Education Applications & Developments VIII

Authors

Mafalda Carmo
DOI: https://doi.org/10.36315/2023eadVIII

Synopsis

inScience Press is delighted to publish this book entitled Education Applications & Developments VIII as part of the Advances in Education and Educational Trends books series. These series comprise the work of authors and editors to address global research in the Education area.

In this eighth volume, a dedicated set of authors explore the Education field, contributing to the frontlines of knowledge. Success depends on the participation of those who wish to find creative solutions and believe their potential to change the world, altogether to increase public engagement and cooperation from communities. Part of our mission is to serve society with these initiatives and promote knowledge, therefore it requires the reinforcement of research efforts, education and science and cooperation between the most diverse studies and backgrounds.

The contents of this 8th edition bring us to the most broadening issues in contemporary research on Education. This book explores four major areas within the broad spectrum of Education, corresponding to four sections: “Teachers and Students”, “Projects and Trends”, “Teachers and Learning”, and “Organizational Issues”. Each section comprises chapters that have emerged from extended and peer reviewed selected papers, originally published last year in the proceedings of the International Conference on Education and New Developments (END) conference series (http://end-educationconference.org/). This meeting occurs annually always with successful outcomes. Original papers have been selected and the authors were invited to extend and to submit them to a new evaluation’s process. Afterwards the authors of the accepted chapters were requested to make the necessary corrections and improve the final submitted chapters. This process has resulted in the final publication of 44 high quality chapters organized into 4 sections. The following sections and chapters’ abstracts provide some information on this book’s contents. 

Chapters

  • Chapter 1 - Reframing teacher education to the realities in some South African societies (Pages 3-12)
    Newlin Marongwe, & Grasia Chisango
    DOI: https://doi.org/10.36315/2023eadVIII01
  • Chapter 2 - The impact of teachers’ subject matter knowledge on students’ learning of rational numbers and proportion (Pages 13-24)
    Natalia Karlsson, & Wiggo Kilborn
    DOI: https://doi.org/10.36315/2023eadVIII02
  • Chapter 3 - Reflecting on a PALAR co-teaching journey in teacher education (Pages 25-36)
    Brigitte Lenong
    DOI: https://doi.org/10.36315/2023eadVIII03
  • Chapter 4 - Time allotted for nighttime sleep and the presence of fatigue in pupils from three high schools in Botoșani county (Pages 37-50)
    Adriana Albu, Alexandra Ioana Crăcană, Elena-Cristina Gavriluță, & Florin Dima
    DOI: https://doi.org/10.36315/2023eadVIII04
  • Chapter 5 - Towards a generalization: what students learn about multiplication (Pages 51-62)
    Natalia Karlsson, & Wiggo Kilborn
    DOI: https://doi.org/10.36315/2023eadVIII05
  • Chapter 6 - Online technologies in teaching and learning. Lessons learnt while teaching during COVID-19 pandemic in Romania: towards a “dual” education system (Pages 63-80)
    Alina Florentina Grigorescu (Pîrvu), & Cezar Scarlat
    DOI: https://doi.org/10.36315/2023eadVIII06
  • Chapter 7 - Digital capital and safety in socialization process. An Italian case study (Pages 81-94)
    Ida Cortoni
    DOI: https://doi.org/10.36315/2023eadVIII07
  • Chapter 8 - Promoting epistemic virtues across the curriculum to educate 21st century citizens (Pages 95-107)
    Monica Tombolato
    DOI: https://doi.org/10.36315/2023eadVIII08
  • Chapter 9 - Written feedback messages: challenges and possibilities to support students’ learning (Pages 108-120)
    Verónica Yáñez-Monje, Mariana Aillon-Neumann, & Cecilia Maldonado-Elevancini
    DOI: https://doi.org/10.36315/2023eadVIII09
  • Chapter 10 - Collaborative learning environments - Learning with Tiny Articles as a participatory learning network (Pages 121-128)
    André Seyfarth, Miriam Hilgner, & Bärbel Kühner-Stier
    DOI: https://doi.org/10.36315/2023eadVIII10
  • Chapter 11 - Developing universal design for learning within higher and further education: the benefits of educator peer triads (Pages 129-143)
    Shaun Ferns, Irene McGinn, Nigel Vahey, Helen Williams, & Nicola Duffy
    DOI: https://doi.org/10.36315/2023eadVIII11
  • Chapter 12 - The student's academic aspirations, predispositions and educational support (Pages 144-157)
    Josef Malach, Dana Vicherková, Martin Kolář, & Kateřina Malachová
    DOI: https://doi.org/10.36315/2023eadVIII12
  • Chapter 13 - Opinion survey of teachers of dyslexic schoolchildren regarding learning skills (Pages 158-166)
    Bianca Rodrigues dos Santos, Giseli Donadon Germano, & Simone Aparecida Capellini
    DOI: https://doi.org/10.36315/2023eadVIII13
  • Chapter 14 - The application of knowledge management in the teaching of translation in universities (Pages 167-174)
    Shiyang Liu, & Liu Liu
    DOI: https://doi.org/10.36315/2023eadVIII14
  • Chapter 15 - Schoolchildren´s performance on cognitive-linguistic skills during the context of a pandemic (Pages 175-181)
    Caroline Fernandes Brasil, Mariana Taborda Stolf, & Simone Aparecida Capellini
    DOI: https://doi.org/10.36315/2023eadVIII15
  • Chapter 16 - Designing a curriculum for supporting the transition to adult life of young adults with intellectual disabilities (Pages 182-194)
    Ivan Traina
    DOI: https://doi.org/10.36315/2023eadVIII16
  • Chapter 17 - The relationship between parents' education and students' self-assessment of their own study prerequisites and aspirations (Pages 195-207)
    Dana Vicherková, Josef Malach, & Martin Kolář
    DOI: https://doi.org/10.36315/2023eadVIII17
  • Chapter 18 - Active foreign language learning practices in higher education: the perspective of actors (Pages 208-217)
    Véronique Delplancq, Ana Maria Costa Lopes, José Pereira, & Susana Fidalgo
    DOI: https://doi.org/10.36315/2023eadVIII18
  • Chapter 19 - Exploring assessment types, instruments and methods of assessing knowledge, skills and values in higher education (Pages 218-227)
    Eric M. Chweu, Sibongile Simelane-Mnisi, & Andile Mji
    DOI: https://doi.org/10.36315/2023eadVIII19
  • Chapter 20 - Class singing by pre-service generalists: individual leading and co-teaching (Pages 228-244)
    Annamaria Savona
    DOI: https://doi.org/10.36315/2023eadVIII20
  • Chapter 21 - The perfect match for education for sustainable development: human needs versus sustainable altruism? (Pages 245-257)
    Erika Quendler, Matthew James Lamb, & Noureddin Driouech
    DOI: https://doi.org/10.36315/2023eadVIII21
  • Chapter 22 - Reflections shaped by the COVID-19 pandemic for medical education in China, and globally (Pages 258-275)
    Liying Wei, & Pamela Brett-MacLean
    DOI: https://doi.org/10.36315/2023eadVIII22
  • Chapter 23 - Identifying the Ph.D. students’ needs for career enhancement skills (Pages 276-288)
    Alexandra Kosvyra, Dimitrios Filos, Tara Cusack, & Ioanna Chouvarda
    DOI: https://doi.org/10.36315/2023eadVIII23
  • Chapter 24 - School social work intervention with students at socio-educational risk: practices to promote equity in times of COVID 19 (Pages 289-303)
    Sidalina Almeida
    DOI: https://doi.org/10.36315/2023eadVIII24
  • Chapter 25 - Uses of artificial intelligence in intelligent tutoring system (Pages 304-312)
    Clément Aubeuf
    DOI: https://doi.org/10.36315/2023eadVIII25
  • Chapter 26 - What PhD students want from career-related modules: the CHAMELEONS project - An evaluation of three interdisciplinary, inter-sectoral and international modules (Pages 313-321)
    Tara Cusack, Jack Quinn, Ioanna Chouvarda, & Nicola Mountford
    DOI: https://doi.org/10.36315/2023eadVIII26
  • Chapter 27 - The e-readiness of student teachers for 21st century teaching: some reflections from a university of technology in South Africa (Pages 322-336)
    Paseka Patric Mollo
    DOI: https://doi.org/10.36315/2023eadVIII27
  • Chapter 28 - Employer, industry and policymaker views on doctorate education (Pages 337-349)
    Niamh Leniston, Joseph Coughlan, Tara Cusack, & Nicola Mountford
    DOI: https://doi.org/10.36315/2023eadVIII28
  • Chapter 29 - Relationship between oral reading fluency measures and visual attention span in Brazilian’s schoolchildren in pandemic context. Reading fluency measures and visual attention span (Pages 350-358)
    Giseli Donadon Germano, Lavínia Micaela Moreira, Ana Karolina Silva Deolindo, & Simone Aparecida Capellini
    DOI: https://doi.org/10.36315/2023eadVIII29
  • Chapter 30 - Effects of a tutor based interactive-computerized intervention program for promoting comprehension skills in first grade at-risk Arabic students (Pages 359-373)
    Bahaa' Makhoul, Elite Olshtain, & Raphiq Ibrahim
    DOI: https://doi.org/10.36315/2023eadVIII30
  • Chapter 31 - Self-reported knowledge, experiences and predisposition towards interprofessional education and collaborative practice in faculty members from the centre-west region of Brazil: a qualitative study (Pages 374-390)
    Sebastião Benicio da Costa Neto, & M. Graça Pereira
    DOI: https://doi.org/10.36315/2023eadVIII31
  • Chapter 32 - Science teachers’ perceptions and practices on using mobile-based informal formative assessment for inquiry-based teaching in South African science classrooms (Pages 391-401)
    Noluthando Mdlalose, Umesh Ramnarain, & Mafor Penn
    DOI: https://doi.org/10.36315/2023eadVIII32
  • Chapter 33 - Impact of teacher creativity styles on science teacher training in inquiry-based science education (Pages 402-418)
    Eva Trnová
    DOI: https://doi.org/10.36315/2023eadVIII33
  • Chapter 34 - Media, language and their impact on the development of young children’s political awareness - Thoughts and preliminary research results of an interdisciplinary research project (Pages 419-434)
    Gudrun Marci-Boehncke, Matthias O. Rath, & Raphaela Tkotzyk
    DOI: https://doi.org/10.36315/2023eadVIII34
  • Chapter 35 - Teaching towards joy and involvement with western and Arab classical music (Pages 435-447)
    Shoshan Shmuelof, Eyad Hamza, & Michal Hefer
    DOI: https://doi.org/10.36315/2023eadVIII35
  • Chapter 36 - Deeper conceptualization and anchoring of knowledge in second language learning (Pages 448-461)
    Marie J. Myers
    DOI: https://doi.org/10.36315/2023eadVIII36
  • Chapter 37 - "My dance area - your dance area" - Metaphors of nursing trainee identity in the context of virtual communities of practice (Pages 462-474)
    Linda Hommel
    DOI: https://doi.org/10.36315/2023eadVIII37
  • Chapter 38 - Sharpen critical thinking skills to boost future works. The case of engineers from freehand drawing to digital processes (Pages 475-486)
    Francesca M. Ugliotti, Davide L. D. Aschieri, & Anna Osello
    DOI: https://doi.org/10.36315/2023eadVIII38
  • Chapter 39 - Teachers perspectives of virtual programs to promote student engagement in secondary education (Pages 487-496)
    Samantha F. Junkin
    DOI: https://doi.org/10.36315/2023eadVIII39
  • Chapter 40 - Examining the factors influencing English teaching and learning in rural settings throughout Europe and the United States (Pages 497-504)
    Diane Boothe
    DOI: https://doi.org/10.36315/2023eadVIII40
  • Chapter 41 - Applying inquiry-based learning into practice: a case study of one rural South African physical sciences teacher (Pages 505-516)
    Nomzamo Xaba, & Aviwe Sondlo
    DOI: https://doi.org/10.36315/2023eadVIII41
  • Chapter 42 - Reflections on didactical challenges in teaching computer programming (Pages 517-532)
    Marcin Fojcik, Martyna K. Fojcik, Sven-Olai Høyland, & Jon Øivind Hoem
    DOI: https://doi.org/10.36315/2023eadVIII42
  • Chapter 43 - Relationship between school climate and grade 9 learner achievement in science: comparing South Africa and Singapore (Pages 533-543)
    Marien Alet Graham
    DOI: https://doi.org/10.36315/2023eadVIII43
  • Chapter 44 - Perceived realities of rural primary school teachers in Malawi: applying Bronfenbrenner’s ecological systems theory (Pages 544-558)
    Guðlaug Erlendsdóttir, & Peter Mtika
    DOI: https://doi.org/10.36315/2023eadVIII44
EADVIII
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Published
September 1, 2023
Series
Advances in Education and Educational Trends
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Copyright (c) 2023 Mafalda Carmo