22ndAnnual International Conference on Education, 18-21 May 2020, 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 | Indigenous Language Learning Through Theatre Stream Leader: Dr. Kirsten Sadeghi-Yekta, Assistant Professor, Theatre Department, University of Victoria, Canada In the last two centuries, colonization ravaged many groups, and in this century the economic pressures of globalization are causing many groups to shift to a language with national or international status. The dire prediction is that 90% of the world’s 7000 languages will cease to exist by 2100. The decline and death of languages is an important global issue. From the point of view of the indigenous speakers, languages are important because they embody cultural heritage, they encode knowledge about the relationship between people and nature, and they provide a framework that defines an individual within a family or society. Thus, a high priority has been placed on the preservation of indigenous languages through ongoing research and language teaching. Already, important community-based work has been done in reversing language loss, but there is an urgency to accelerate the work as the Elders and fluent speakers are passing on. This panel will focus on how to support the cross-generational transfer of the Indigenous language and culture through the medium of theatre. We will look at alternative ways of language learning such as how to workshop indigenous stories into plays, perform them, and teach others how to make and perform plays. This panel is in particular of interest for professionals in the field of Education, Indigenous studies, Linguistics and Theatre. | 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 |
|
| 5 | Intra-personal Development in Engineering Education Stream Leader: Dr. Rosalie Van Baest, Academic Member Atiner & Lecturer Social and Communicative Skills, Fontys University of Applied Sciences, The Netherlands. “How” can one stimulate Engineering students to open up for personal development, for conscious intra-personal development? Focus on the intra-personal, by conscious reflection, is fundamental to set personal development in motion and keep it moving. It creates a possibility to recognize changes and developments of one`s own personal qualities, to contemplate on them in a critical way and if necessary make adjustments. Insight into one`s personal qualities, and those of others, is valuable not just to a person’s self, but it is also a condition for effective teamwork and leadership. Higher Engineering education is often cognitive and practical oriented. Affective education is of significance in a process of personal development: a holistic approach. It is not always self-evident for Engineering students to motivate themselves in respect of their personal development process. Reflection and awareness are basic conditions in this process. Which meaning attaches Engineering students to their personal development during their education? In the personal development process during Engineering education, time and space are needed for students to make independent choices during the working out of assignments that are focused on the development of personal qualities. In this respect experiential and student-centred are of importance. This stream is in particular of interest for those who are engaged in stimulating (intra) personal development in Higher Engineering education. | Abstract Submitting Form |
|
| 6 | Effective Reading and Writing Instruction: Supporting Critical Thinking Stream Leader: Dr. Zoi Apostolia Philippakos, Editor, Athens Journal of Education, ATINER & Assistant Professor, University of Tennessee, Knoxville, USA. Writing is a challenging construct to teach, study, and grade. Instruction on what writing is, what effective writing looks like, and how it can be achieved affects students’ writing performance, self-efficacy, and motivation to write. Similarly, reading, the ability to fluently decode words and construct meaning can affect learners’ academic progress and professional success. Teachers need access to evidence-based practices and effective professional development to effectively instruct students and support them as writers, readers, and learners. The purpose of the panel is to discuss research findings of intervention studies that address reading and/or writing instruction and examine their effects on writing, reading, motivation, as well as in the disciplines. The panel will also examine teachers’ knowledge and professional development as this relates to reading and writing instruction. Research implications and implications for practice will be further discussed. | Abstract Submitting Form |
|
| 7 | Teaching Literature in the Secondary School Stream Leader: Dr. Janet Alsup, Professor, Purdue University, USA. The aim of the symposium is to give an opportunity to participants to present their work to academics and researchers from different disciplines. Papers are considered from all areas of teaching literature, literature education, approaches in teaching literature. | Abstract Submitting Form |
|
| 8 | Online & Distance Education Academic Responsible: Dr. Panagiotis Petratos, Vice-President of Information Communications Technology, ATINER & Fellow, Institution of Engineering and Technology & Professor, Department of Computer Information Systems, California State University, Stanislaus, USA. The aim of the colloquium is to bring together academics and researchers of education, online education and other related disciplines. | Abstract Submitting Form |
|
| 9 | Cyberbullying in Higher Education Academic Responsible: Dr. Leah P. Hollis, Associate Professor, Morgan State University, USA. The aim of the symposium is to empirically analyze workplace abuse and harassment via technology (email, text, chat rooms, social media, list serves, revenge porn/postings, group email). Such applications should examine cyberbullying in the higher education context: between faculty between boss and supervisor (top down) between students student to faculty faculty to student impact on underrepresented populations organizational issues with cyberharassment | Abstract Submitting Form |
|
| 10 | New Trends in Arabic Language and Literacy Teaching Academic Responsible: Dr. Jessica Tsimprea Maluch, Assistant Professor, American University in Dubai, UAE. The aim of this symposium is to bring together scholars and researchers from a variety of backgrounds to present their research on current pedagogy for Arabic language and literacy development, with a specific goal to inform teacher professional development and best practices. Research implications and implications for practice will be discussed. | Abstract Submitting Form |
|
| 11 | Student Absenteeism Academic Responsible: Dr. Christina Van Barneveld, Associate Professor, Lakehead University, Canada. The aim of this symposium is to share research on student absenteeism at primary and secondary school levels. The symposium will help conference attendees gain an understanding of the key issues related to causes of absenteeism and interventions to increase student attendance in schools. The symposium will include research using various research methods (e.g., quantitative, qualitative, mixed-methods research approaches) to study student absenteeism. | Abstract Submitting Form |
|
| 12 | Teaching Architecture in India Academic Responsible: Sriranjani Srinivasan, Assistant Professor, MEASI Academy of Architecture, India. Teaching is a science that needs to be understood and learnt by every teacher. Teachers of architecture although from the professional field, cannot be an exception to the rule. Lessons from technology of education can be adopted to not only enrich the learning process of architecture but also definitely help in improving the general quality of architecture in the long run. The scope of the symposium includes but is not limited to: -Teaching – learning process. -Teaching subjects in the curriculum of architecture. -Maxims of teaching and application to subjects in architecture. -Exercises to enhance creativity. -Documentation in architecture. -Research and Technical writing in architecture. -Developing design briefs for effective design studios. | Abstract Submitting Form |
|
| 13 | Science Education Academic Responsible: Dr. Nancy Romance, Professor, Florida Atlantic University, USA. Interdisciplinary findings from cognitive science, neuroscience, artificial intelligence, expertise literature, as well as discipline-specific researchers have begun to coalesce into educationally viable classroom practices to amplify student learning and comprehension of complex academic subjects in most STEM-related fields (e.g., chemistry, biology, college algebra and engineering). Considered as a ‘science of learning’ (Bransford et al., 2000; National Academy of Science, Engineering and Medicine, 2018; Roediger et al., 2012), these domains aim to deepen our understanding of how people develop conceptual knowledge, how that serves as prior knowledge for future learning, and how, in turn, it impacts student performance within and across related domains of knowledge. Closely related research from cognitive psychologists, science educators, and STEM-subject specialists also informs us about the value associated with curricular and instructional coherence (i.e., what we teach, how we teach) in terms of deepening student learning (as a form of comprehension) across all educational grade spans. Skills-oriented specialists (e.g., reading educators) also provide a window into learning in complex STEM domains. The symposium focus will be suitable for an interdisciplinary audience who is interested in increasing the students’ STEM learning potential and achievement outcomes as well as their comprehension in critical STEM-related areas of study. | Abstract Submitting Form |
