Prior to the Manchester conference, a call went out for nominations to the IASCE Executive Board. At the Board meeting held immediately after the Manchester conference, the following changes were made to the IASCE Board:

Ghazi has served on the High Committee for Curriculum Development of the Lebanese National Center for Educational Research and Developed (NCERD) and coordinated the work of several committees of authors that developed the English language national textbooks. He has conducted dozens of cooperative learning workshops for teachers all over Lebanon and Saudi Arabia and was instrumental in introducing cooperative learning as an instructional framework in several schools and educational settings.

Ghazi has researched and applied cooperative learning in his teaching. His recent publications have appeared in System, Foreign Language Annals, Teaching and Teacher Education, Language Problems and Language Planning, Journal of Sociolinguistics, Journal of Language and Identity in Education, TESL Reporter, English Teaching Forum, and in other TEFL and Applied Linguistics journals.

Giorgio Chiari is a professor of Sociology, University of Trento, Italy. He coordinates in-service teacher education in cooperative learning in the northern provinces of Italy, has authored and co-authored many articles and books on education, and recently submitted a proposal to the educational authority of Trento province for a project to train facilitators and teachers in cooperative learning.

Since 1995, Giorgio has jointly directed a research project on Groups and Cooperative Learning for the introduction in Italy of cooperative learning methodology, along with Robert Slavin, Johns Hopkins University; Yael and Shlomo Sharan, University of Tel Aviv; Jerome Freiberg, University of Houston; and David and Roger Johnson, University of Minnesota.

Since 1998, Giorgio has been president of the Scientific Committee of Didactic Research at University of Trento, and since 1999, he has been building an Internet site "CIRCLE" for consulting materials on cooperative learning and a distance learning site "ONCLE" (On-line Cooperative Learning Education) for teacher development via the distance mode.

Pavla Polechova is an analyst with the Headquarters of the Czech School Inspection and with Charles University, Prague. Since 1999, Pavla has been an International Coordinator of Project Socrates / Comenius 2.1, INCLUSIVE - INterpersonal CLues for Understanding in Schools with Interculturally Valid Education. This project, supported by the British Council, Prague and the Czech Ministry of Education, is institutionally based at Charles University, Faculty of Education. Its partners are Blaagaard Statsseminarium in Copenhagen (Denmark), The Nottingham Trent University (United Kingdom), and Universitat de Barcelona (Spain). In the Czech Republic, the inputs of the project include demonstrations of cooperatively structured lessons with pupils of ages 8 to 17 in schools involved in the project. Internationally, the outputs of the project now include cooperatively structured lessons as examples of good inclusive practice, outlined and tested by Czech, British, Spanish, and Danish teachers.

Pavla has also been Country Coordinator of Project Socrates / Comenius 2.1, Equality in Education: Teaching for cultural and ethnic diversity in Europe. This project's main output was a week-long course for educators across Europe (July 8th. - 13^th 2002) and Pavla’s responsibility was to present cooperative learning as a strategy for promoting maximum inclusion.

She has been teaching cooperative learning as an optional course in initial teacher training at the Faculty of Education, Charles University, Prague. In addition to introducing pre-service teachers to cooperative learning, since 1994, Pavla has been running in-service training workshops of various lengths on cooperative learning across the Czech Republic.