21stAnnual International Conference on Education, 20-23 May 2019, Athens, Greece, Athens, Greece | |||
|---|---|---|---|
| 1 | Educational Leadership Stream Leader: Dr. Denver J. Fowler, Chair of the Doctor of Education (Ed.D.) Program and Professor, Franklin University, USA The aim of the panel is to bring together academics and researchers related to Educational Leadership. | Abstract Submitting Form |
|
| 2 | Strategy Instruction in Writing: Instruction, Motivation, and Professional Development Stream Leader: Dr. Zoi Apostolia Philippakos, Editor, Athens Journal of Education, ATINER & Assistant Professor, University of Tennessee, Knoxville, USA. Strategy instruction is an evidence-based approach that supports the writing performance of young learners and adolescents. Studies that employ strategy instruction provide explicit instruction on discourse elements for planning, writing, evaluating to revise, and editing. The core features of strategy instruction, whether in reading or writing, include explicit explanation and think-aloud modeling, collaborative and guided practice, and gradual release of responsibility as students become independent. “How to support student independence” involves research on self-regulation, or a student’s ability to successfully manage behavior, motivation, and environment. Thus, strategy instruction that addresses self-regulation supports learners to manage the writing tasks and demands of good writing. Overall, instruction on what writing is, what good writing looks like, and how it can be achieved affects students’ self-efficacy and motivation to write. Teachers need access to evidence-based practices and effective professional development to effectively apply strategy instruction lessons and teach them with fidelity. The purpose of the panel is to discuss research findings of intervention studies that address strategy instruction in writing with students in grades K-12 or adolescents (e.g., Community college students). The panel will also address motivation and professional development as this relates to strategy instruction. Research implications and implications for practice will be further discussed. | Abstract Submitting Form |
|
| 3 | Contemplative Education Stream Leader: Dr. Patricia Morgan, Research Associate, The University of New South Wales (UNSW), Australia. Contemplative Education, the topic of this stream, is a form of holistic education in which contemplative practices, philosophies and orientations are integrated into any educational setting to enhance learning by supporting the development of the whole student, teacher and educational institution. Contemplative Education does this by enabling students and educators to engage their first-person, subjective experience, their second-person or intersubjective experience and their third-person, objective or cognitive understanding and analysis. The heightened self-awareness developed through contemplative practices also supports social and emotional learning, prosociality, compassion competence and emotional intelligence. There are many ways that contemplative practice and theory is incorporated in educational settings, including the remedial, such as using a simple breath exercise to help students relax and orient their focus on class content, the exploration of physiological, psychological, philosophical and religious foundations of the practices, and the creation of contemplative orientations in a classroom or across an entire institution. Overall, as outlined by Robert Roeser and Stephen Peck, Contemplative Education is a “set of pedagogical practices designed to cultivate the potentials of mindful awareness and volition in an ethical-relational context in which the values of personal growth, learning, moral living and caring for others are also nurtured” (Roeser & Peck 2009, p. 127). This panel explores aspects of contemplative education from theory to pedagogy and individual change to social transformation potentials. | Abstract Submitting Form |
|
| 4 | New Trends in Teacher Training Stream Leader: Dr. Mervyn J. Wighting, Professor & Program Chair, Regent University, USA. Teacher shortages are world-wide. UNESCO (2016) has published estimates showing that in the next 12 years countries need to recruit almost 69 million new teachers to provide every child with primary and secondary education. Additionally, many new teachers joining straight from college leave the profession within 3 years (over 50% in the USA). Programs offering alternative methods to obtain a teaching license in the USA are becoming more numerous, and are helping to increase the number of qualified teachers. Online programs are being used increasingly to train teachers successfully. Additionally, every state in the USA now conducts programs that prepare professionals and semi-professionals to become teachers in their second career, e.g. retired military or retired business people, and typically they are in the age range 35-50 years. It is predicted that trends such as these will be adopted more widely as countries world-wide react to the universal shortage of qualified teachers. This stream will assist all programs that prepare teachers for the classroom by investigating and reporting on best practices associated with new trends in teacher training. | Abstract Submitting Form |
