Integrated Learning with Physical Education and Music

Integrated learning is well established in education, primarily in the classroom subjects. This article describes settings and ways for extending integrated instruction to physical education and music. Benefits of these connections include reinforcing content and better meeting the needs of students whose intelligences include the bodily kinesthetic, musical, and interpersonal as well as the linguistic and logical-mathematical structure predominating in traditional instruction.     

Encouraging transformation and action competence: A Theory of Change evaluation of a sustainability leadership program for high school students

Abstract

Make a Difference (MAD) is a sustainability leadership program for high school students in Auckland, New Zealand. It offers a residential camp and follow-up activities. This article documents a participatory, utilization-focused evaluation of MAD, based on a Theory of Change approach. We ran workshops with MAD coordinators and students and conducted a survey with previous participants. This identified the core developmental and action outcomes of MAD, and the role of transformation and action competence in inspiring change. We discuss the benefits and limitations of both MAD and our evaluation approach and offer recommendations for others working on youth sustainability programs.     

How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes

Recently, research has increasingly focused on fostering self-regulated learning amongst young children. To consider this trend, this article presents the results of a differentiated meta-analysis of 48 treatment comparisons resulting from 30 articles on enhancing self-regulated learning amongst primary school students. Based on recent models of self-regulated learning, which consider motivational, as well as cognitive, and metacognitive aspects [Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational research, 31(6), 445-457], the effects of self-regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed. As the results show, self-regulated learning training programmes proved to be effective, even at primary school level. Subsequent analysis tested for the effects of several moderator variables, which consisted of study features and training characteristics. Regarding factors that concern the content of the treatment, the impact of the theoretical background that underlies the intervention was tested, as well as the type of cognitive, metacognitive, or motivational strategy which were instructed, and if group work was used as instruction method. Training context related factors, which were included in the analyses consisted of students’ grade level, the length of the training, if teachers or researchers directed the intervention, as well as the school subject in which context the training took place. Following the results of these analyses, a list with the most effective training characteristics was provided.     

Social Presence and Implications for Designing Online Learning Communities

With the rapid global proliferation of the Internet and telecommunication networks , online education , one form of distance education is currently becoming the fastest growing trend of domestic and international education. A major challenge to designing online learning is the development of appropriate means to facilitate the social environment that is critical for higher order learning in many disciplines. In many online learning designs, the majority of resources are channeled to web interface design and technology, while little or no resources are devoted to facilitating the teaching and learning process, the negotiation of meaning and the validation of knowledge among peers and instructors that depends on a conducive socio-cultural environment and adequate learner support.     

The impact of the social environment on the student teacher’s agency

This paper explores the agency of student teachers during the Post/Professional Graduate Certificate of Education (PGCE) year at a Higher Education Institution in England. It presents part of the findings of a year-long investigation into the reflective practice of student teachers during the PGCE year. The multi-method study includes surveying student teachers (n = 101) and longitudinal interviews with student teachers (n = 6). One of the aims of the study was to investigate the impact of the social environment on the student teacher. The research analysis found that the complex environment the student teachers exist in can be both supportive and constraining.     

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school...