A consideration for physical literacy in Irish youth,and implications for physical education in a changing landscape

The concept of physical literacy (PL) has been suggested as one that can offer a catalyst for a new emphasis in physical education (PE). In the broadest sense, a physically literate child is confident, active, and can maintain health enhancing physical activity (PA) for life. PL includes engagement in PA, physical competence, and PA motivation, confidence, knowledge and understanding. The purpose of this study is to investigate the levels of PL in Irish adolescents. As part of a larger study data were collected from 535 (12.78?±?.42 years) adolescents across 20 schools, to measure physical activity, physical competence, and psychological correlates of physical activity. Less than half of participants are accumulating the minimum of 60 minutes of PA daily required for health (49% males, 26% females). Data highlight that Irish youth are performing ‘below par’ across the domains of PL, with cardiovascular fitness (45% of males and 67% of females reaching ‘optimal’ target) and self-efficacy (53% of males and 46% of females reaching ‘optimal’ target) of greatest concern. Findings are discussed in the context of the need for a targeted direction in post-primary PE in Irish schools to increase levels of PL in Irish adolescents.     

Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language

This paper reports on a study which explores how routine activities in preschool can support young multilingual children’s participation, communication and development of languages. The paper takes as its starting point the idea that young children’s development takes place through interaction and participation, including in routine activities. Empirical data of mealtimes was gathered in eight toddler groups in a Swedish city, and analysed as a context for learning. The mealtimes were video recorded and interpreted by using an interaction analytic approach which allowed multiple layers of mealtime interactions, all of which impact on the level of participation available to children, to be explored. A detailed analysis of activities and opportunities for communication provides an additional perspective for understanding participation and language learning in institutional practices. The findings show how language learning is situated as a communicative and participatory experience, and that common and shared topics are crucial for participation. Further, a shift in children’s participation status during interaction at mealtime is possible. An extended way of incorporating language teaching into multilingual preschool contexts is discussed.     

Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education

The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.     

Applying self-determination theory to understand the motivation for becoming a physical education teacher

This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels.     

Day care room transitions for toddlers: Recommendations for a supportive physical environment

The physical setting can be used to facilitate room transitions for toddlers in day care centers. A case study approach is taken to provide specific examples of supportive physical features for toddler transitions. Recommendations that support the transition process are provided.     

To the maximum extent appropriate: determining success and the least restrictive environment for a student with autism spectrum disorder

This case study uses an institutional ethnography approach to investigate the experiences of the parents of a son who has autism spectrum disorder (ASD) as they engaged in meetings related to his progress and placement with school personnel over the course of one school year. Through an analysis of the discourse used in these meetings and documents generated by the district and the parents, the researcher highlights how administrators managed and controlled meetings and decision-making when there was disagreement over the least restrictive environment for this child. Analyses of these meetings show how the structure and wording of behavioural plans and other formal documents reinforce common stereotypes about children with ASD – even when information is presented to suggest that such stereotypes are incorrect.     

Becoming a health and physical education (HPE) teacher: Student teacher ‘performances’ in the physical education subject department office

This study considered how physical education teacher education students ‘perform’ their ‘selves’ within subject department offices during the practicum or ‘teaching practice’. The research was framed by a conceptual framework informed by the work of Goffman on ‘performance’ and ‘front’. The findings revealed three common performances across the whole group across all sites. These were: performance of sports talk, bodily performances, and performance of masculine repertoires. Such performances were considered to be inconsistent with the coursework ideals and principles within the teacher education programme but in step with the general ethos of most PE department offices.     

新疆少数民族学前双语教育的多样化构建

在对国内外学前双语教育实验和研究现状分析的基础上,肯定了少数民族学前双语教育的必要性和可行性.新疆少数民族学前双语教育基于新疆教育生态环境的多元化,其构建应是多样化的.针对新疆教育生态环境的多元化现状,提出了少数民族学前双语教育在办学模式、经费投入等方面进行多样化构建的设想.     

Internationalising a learning environment instrument for evaluating transnational online university courses

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.     

上海流动儿童学前教育社会支持系统的现状与改进

目前上海市流动儿童接受学前教育的情况不容乐观。政府支持系统的缺乏、群体支持系统的分散以及个体支持系统的单薄,使得流动儿童很少能接受系统的学前教育。为改变这一不公平的现状,政府应成为流动儿童学前教育的责任主体,制定针对流动儿童的专项学前教育计划,扩大接受流动儿童的园所数量,并提升其教育质量;幼儿园和社区应为流动儿童接受正规与非正规的学前教育提供充足的机会,同时引导流动儿童家长树立正确的教育观念,采取正确的教育方式,提高其家庭教育的质量。     

Testing a circular,feedback model in physical education from self-determination theory

Self-determination theory has emerged as one of the most important theoretical frameworks to explain motivation in the context of physical education within school systems. The authors propose a new circular, longitudinal, feedback model to complement Vallerand’s (1997 Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press.[Crossref] , [Google Scholar]) hierarchical model. To test this new approach, Epstein’s TARGET strategies (Epstein, 1988 Epstein, J. (1988). Effective schools or effective students? Dealing with diversity. In R. Haskins &; B. MacRae (Eds.) Policies for America's public schools (pp. 89–126). Norwood, NJ, Ablex. [Google Scholar]) were applied to 207 secondary education students. Moreover, the satisfaction of the basic psychological need for competence (C), intrinsic motivation (IM), and effort (E) were measured at nine time points (C1 → IM2 → E3 → C4 → IM5 → E6 → C7 → IM8 → E9). Structural equation modeling showed that the proposed model provided a satisfactory fit of the data, Satorra-Bentler χ²(22) = 36.31, p = .028, robust comparative fit index = .985, robust root mean square error of approximation = .056 (90% CI [.019, .088]), standardized root mean square residual = .039, power = 1.00. It was also observed that all variables increased progressively, suggesting interplay among them. This shows a concurrent causal relationship among these variables that produces a synergistic effect.     

An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity

Information and communication technology (ICT) is a natural part of most people's everyday life, and has also been introduced in schools. Previous studies have tended to focus on issues related to competency of teachers and lack of computer technology in schools. Focus now seems to be moving towards studies that help us understand how ICT may be used to enhance students learning. This article explores the learning environment Radioactivity from the Norwegian Viten project in order to provide insights into how features of the environment may influence student learning. A characteristic of the features of Radioactivity is provided and discussed in light of a set of quality principles for digital learning resources developed by the British Educational Communications and Technology Agency.     

Opportunities for and obstacles to science in preschools: views from a community perspective

ABSTRACT

In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.     

职教师资能力提升的学习型社区媒介环境建设研究

学习型社区的媒介环境建设在我国是一个朝阳研究领域,而针对职教师资能力提升的学习型社区媒介环境建设的研究论述尚未见诸于报端.本文为职教师资能力提升的学习型社区建立有效的媒介环境模型,通过整合各种媒介建立起的环境为职教师资提供有效的信息传播途径,促进有效的学习,以达到提升师资能力的目的.     

1992～2012年中国大陆学前儿童性教育研究述评

1992 ～2012年中国大陆学前儿童性教育研究主要集中在性教育的必要性、目标、原则、内容、途径、方法、实施现状及原因等方面,但研究存在研究方法单一,对诸多问题的认识存在分歧,研究内容过浅过窄,研究思路缺乏变通等不足.未来研究需要采用多元化和科学化的研究方法,统一认识,澄清职责,拓展和深化研究内容,变革和更新研究思路,形成本土化的学前儿童性教育研究特色.     

Factors related to study success in engineering education

Recent studies on student learning in higher education have paid attention to the relationships between characteristics of the learning environment and students' study orientations and study success. The purpose of the present paper is to examine these relationships in university level engineering education. The data were collected from Lappeenranta University of Technology, Finland, by means of an Internet survey (n=394). Grade point average, credits per semester and students' qualitative evaluation of their learning outcomes were used as indicators of study success. The findings of the study indicate that students' perceptions of their learning environment were related to their study orientations which, in turn, were related to study success. Having a deep study strategy was the most important predictor of study success. Having a surface strategy, doubt about one's abilities and lack of regulation were factors negatively related to study success. Meaning-oriented and self-regulated students using a deep strategy showed the best success in their studies and externally regulated students using a surface strategy the worst. The findings of the study suggest that the learning environments in Lappeenranta University of Technology encourage deep learning.     

University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers’ competencies for virtual environments in higher education.     

Psychometric characteristics of a sexuality education survey for teachers of secondary school students with learning disabilities in Malaysia

Delivery of sexuality education to secondary school students in Malaysia started since 1989. However, this area of education was neglected for secondary students with learning disabilities. Therefore, in order to explore their needs for sexuality education, society's perceptions especially teachers’ towards this matter should be considered. To achieve this objective, it is important to conduct a needs analysis on teachers’ perceptions towards this topic. An instrument with good psychometric properties is needed to obtain consistent and reliable information. This paper describes the development and psychometric testing of the Sexuality Education Survey for Teachers of Secondary School Students with Learning Disabilities (SES). SES showed acceptable content validity, construct validity, and achieved satisfactory reliability. The instrument also has good stability (intraclass correlation coefficient = 0.95) to be adopted as an instrument for analysing the health and sexuality education needs of secondary students with learning disabilities in Malaysia.     

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Educational action research to initiate discourse on inclusion in an e-learning environment in teacher education

This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants’ involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations.