XVIII World Congress of Comparative Education Societies
Fostering Inclusive Ecologies of Knowledge: Education for Equitable and Sustainable Futures
22-26 July 2024, Cornell University, Ithaca, New York, USA
Online Day-3 Parallel Sessions - Set M
Day 3 - Wednesday, July 24, 2024 - 4:30 am to 6:00 am Eastern Standard Time (USA)
Please see the corresponding date/ time at your location by clicking on the hyperlink above.
Each presenter should present for about 15 minutes. In a 90 minute parallel session, there will normally be 5 presenters. Thus, about 75 minutes should be consumed in presentations while leaving about 15 minutes for discussion/ Q&A.
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The Chair of a parallel session will determine a suitable time duration for each presentation depending upon the actual number of presenters in the session. It is important to start & finish the sessions on time in order to vacate the room for the next session. If the assigned Chair of a parallel session is absent for any reason, one of the participants should assume this role in consultation with the other participants.
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Presenters are expected to bring their own laptops and connect to the AV projector to avoid computer virus transmission.
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​Please do not view the schedule on your phone/ small screen as it may appear distorted.
Zoom Breakout Room 1
Chair: Filipa Seabra, LE@D, Universidade Aberta, Portugal
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Paper 709
Irina Borges & Filipa Seabra,
LE@D, Universidade Aberta, Portugal
Shaping 21st Century Skills: Towards Sustainable Curriculum Development Through Pedagogical Supervision
Paper 666
Yifeng Luo, Central China Normal University, China
The International Institute of Teachers College of Columbia University and the Modernization of Early Education in China
Paper 344
Qin Tan & Zhiyang Zhong,
TongJi University, China
Success Factors in the Technology Commercialization of Chinese and German Universities: Findings from Research Project Roadshows
Paper 791
Zhanargul Gabdullina &
Perizat Yelubayeva
Al-Farabi Kazakh National University, Kazakhstan
Exploring Media-Literate Language Learning to Empower Inclusive Knowledge Ecologies for Sustainable Futures
Paper 30
Nilo Jayoma Castulo, Beijing Normal University, China
Teach By All Means: A Phenomenological Study of Emergency Remote Teaching During the Covid-19 Crisis in a Public High School in the Philippines
Zoom Breakout Room 2
Chair: Xuanwei Ma
Paper 156
Xuanwei Ma, Beijing Foreign Studies University, China
Paper 519
Bwononi Mukonyi
Ganira K. Lilian
Odundo P. Amollo , Kenya
Key elements and practical logic of digital empowerment for teachers' teaching decision-making: a qualitative study based on grounded theory
Influence of teacher readiness for technology mediated instruction on learner achievement in English Language Phonetics
Paper 463
Ararat Osipian
Bringing World Bank to Ukraine: Post-war reconstruction for equitable and sustainable higher education
Thi Bich Phuong Nguyen
“But for my love for them, I’d have quit teaching!”: A narrative inquiry of rural teacher identity
Angela Valéria de Amorim, Patricia Carly de Farias Campos & Carla Galego
Artigo online: The influence of professional educational public policies among Brazil and the United States of America
Zoom Breakout Room 3
Chair: Emnet T. Woldegiorgis
Otilia Chiramba, Emnet T. Woldegiorgis & Shireen Motala
Panel: Decolonization of Knowledge as an Emerging Paradigm in Higher Education Transformation in Africa in the 21st Century
Zoom Breakout Room 4
Chair: Felisa Tibbitts
Felisa Tibbitts, Michalinos Zembylas & Catarina Silva
Ateffa Jalali
Decoloniality and Education for Sustainable Development: The Case of South Africa
Shadow movement: Alternative educational choices for secondary school girls during the second occupation of the Taliban in Afghanistan
Xuetong Dong & Ying Wang
Transmission of National Narratives in History Education: Narrative Tensions in Curriculum Implementation
Kuanysh Tastanbekova
TVET policy in Uzbekistan: from mandatory learning to free choice towards achieving SDGs
Maryam Bham
Understanding the Experiences of Muslim Teachers within Educational contexts: A Critical Muslim Theory Perspective