This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up.

In this unique text, Dr. Brenda Jacobs brings together two important ideas that have become central to learning and development in education, demonstrating the core relationship between self-regulation and inquiry-based learning in primary classrooms. The author compellingly shows that inquiry-based learning can empower children and is vital to becoming self-regulated learners. Drawing on real-life classroom examples, the volume outlines four key insights: that children learn self-regulation during inquiry-based learning in the same way they do during play; that teachers can use scaffolding strategies to support this development; that inquiry-based learning promotes the positive emotions essential for the development of social and emotional learning; and, finally, that during inquiry-based learning, children use oral language as a self-regulatory tool. These insights are applied to the four components of emergent curriculum—inquiry design, classroom environment, conversation, and documentation—to show how educators can help children become self-regulated learners. Considering how COVID-19 has exacerbated children’s social, emotional, behavioural, physical, and mental health problems, this timely volume also provides guidance about how to do inquiry-based learning in virtual classrooms. Concise and practical, Self-Regulation and Inquiry-Based Learning in the Primary Classroom is an invaluable foundational text for students in Education and Early Childhood Education and for pre-service and in-service teachers alike.

Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development.

"... a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones," with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. The curriculum's learning activities are presented in 18 lessons. To reinforce the concepts being taught, each lesson includes probing questions to discuss and instructions for one or more learning activities. Many lessons offer extension activities and ways to adapt the activity for individual student needs. The curriculum also includes worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying CD."--Publisher's website.

Systematic Classroom Assessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective.

This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.

Inquiry based play; Centers for reading; writing; mathematics and science

The relationship between technological and pedagogical innovation has recently created a new field of research at the crossroads between Psychology, Educational Sciences and Artificial Intelligence: Educational Robotics (ER). Through analysis of the achievable educational goals based on the technological status and specific learning modes of different types of robots, it is possible to define three pedagogical paradigms: learning robotics, learning with robotics, and learning by robotics. In this book we address these three paradigms through three themes: human representations of robots, the acceptance and trust shown when interacting with a humanoid, and learning favored by the development and programming of robots in an educational context. These themes allow the authors to fully explore, define and delimit this novel field of research for future application in educational and social contexts. Finally, the book discusses contributions and limitations which have emerged from different methodologies of research, potential educational applications, and concepts of human–robot interaction for the development of the above paradigms.

With increasing global challenges, the Belt and Road initiative seems to offer one possible platform to think about different possibilities and pathways to promote international collaboration and development covering Asia, Europe, Africa, and other countries. Information and Communication Technology (ICT) in education, as a key focus, provides valuable perspectives for governments, inter-governmental and non-governmental agencies wanting to innovate and advance both ICT and education independently and collaboratively. This book highlights the burgeoning of ICT in education in eleven countries, with particular emphasis placed on the context of the Belt and Road Initiative. ICT has increasingly important roles in education including improve teaching and learning qualities, as well as equity in education. The prominent contributors describe the state-of-the-art of ICT in education in eleven countries based on six major themes (policy perspectives, infrastructure, educational resources, ICT integration into practices, students’ ICT competence, and teachers’ professional development). We hope the in-depth discussions included in this book would provoke more academic and policy insights globally.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.