an online environment<\/strong> (pages 8-12)<\/a>
Michal Nachshon, & Amira Rom<\/em><\/p>\n

The nature of metacognitive language and networking: Development of the theory of metacognitive locale<\/strong> (pages 13-17)<\/a>
Divan Jagals<\/em><\/p>\n

The effect of teacher\u2019s implemented strategies on students\u2019 text comprehension<\/strong> (pages 18-19)<\/a>
Krista Uibu, & Triinu K\u00e4rbla<\/em><\/p>\n

Bullying as driver of low mathematics achievement: South African no-fee-paying schools in a challenged context<\/strong> (pages 20-24)<\/a>
Marien Alet Graham<\/em><\/p>\n

Adopting online learning approaches in professional music training \u2013 The TUT experience<\/strong> (pages 25-28)<\/a>
Hua Hui Tseng<\/em><\/p>\n

Examining the mental health status of Hungarian teachers <\/strong>(pages 29-33)<\/a>
M\u00f3nika Veronika Szigeti<\/em><\/p>\n

Tutored praxis-shock: Teacher candidates\u2019 opinion on the mental effects of school mentoring<\/strong> (pages 34-38)<\/a>
Magdolna Chrapp\u00e1n, & Rita Bencze<\/em><\/p>\n

An analysis of the use of simulation centers in the training of pre-service and novice English teachers in Israel. What makes them work well? <\/strong>(pages 39-43)<\/a>
Nicole Broder<\/em><\/p>\n

Mentoring in teacher training practice: The interpretation of mentors\u2019 role in the triadic relationship<\/strong> (pages 44-48)<\/a>
Rita Bencze, & Magdolna Chrapp\u00e1n<\/em><\/p>\n

Who are you? Profile of early childhood caretakers and educators <\/strong>(pages 49-53)<\/a>
Aviva Dan, & Eitan Simon<\/em><\/p>\n

Student teachers\u2019 perception on the use of Mother Tongue as medium of instruction in foundation phase <\/strong>(pages 54-58)<\/a>
Pule Phindane<\/em><\/p>\n

A meta-analysis: the association between relational parental involvement and student and parent outcome variables<\/strong> (pages 59-61)<\/a>
William Jeynes<\/em><\/p>\n

Bridging the gap: From classroom to clinic<\/strong> (pages 62-65)<\/a>
Dinah Paritzky, Rachel Eichler, & Ravid Rodan-Doron<\/em><\/p>\n

University lecturers\u2019 experiences with technology integration into teacher education post COVID-19 pandemic<\/strong> (pages 66-70)<\/a>
Sithulisiwe Bhebhe, Luzaan Schlebusch, & Gawie Schlebusch<\/em><\/p>\n

Preservice life sciences teachers\u2019 conceptualisation of gender equality in the classrooms<\/strong> (pages 71-75)<\/a>
Lydia Mavuru<\/em><\/p>\n

Moving high stakes assessments to digital platform in South Africa <\/strong>(pages 76-80)<\/a>
Naziema Jappie, & Ashley Niekerk<\/em><\/p>\n

Physical Education students\u2019 intention of using the spectrum of teaching style in their future work <\/strong>(pages 81-85)<\/a>
Mar\u00eda Espada<\/em><\/p>\n

Developing preservice science teachers\u2019 pedagogical content knowledge through reflection on lesson planning<\/strong> (pages 86-90)<\/a>
Lydia Mavuru<\/em><\/p>\n

Exploring the influence of career awareness on the uptake of STEM subjects by rural girl learners<\/strong> (pages 91-95)<\/a>
Magdeline Stephen, Nomfundo Radebe, Ngonidzashe Mushaikwa, & Emmanuel Mushayikwa<\/em><\/p>\n

Capturing unique teaching experiences of first-year secondary mathematics teachers transitioning from virtual to in-person instruction<\/strong> (pages 96-100)<\/a>
Am\u00e9lie Schinck-Mikel, Katie Paulding, & Elsa Medina<\/em><\/p>\n

Learning to teach: An evaluation of the preparation of doctoral students to lead their own teaching<\/strong> (pages 101-105)<\/a>
Karel N\u011bmejc<\/em><\/p>\n

Cooperation between the university and the ombudsperson for children in the education of teacher\u2019s faculty students for the protection of children\u2019s rights<\/strong> (pages 106-110)<\/a>
Ana Babi\u0107, & Helenca Pirnat Dragi\u010devi\u0107<\/em><\/p>\n

Examining student teachers\u2019 opportunities and barriers associated with formative online assessments at a university of technology <\/strong>(pages 111-114)<\/a>
Paseka Patric Mollo<\/em><\/p>\n

\u201cThe Visual Code\u201d: Educating in an age of visual culture<\/strong> (pages 115-119)<\/a>
Noam Topelberg, & Jonathan Ventura<\/em><\/p>\n

Lessons learned from teaching during the COVID-19 pandemic: Operationalizing the what if\u2019s <\/strong>(pages 120-124)<\/a>
Kathy R. Fox, Tracy Y. Hargrove, & Kathleen Roney<\/em><\/p>\n

Towards future education: How do teachers and students perceive blended education?<\/strong> (pages 125-129)<\/a>
Seyyed Kazem Banihashem, Perry den Brok, Omid Noroozi, & Harm Biemans<\/em><\/p>\n

Pedagogical model for social transformation with a common good perspective<\/strong> (pages 130-133)<\/a>
Mariano S\u00e1nchez Cuevas<\/em><\/p>\n

Challenges \u2013 Towards continuous peer assessment in undergraduate programming classes <\/strong>(pages 134-138)<\/a>
Manfred Meyer<\/em><\/p>\n

Synergy between the lesson plan and lesson presentation: Practice what you plan!<\/strong> (pages 139-143)<\/a>
Mokete Letuka, & Paseka Mollo<\/em><\/p>\n

Assessment from within \u2013 Understanding the knock-on effect of teachers\u2019 practices on classroom speaking assessments<\/strong> (pages 144-148)<\/a>
R\u00faben Constantino Correia<\/em><\/p>\n

The effects of the middle layer on Chinese college teachers\u2019 competence model: <\/strong>A meta-analysis <\/strong>(pages 149-152)<\/a>
Lei You, Pei-Hua Tsai, & Lung-Hsing Kuo<\/em><\/p>\n

What influence did a design thinking, creative problem-solving workshop have on beginner student teachers?<\/strong> (pages 153-157)<\/a>
Karen McGivern<\/em><\/p>\n

TLM (Three Layers Methodology) model facing multidisciplinary education <\/strong>(pages 158-162)<\/a>
Limor Sahar-Inbar, & Nava Shaked<\/em><\/p>\n

Quality of online biodiversity summative assessments administered to student teachers at a South African university<\/strong> (pages 163-167)<\/a>
Kholofelo Makgopa, & Monde Kazeni<\/em><\/p>\n

Exploring the integration level of Information and Communication Technology (ICT) by Setswana student teachers at a university of technology in South Africa<\/strong> (pages 168-171)<\/a>
Bridget Kesaobaka Mangwegape, & Paseka Patric Mollo<\/em><\/p>\n

The decision tree analysis model on a remote popular science learning system for <\/strong>in-services education of teachers<\/strong> (pages 172-176)<\/a>
Lung-Hsing Kuo, Pei-Hua Tsai, Tzuchau Yeh, Chenyu Chiang, & Kuo-Ming Tu<\/em><\/p>\n

Innovative work-based learning and employability skills training for learners with special needs<\/strong> (pages 177-180)<\/a>
Dalun Zhang<\/em><\/p>\n

Development of a new metacognitive self-regulated model of competency<\/strong> (pages 181-185)<\/a>
Margarita Auli Giraldo, & Jean-Fran\u00e7ois Herold<\/em><\/p>\n

Stimulation of practices with emergent literacy with students in the initial years of literacy<\/strong> (pages 186-190)<\/a>
Caroline Fernandes Brasil, Luana Baron Scollo, & Simone Aparecida Capellini<\/em><\/p>\n

Teacher training on fundamental programming for mathematics and <\/strong>technology \u2013 What are the course takeaways?<\/strong> (pages 191-195)<\/a>
Peter Mozelius<\/em><\/p>\n

Pre-service teachers\u2019 knowledge of mathematics: A framework for sustainable development of student knowledge<\/strong> (pages 196-200)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

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

Rethinking learning potentials: The benefits of learning across the life span<\/strong> (pages 201-205)<\/a>
Denise Calhoun, & Reyna Garc\u00eda Ramos<\/em><\/p>\n

Recomposition and photomontage as a stimulus for the development of creativity in teaching Visual Arts<\/strong> (pages 206-210)<\/a>
Marija Braj\u010di\u0107, & Dubravka Ku\u0161\u010devi\u0107<\/em><\/p>\n

How to be political? Exploring early childhood understanding of politics ecologically and philosophically<\/strong> (pages 211-215)<\/a>
Gudrun Marci-Boehncke, Matthias Rath, & Madeleine Rusch<\/em><\/p>\n

Doubt in religious fundamentalism: Education between authority and rational autonomy <\/strong>(pages 216-220)<\/a>
Rahel Kellich<\/em><\/p>\n

Early identification of academic failure on higher education: Predicting students\u2019 performance using AI <\/strong>(pages 221-225)<\/a>
Fidel Cacheda, Manuel F. L\u00f3pez-Vizca\u00edno, Diego Fern\u00e1ndez, & V\u00edctor Carneiro<\/em><\/p>\n

Exploring early childhood understanding of politics and the impact of (digital) media education <\/strong>(pages 226-230)<\/a>
Raphaela Tkotzyk, Johanna Lategahn, & Gudrun Marci-Boehncke<\/em><\/p>\n

Demographic characteristics of teachers\u2019 perceptions towards the use of technology in early childhood education<\/strong> (pages 231-235)<\/a>
Baliqis Oladele Adeyinka, Adebunmi Yetunde Aina, & Ayodele Abosede Ogegbo<\/em><\/p>\n

A multidisciplinary training program for Smart Cities technicians and engineers<\/strong> (pages 236-240)<\/a>
Vasileios Gkamas, & Maria Rigou<\/em><\/p>\n

Arts education in combined primary classes in the Republic of Croatia<\/strong> (pages 241-245)<\/a>
Jelena Bla\u0161kovi\u0107 Glalekovi\u0107, Svetlana Novakovi\u0107, & Zlata Tomljenovi\u0107<\/em><\/p>\n

Designing with multiple tools – Supporting young children agency in early childhood education<\/strong> (pages 246-250)<\/a>
Calkin Suero Montero, Kaisa Pihlainen, Niina Lepp\u00e4nen, Sanna Ikonen, & Eija K\u00e4rn\u00e4<\/em><\/p>\n

Using an interactive web-based tool to connect families, practitioners, and policy makers<\/strong> (pages 251-252)<\/a>
Dawn Thomas, Keith Hollenkamp, & Catherine Corr<\/em><\/p>\n

Standard of final year student teachers\u2019 main summative assessment papers at a university of technology <\/strong>(pages 253-257)<\/a>
Mokete Letuka<\/em><\/p>\n

Meaningful teacher child dialogue – Responding to emotional needs of children in crisis situations <\/strong>(pages 258-261)<\/a>
Teresa Lewin, Samar Aldinah, & Barbara Shapir<\/em><\/p>\n

Online discussion forum tasks in ESP courses: Space for development of intralinguistic mediation skills<\/strong> (pages 262-266)<\/a>
Pavel Brebera, & Zuzana Bezdickova<\/em><\/p>\n

Can the analysis of the play The Streetcar Named Desire by Tennessee Williams through the social model of disability, encourage the development of critical thinking?<\/strong> (pages 267-270)<\/a>
Izabela Potnar Miji\u0107<\/em><\/p>\n

Research on foreign languages teaching in Mexico: A decade of work<\/strong> (pages 271-274)<\/a>
Jos\u00e9 Luis Ram\u00edrez-Romero, & Fabiola G\u00f3mez-Baldenegro<\/em><\/p>\n

Non-judgemental attention with intention: Mindfulness in the curriculum at home and abroad <\/strong>(pages 275-279)<\/a>
Ana Fonseca Conboy, & Kevin Clancy<\/em><\/p>\n

Analysis of theoretical and methodological aspects in research works with scientific dissemination<\/strong> (pages 280-284)<\/a>
Let\u00edcia Kurihara, & Gildo Girotto Junior<\/em><\/p>\n

A study regarding learning and innovation skills (4Cs) in a Portuguese higher education institution <\/strong>(pages 285-289)<\/a>
Isabel Ribau<\/em><\/p>\n

Gauging anxiety and resilience in the mathematics classroom: Voices of grade 7 teachers and learners from South Africa<\/strong> (pages 290-294)<\/a>
Jo Badenhorst, & Dimakatso Rammile<\/em><\/p>\n

Coding for children \u2013 A way to fulfill the aims of the OECD Learning Compass 2030?<\/strong> (pages 295-299)<\/a>
Olaf Herden<\/em><\/p>\n

Monitoring oral reading fluency in Elementary School I <\/strong>(pages 300-304)<\/a>
Ma\u00edra Anelli Martins, Noemi Del Bianco, Il\u00e0ria D\u2019Angelo, Catia Giaconi, & Simone Aparecida Capellini<\/em><\/p>\n

Maximizing the efficiency of presence-distance education microcomputers systems<\/strong> (pages 305-309)<\/a>
Robert Pl\u0161i\u010d\u00edk, Peter Kl\u010do, & Michal Pra\u017eenica<\/em><\/p>\n

Practicing social-emotional and cognitive teaching strategies and STEAM activities in early childhood education<\/strong> (pages 310-314)<\/a>
Ona Monkevi\u010dien\u0117, Birut\u0117 Vityt\u0117, & Birut\u0117 Autukevi\u010dien\u0117<\/em><\/p>\n

Playworlds: Imaginative adult-child joint play in early learning classrooms<\/strong> (pages 315-319)<\/a>
Anna Pauliina Rainio<\/em><\/p>\n

Use of technology in supporting ECD centres\u2019 pedagogy and management functions to provide quality education<\/strong> (pages 320-324)<\/a>
Adebunmi Yetunde Aina<\/em><\/p>\n

Inspiration for preschool teachers: Content analysis of Czech Facebook group<\/strong> (pages 325-329)<\/a>
Marie D\u011bdi\u010dov\u00e1<\/em><\/p>\n

Virtual reality in pre-service teacher education: Challenges of realization in music education<\/strong> (pages 330-334)<\/a>
Ari Poutiainen, & Heidi Krzywacki<\/em><\/p>\n

Education model for future <\/strong>(pages 335-339)<\/a>
Marcin Fojcik, & Martyna K. Fojcik<\/em><\/p>\n

Trends in learning group performance in problem-solving simulations<\/strong> (pages 340-344)<\/a>
Alexander Pojarliev<\/em><\/p>\n

Developing young children\u2019s text processing skills by using detective board games <\/strong>and RWCT techniques<\/strong> (pages 345-349)<\/a>
Barbara Zsiray<\/em><\/p>\n

Immersive Virtual Reality and Artificial Intelligence for enhancing student preparedness for clinical exams <\/strong>(pages 350-354)<\/a>
Brendan Concannon, & Shaniff Esmail<\/em><\/p>\n

Students\u2019 behavior on a \u201cmathematical literacy\u201d problem <\/strong>(pages 355-359)<\/a>
Eleni Nolka, & Chryssa Sofianopoulou<\/em><\/p>\n

Personality-sensitive pedagogies: A mixed methods analysis of small group interactions among 9-10 year olds<\/strong> (pages 360-364)<\/a>
Marcus Witt, & Ben Knight<\/em><\/p>\n

Sentence comprehension in children with developmental language disorders <\/strong>(pages 365-369)<\/a>
Barbora \u010cervenkov\u00e1, & Gabriela Soln\u00e1<\/em><\/p>\n

Co-creating an organization-wide pedagogical program in higher education<\/strong> (pages 370-374)<\/a>
Katri Ojasalo, & Pauliina Nurkka<\/em><\/p>\n

Developing an effective mobile app for improving English speaking skills<\/strong> (pages 375-379)<\/a>
Eun-Ok Baek, Qi Eyda Guo, Tong Feng, & Lu Jia<\/em><\/p>\n

Adapting architectural design education for the AI era: Preliminary findings and future directions<\/strong> (pages 380-384)<\/a>
Chih-Wen Lan<\/em><\/p>\n

Hacking the children\u2019s museum: Illuminating middle years social studies curriculum in permanent exhibitions<\/strong> (pages 385-389)<\/a>
Rafael Iwamoto Tosi, & Bruno de Oliveira Jayme<\/em><\/p>\n

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

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

Industry \u2013 University cooperation \u2013 A prerequisite for developing competencies 4.0<\/strong> (pages 393-395)<\/a>
Valentina Haralanova, G\u00f6ran Fafner, & Samir Khoshaba<\/em><\/p>\n

The preferences of students and their view on the education of economic and management subjects at a technically oriented university<\/strong> (pages 396-398)<\/a>
Ivan Katrencik, & Monika Zatrochova<\/em><\/p>\n

The schoolification of computer gaming \u2013 Identifying the role of esport in school syllabi<\/strong> (pages 399-401)<\/a>
Bj\u00f6rn Sj\u00f6d\u00e9n, & Kalle Jonasson<\/em><\/p>\n

Teachers\u2019 stress as a moderator of the impact of POMPedaSens on preschool children\u2019s social-emotional learning <\/strong>(pages 402-404)<\/a>
Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, & Nina Sajaniemi<\/em><\/p>\n

The development of formal thinking<\/strong> (pages 405-407)<\/a>
Ghada Wattad, & David Chen<\/em><\/p>\n

Embedding trauma-informed care practices into special education personnel preparation programs <\/strong>(pages 408-409)<\/a>
Catherine Corr<\/em><\/p>\n

Revolutionizing MSI to R1 graduate pathways through distributed teaching <\/strong>(pages 410-412)<\/a>
Dwayne C. Joseph<\/em><\/p>\n

Exploration of the teaching method of the course \u201cCircuit Analysis and Analog Circuits\u201d <\/strong>(pages 413-415)<\/a>
Hua Fan, Tianchi Yang, Jianming Liu, Zonglin Li, Xinkai Guo, & Yan Sun<\/em><\/p>\n

Measuring self-regulated learning in students with\/without care-responsibilities to push gender equity<\/strong> (pages 416-418)<\/a>
Luzi M. Beyer, & Annina B\u00f6hm-Fischer<\/em><\/p>\n

Generational intelligence as an integral aspect of pre-service teachers\u2019 interpersonal communication competence <\/strong>(pages 419-421)<\/a>
Tai-Fen Chen, Daniel Chia-En Teng, & Ho-Yuan Chen<\/em><\/p>\n

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

Entrepreneurship competencies in high school students: Effects of age and gender <\/strong>(pages 422-424)<\/a>
Eric Yergeau, & Marcelle Gingras<\/em><\/p>\n

Design of power electronic system with variable topology of the main circuit for educational support of laboratory exercises of power semiconductor converters <\/strong>(pages 425-427)<\/a>
Michal Frivaldsky<\/em><\/p>\n

Educational technology in problem-based learning<\/strong> (pages 428-430)<\/a>
Petra Peji\u0107 Papak, Jasminka Mezak, & Lidija Vuji\u010di\u0107<\/em><\/p>\n

The relation between parents\u2019 characteristics\/practices and children\u2019s early literacy skills during the COVID-19 pandemics <\/strong>(pages 431-433)<\/a>
Jerusa Fumagalli de Salles, Gabriella Koltermann, & \u00c9rica Prates Kr\u00e1s Borges<\/em><\/p>\n

Analysis, modeling and control of power electronic systems and their simulation as an educational support <\/strong>(pages 434-436)<\/a>
Juraj \u0160imko, Michal Pra\u017eenica, & Roman Ko\u0148arik<\/em><\/p>\n

Motivation of second- and sixth-grade students regarding individual and collaborative writing <\/strong>(pages 437-439)<\/a>
Joane Deneault, Jessy Marin, & Natalie Lavoie<\/em><\/p>\n

Contribution of information design for the autonomy of the population in a health context <\/strong>(pages 440-442)<\/a>
M\u00f3nica Santos, & Suzana Dias<\/em><\/p>\n

Hieroglyph and the foundation of children’s teaching – Cosmic language <\/strong><\/a>
— Cosmic language = World general type universal language, hieroglyph encoding language for spell characters<\/strong><\/a> (pages 443-445)
Ma Wen Bin, Ma Jin Sheng, Ma Ran, & Dong Yu Ping<\/em><\/p>\n

Implementing collaborative and differentiated instruction in middle school <\/strong>(pages 446-448)<\/a>
France Dub\u00e9, Maryse Gareau, & Sophie Lanoix<\/em><\/p>\n

Courses in academic teaching – An example from Slovakia <\/strong>(pages 449-451)<\/a>
T\u00edmea \u0160eben Za\u0165kov\u00e1<\/em><\/p>\n

Innovative teaching of philosophy through drama: Socrates<\/strong> (pages 452-454)<\/a>
Anna Lazou, & Giannis Spyridis<\/em><\/p>\n

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

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

The effect of integrating GA\u2019s into the curriculum on the design of a new 3-year mechanical engineering degree at DUT<\/strong> (pages 457-461)<\/a>
Mark Walker, Bruce Graham, & Shoreek Sheoratan<\/em><\/p>\n

Music teaching and learning community service program \u2013 Teaching music to elders<\/strong> (pages 462-466)<\/a>
Pui Kei Lau<\/em><\/p>\n

Pre-service science teachers\u2019 emotional profile designing IBSE activities: The gender perspective <\/strong>(pages 467-471)<\/a>
Cristina Garc\u00eda-Ruiz, Jorge Luque-Jim\u00e9nez, Teresa Lupi\u00f3n-Cobos, & \u00c1ngel Blanco-L\u00f3pez<\/em><\/p>\n

Significance and attitude of teaching applied mechanics calculations in civil technology: Students analogy<\/strong> (pages 472-474)<\/a>
Khojane Geoffrey Mokhothu<\/em><\/p>\n

Assessment of the sub-competences of entrepreneurial competence in the basic school<\/strong> (pages 475-479)<\/a>
K\u00fclli Hiiem\u00e4e-Metsar, Krista Uibu, & Mervi Raudsaar<\/em><\/p>\n

Considering teachers\u2019 identity, well-being, and professional development in Croatian cultural context<\/strong> (pages 480-484)<\/a>
Sanja Tatalovi\u0107 Vorkapi\u0107, Dunja An\u0111i\u0107, Renata \u010cepi\u0107, Sanja Sko\u010di\u0107 Mihi\u0107, & Aleksandra Smoli\u0107 Bateli\u0107<\/em><\/p>\n

The amphibious life of South African schools departmental heads: A straddle between leading and teaching<\/strong> (pages 485-488)<\/a>
Tshepo T. Tapala<\/em><\/p>\n

Primary school teachers\u2019 perceptions of their self-directed learning skills and use of practices that promote self-regulated learning<\/strong> (pages 489-493)<\/a>
Bernadette Geduld, & Lindie Ehlers<\/em><\/p>\n

Mixed reality in secondary education<\/strong> (pages 494-498)<\/a>
Ver\u00f3nica Mar\u00edn, Ignacio Gonz\u00e1lez, Belen Quintero, & Elo\u00edsa Reche<\/em><\/p>\n

Response to Intervention (RTI) program for the development of executive functions in first-year elementary school<\/strong> (pages 499-503)<\/a>
Graziele Kerges-Alcantara, & Simone Aparecida Capellini<\/em><\/p>\n

An evaluation of flipped classroom pedagogy in natural sciences learning using mobile virtual reality<\/strong> (pages 504-508)<\/a>
Mafor Penn<\/em><\/p>\n

Assumptions about learning that underpin teachers\u2019 feedback practices<\/strong> (pages 509-513)<\/a>
Ver\u00f3nica Y\u00e1\u00f1ez-Monje<\/em><\/p>\n

Performing small project assessment in civil technology through heutagogy approach teaching and learning process<\/strong> (pages 514-517)<\/a>
Khojane Geoffrey Mokhothu<\/em><\/p>\n

A strength-based mentorship programme for novice teachers illuminated by acquired strengths<\/strong> (pages 518-522)<\/a>
Shaun Peens<\/em><\/p>\n

Multilingual learners\u2019 perceptions of the role of English and scientific language on natural sciences learning<\/strong> (pages 523-527)<\/a>
Nishana Wilson, & Lydia Mavuru<\/em><\/p>\n

Factors influencing the comprehension of non-literary texts by Czech pupils of secondary technical schools<\/strong> (pages 528-532)<\/a>
Dana Vicherkov\u00e1, & Nela Nov\u00e1kov\u00e1<\/em><\/p>\n

Investigating the implementation and administering of assessment policy at Technical Vocational Education and Training (TVET) college in the Free State <\/strong>(pages 533-537)<\/a>
Paseka Ndleleni, Paseka Mollo, & Khojane Mokhothu<\/em><\/p>\n

The ugly side of teaching practice: Teachers\u2019 perceptions of student teachers\u2019 immoral and unprofessional behaviour during teaching practice <\/strong>(pages 538-542)<\/a>
Jaysveree M. Louw<\/em><\/p>\n

Emotions linked to certainty-based self-assessment: A multidiscipline experience<\/strong> (pages 543-547)<\/a>
Ana Remesal, Mar\u00eda Jos\u00e9 Corral, Iria SanMiguel, Patricio Garc\u00eda-Minguez, Tomas Macsotay, & Ernesto Su\u00e1rez<\/em><\/p>\n

What we talk about when we talk about innovation and vocational education? A scientometric analysis of the research framework <\/strong>(pages 548-552)<\/a>
Felipe Guevara-Pezoa<\/em><\/p>\n

Song-leading: An overview on contrasting didactics<\/strong> (pages 553-557)<\/a>
Gabriella Cavasino<\/em><\/p>\n

Abeplana: As how TI teach with videogames in kindergarten class <\/strong>(pages 558-562)<\/a>
Ver\u00f3nica Mar\u00edn, Bego\u00f1a E. Sampedro, Ana B. L\u00f3pez, & Esther Vega<\/em><\/p>\n

Covid-19: rethinking the skills required of 21st Century educators <\/strong>(pages 563-567)<\/a>
Jan Pawlowski, Dimitra Pappa, Kati Clements, & Sofoklis Sotiriou<\/em><\/p>\n

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

Representations of consumption at the Chocolate Factory. A creative writing teaching proposal on positive consumerism<\/strong> (pages 568-572)<\/a>
Christina Kalaitzi<\/em><\/p>\n

Digital creativity abilities for designing sustainable and fair futures. Reflecting on the results from the DM Learning Lab Madeira<\/strong> (pages 573-577)<\/a>
Valentina Vezzani<\/em><\/p>\n

Life sciences teachers\u2019 planning of lessons for formative assessment in inquiry-based teaching <\/strong>(pages 578-582)<\/a>
Thandiwe Dlamini, & Umesh Ramnarain<\/em><\/p>\n

A proposal for teaching and learning in primary school post-COVID-19<\/strong> (pages 583-587)<\/a>
Carlos Alberto Ferreira, & Ana Maria Bastos<\/em><\/p>\n

Game for didactic innovation. Classcraft in Italian secondary school <\/strong>(pages 588-592)<\/a>
Andrea Brambilla, Francesca Antonacci, & Stephen E. Moore<\/em><\/p>\n

Between expectations and generative uncertainties: An action study in higher secondary school<\/strong> (pages 593-597)<\/a>
Aet Raudsep<\/em><\/p>\n

Transitional objects in early childhood: What parents’ think about their importance?<\/strong> (pages 598-602)<\/a>
Sanja Tatalovi\u0107 Vorkapi\u0107<\/em><\/p>\n

Development of critical thinking – Wishful thinking or reality in elementary schools<\/strong> (pages 603-607)<\/a>
Dana Hanesov\u00e1, & Katar\u00edna Van\u010d\u00edkov\u00e1<\/em><\/p>\n

English in Algerian primary schools: Prospects and realities <\/strong>(pages 608-612)<\/a>
Radia Guerza, & Mohammed-Salah Nedja\u00ef<\/em><\/p>\n

Language challenges grade 11 learners encounter in life sciences instructional materials and assessments<\/strong> (pages 613-617)<\/a>
Godfrey Zwane, & Lydia Mavuru<\/em><\/p>\n

The power of higher education curriculum in shaping character and perception: A social change dimension <\/strong>(pages 618-622)<\/a>
Pulane Adelaide Molomo<\/em><\/p>\n

Uncovering a presumptive learning progression on electricity and magnetism: A case study of meaningful science teaching and learning in South African high schools <\/strong>(pages 623-627)<\/a>
Sakyiwaa Boateng<\/em><\/p>\n

Reviewing the literature on the interplay of creativity and critical thinking in education <\/strong>(pages 628-632)<\/a>
Maria Gkouzioni, Eirini Kleidara, Zafiria-Sabrina Shehu, Panagiota Koulouri, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

\u201cThat\u2019s just something I was playing with.\u201d Math talk and avoidance in an art museum<\/strong> (pages 633-637)<\/a>
Nuria Jaumot-Pascual<\/em><\/p>\n

Written reflection as a \u201cmovement\u201d in a quality service-learning process <\/strong>(pages 638-641)<\/a>
Federica Martino<\/em><\/p>\n

Dramatic play as a developmental means of preschool children’s motor creativity<\/strong> (pages 642-646)<\/a>
Aspasia Panagiotaki, Kalliopi Trouli, & Michalis Linardakis<\/em><\/p>\n

Implementation of Matlab guide templates for chemical engineering students to solve complex material and energy balances<\/strong> (pages 647-651)<\/a>
Ivan Dominguez-Candela, Salvador Cayetano Cardona, Maria Fernanda L\u00f3pez-P\u00e9rez, Jaime Lora, & Vicent Fombuena<\/em><\/p>\n

Measuring inquiry abilities of young learners using a performance-based assessment <\/strong>(pages 652-656)<\/a>
Cinthya Kayser, Mafor Penn, Umesh Ramnarain, & Hsin Kai Wu<\/em><\/p>\n

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

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

Teaching and serving students of hidden and apparent diversity: Third Culture Kids and Cross Culture Kids<\/strong> (pages 659-661)<\/a>
Patricia A. Stokke<\/em><\/p>\n

GeoQuest TROPOMAG digital adventure path: When science is a game<\/strong> (pages 662-664)<\/a>
Giovanna Lucia Piangiamore, Sabina Maraffi, Francesco Maria Sacerdoti, & TROPOMAG WP3 Team<\/em><\/p>\n

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

The application of critical thinking in literature education <\/strong>(pages 665-667)<\/a>
Gepco de Jong<\/em><\/p>\n

Critical Reflexivity as a tool for addressing inequities in education and beyond<\/strong> (pages 668-670)<\/a>
Eden Rivera, Langan Courtney, & Heidi Bloom<\/em><\/p>\n\n\n

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

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Teachers and Students Arithmetic and algebraic knowledge in student learning of concepts (pages 3-7)Natalia Karlsson, & Wiggo Kilborn Teachers as students: Duality as perceived by teachers and aspects of self-efficacy in an online environment (pages 8-12)Michal Nachshon, & Amira Rom The nature of metacognitive language and networking: Development of […]<\/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\/Pf9bmU-1OT","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6999","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/comments?post=6999"}],"version-history":[{"count":89,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6999\/revisions"}],"predecessor-version":[{"id":22040,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6999\/revisions\/22040"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/media?parent=6999"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}