Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience.     

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy.     

The Natural and the Personal: reflections on birth films in schools[1]

The paper explores, in detailed case‐studies in four schools, the ways in which birth is represented in the classroom. It follows the reactions of pupils and teachers to the showing of a number of widely used films on birth in school. An analysis of the films, and classroom response to them, suggests that they are often dominated by excessively medical perspectives, take up a child centre view that tends to leave out parents, particularly mothers’, points of view, and portray women and their bodies in passive and often sexist fashion. The paper suggests that we review our aims and objectives in showing such films in the classroom, bearing in mind not only these issues, but also the needs pupils may have for privacy, and to express their feelings in a number of different ways.

     

ORGANIZING,MANAGING, AND EVALUATING SERVICE-LEARNING PROJECTS

As educators work to develop methods to capture the attention of greater numbers of students, they are finding merit in some of the tried-and-true methods of the past. Service-learning is one of those methods with a sound reputation that is now enjoying a comeback. Previously known as experiential learning, service-learning expands on the best aspects of volunteerism and classical internships. Service-learning projects are beneficial for students, faculty members, site providers, and clients. Regardless of whether projects are loosely constructed with little oversight or highly prescribed and closely monitored, a systematic approach to organization, management, and evaluation is important. This article offers an adaptable framework for educators who wish to incorporate new or improve existing service-learning experiences within their gerontology programs.     

Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential?

In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.     

Institutional change in a transitional economy: the reform of economics higher education in Mongolia

This paper discusses the problems of implementing a European Union Technical Assistance to the Commonwealth of Independent States (of the former Soviet Union) (EU/TACIS) project to reform Mongolian Economics Higher Education with the ultimate objective of improving the process of economic policy making. It emphasises the importance of historical, economic and administrative context for the design and implementation of project activities. Project activities are reviewed and the problems of implementation discussed in terms of the aid relationship and the particular circumstances of transition economies. The paper concludes that, while the project's immediate objectives in terms of curriculum reform have been achieved, the sustainable change necessary to deliver the central, long-term objective remains elusive.