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Becoming a caring entrepreneurial early years practitioner in Chile - Ximena Poblete, Universidad Andres Bello
Play or Learn: Refocusing early childhood teacher education curriculum for preparing teachers for play - Ilfa Zhulamanova, Kent State University
Preschool teachers’ views on early childhood development and early learning: - Taeko Takayanagi, Waseda University
Building Bridges with Immigrant Parents. Understanding Their Role and Responsibility in the Education of their Young Children . - Lolagul Raimbekova, Kent State University
Parental Aspiration for Early Childhood Education (ECE) in Bangladesh - Md Jahangir Alam, Doctoral Candidate, Kobe University
Parental Engagement in Kindergarten Transition - Xinwei Zhang, Lehigh University; Anu Sachdev, Lehigh University; Xiaoran Yu, Lehigh University; Peggy A. Kong, Lehigh University
Comparisons of contributions from three different secondary school subject areas to environmental and sustainability teaching - Per Sund, Stockholm University; Niklas Gericke, Karlstad University; Gabriel Bladh, Karlstad University
Implementing Education for Sustainable Development and Pedagogical Challenges in Secondary Schools. - Cresanus Biamba Nombo, University of Gavle, Sweden
Teaching for Social Justice in ESD programs: a case-study from Egypt - Nashwa Moheyeldine, American University in Cairo; Hani Sewilam, The American Univeristy in Cairo
The need for Humane Education in Pakistan - Sunnya khuram Khan, University of Toronto
People, not numbers: A systems approach to sustainable education change in India - Monal Jayaram Poduval, , Centre of Excellence for Assessments & Teacher Leadership with Piramal Foundation For Education Leadership; Mahjabeen Raza, New York University; Sharon Kim, New York University; Edward Seidman, New York University
“Independence From Whom and For What?”: Teachers’ Conceptualizations of Independence as a School Readiness Competency in an Indian Preschool - Shubhi Sachdeva, University of Texas at Austin
Listening to children voices on migrants’ inclusion - Christina Hajisoteriou, University of Nicosia; Panayiotis Angelides, University of Nicosia
Parent Experiences of Special Education Access in Trinidad and Tobago - Chelseaia Charran, The University of Texas at Austin; Soyoung Park, The University of Texas at Austin; Audrey M. Sorrells, The University of Texas at Austin
Refugee Access to Higher Education in Brazil and Germany: Are universities welcoming them - Kelber Tozini, Boston College; Lisa Unangst, Boston College
Teachers’ Concerns about Inclusive Education in Delhi, India - Ajay Das, SUNY Empire State College; Ashwini Tiwari, University of Houston-Downtown
The role of continuous professional development for teachers’ social-emotional well-being - Creating a teacher SEL framework and PD approach - James Hahn, FHI 360; Paul Frisoli, FHI 360
Collaboration with the Ministry of Education on continuous professional development as a means for sustainable teacher development - Amy Parker, Relief International
The role of coaches in supporting professional development of teachers social emotional competencies to create enabling environments in the classroom - April Coetzee, War Child Holland; Noemi Gerber, War Child Holland
Putting teachers at the heart: a participatory approach to professional development for Accelerated Education teachers in West Nile, Uganda - Charlotte Louise Bergin, Save the Children
Adapting national teachers’ professional development standards to respond to the specific challenges of teachers in Lebanon and Myanmar - Nadezhna Myriam Castellano Sosa, IIHA-FORDHAM
The Impact of Globalization on the Practice of Student Affairs in the United States - Stephen P. Wanger, Oklahoma State University; Janelle Hanson, Oklahoma State University; Cassidy Ladd, Oklahoma State University
The Influence of Family Background on the Access to Doctoral Education - Lingyu Liu, Peking University
The Role of the Classic Chinese Ethic Philosophy in the Sustainability Education of the Chinese Universities - Jianhui Zhang, University of Hawaiʻi at Mānoa
Adult learners experiences of the role of non-formal education as a conduit to poverty reduction and rural development in Ghana - Emmanuel Intsiful, Beijing Normal University
The “Lyft” of learning: An innovative education model for out-of-school adolescent mothers - Kevin Wheeler, The Kaizen Company; Phoebe McKinney, The Kaizen Company
Combative feminist lesbians in the streets: using radical astheticism as popular lesbofeminist pedagogy - Andrea Alejandra Gordillo Marquina, UCLA; Silvana Velásquez Carvajal, Universidad de Colombia sede Medellín
Re-Envisioning Education for Women and the Majority World through MOOCs - Runchana Pam Barger, Wheaton College
Differentiation by Design: Matching Instruction to Student Skills - Aster addamu, Senior Reading Specialist, READ II Creative Associates International
Women Teachers as Leaders in Ethiopia: Me Too? - Bridget Lombardo, Senior Gender Specialist, READ II Education Development Center
It’s YOUR Data: Encouraging data ownership and action on findings - Karen Tietjen, Creative Associates International; Adam M. Turney, World Education, Inc.
How do teachers learn to teach reading and writing? Designing and conducting a baseline assessment of pre-service teacher education in Honduras. - Flavia S. Ramos-Mattoussi, Florida State University; ANA HELGA MARTY, FLORIDA STATE UNIVERSITY; Carla Maria Doolin Paredes, Florida State University
Impacting Knowledge, Skills, and Attitudes in Pre-service Teacher Education Programs - Adrienne Barnes, Learning Systems Institute at Florida State University; Helen N. Boyle, Florida State University; Stephanie Simmons Zuilkowski, Florida State University
Influence of accelerated training in early grade reading knowledge: experiences in Northern Nigeria. - ANA HELGA MARTY, FLORIDA STATE UNIVERSITY
Moving toward sustainability: findings and recommendations - Pia Saunders Campbell, International Youth Foundation
Systemic change in Mozambique's technical and vocational training system - Ilidio Caifaz, International Youth Foundation
Systemic change in Tanzania's technical and vocational training system - Petula Nash, International Youth Foundation
Assessing Youth Development Potential During Active Conflict in South Sudan - Wendy Wheaton, US Agency for International Development (USAID); Nitika Tolani, MSI; Michael McCabe, US Agency for International Development (USAID)
Using accelerated education programs to reach the most marginalized students in conflict or crisis-affected settings - Anna Bertmar Khan, Dubai Cares
Psychosocial Support in Conflict and Protracted Crisis - Enabling Children to Learn - Laura Savage, DFID; Rachel Hinton, DFID
Countering Violent Extremism through Education - Anjuli Shivshanker, USAID Education Office, Education in Conflict and Crisis