Education & Pedagogy

The 2014 Australian College of Educators (ACE) National Conference was held September 11-12 in Adelaide, Australia, with the theme, "What counts as quality in education?" There has been concern with a general downward trend in Australia's performance on international measures of student achievement, but there is equal concern over the achievement gap and whether some of the current initiatives playing out in education, such as deregulation and privatisation, might impact upon achievement and that achievement gap. It appears that Australia is becoming a more unequal society, and inequality is ultimately bad for everyone. It is timely to consider the issue of quality from a variety of perspectives, including a fundamental reevaluation of the purposes and intended outcomes of schooling. Are current conceptions of teaching, learning, and schooling adequate for the 21st century? Speakers in this conference engaged with issues such as: the parental perspective of quality; what counts as quality in vocational education and training; the role that standards can play in the overall quality of education; what counts as quality in early childhood education and care programs; what counts as quality in primary education; and how the current education policy developments in Australia are influencing all of the aforementioned issues. Following a welcome address by ACE National President, Stephen Dinham, papers in these proceedings include the following: (1) "Quality" as an enrichment course in literature for high school students (Mark Collins); (2) Primary schooling in Australia: Pseudo-science plus extras times growing inequality equals decline (Stephen Dinham); (3) Effective implementation of pedagogical reform through quality teaching rounds (Jenny Gore); (4) What works for developing Asia-relevant capabilities in Australian schools? (Eeqbal Hassim); (5) Quality learning with technologies: Strategies for school leaders to address challenges and dilemmas (Kathryn Moyle); (6) Quality education and religion: Preparing us for the next world (John Quay); (7) Quality educational leadership recognised through Australian Principal Certification (Louisa Rennie); (8) What counts as quality in Vocational Education and Training? (Virginia Simmons); (9) Quality education: A matter of relevance (Greg Whitby); and (10) Understanding the quality debate in education (Joseph Zajda). Individual papers contain references. [The University of Melbourne's Graduate School of Education was a conference partner for the 2014 ACE National Conference.]

The role of public education has never been more important--it is the bedrock of democracy. The failure to provide an equitable public education that enables equal access to opportunity unravels the American dream. Competency-based education holds promise as a uniquely powerful model for fostering equity, but only if equity is an intentional design feature embedded in the culture, structure and pedagogy. Across the country, educators and policymakers are coming to the same conclusion: the structure of the traditional system is a barrier to equity. The premise of competency education is that the culture, structure and pedagogy of the traditional education system, having been designed to sort students, must be and can be replaced with culture, structure and pedagogy that are designed to ensure every student can succeed. Still, the question remains: How should equity be thought of in a personalized, competency-based system to ensure that every student is indeed successful? This paper seeks to explore the potential pitfalls and strategies to ensure a more equitable education system. The driving questions include: (1) How should equity be defined to be meaningful in a personalized, competency-based system?; (2) Why does the traditional education system need to change and how will competency-based systems offer more equitable learning environments?; (3) What principles or elements need to be in place to ensure that competency-based education fulfills its promise to offer a more equitable education system?; and (4) How can educators work together as a field to ensure that competency-based systems take full advantage of what is known about equity strategies to benefit all students, especially those who have been historically underserved? This paper begins with a vision and definition of educational equity. It then explains how the traditional system was designed to promote inequitable outcomes and how competency-based education differs from the traditional system. In section III, the authors introduce an equity framework for personalized, competency-based education. The authors include a discussion of each principle, examples of policies and practices that will help to create an equitable environment and examples of red flags of shallow or weak implementation. The last section provides recommendations for future action. A glossary is provided in the appendix to clarify the terms used in the paper.

"The Condition of Education 2018" is a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This report contains indicators on the state of education in the United States, from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. This year's report includes 47 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. In addition to the regularly updated annual indicators, this year's spotlight indicators highlight new findings from recent the National Center for Education Statistics (NCES) surveys: (1) The first spotlight indicator examines the choices and costs that families face as they select early childhood care arrangements; (2) The second spotlight describes the characteristics of teachers who entered the teaching profession through an alternative route to certification program; and (3) The third spotlight presents data on average student loan balances for students completing graduate degrees. "The Condition" includes an "At a Glance section," which allows readers to quickly make comparisons within and across indicators, and a "Highlights" section, which captures key findings from each indicator. The report contains a "Reader's Guide," a "Glossary," and a "Guide to Sources" that provide additional background information. Each indicator provides links to the source "data tables" used to produce the analyses. As new data are released throughout the year, indicators will be updated and made available on "The Condition of Education" website. [For the 2017 report, "The Condition of Education 2017. NCES 2017-144," see ED574257.]

As any parent of a child with autism knows, your life changes and you take on new roles after your child receives a diagnosis of autism. Ready or not, you are now expected to be an expert on interventions, support professionals, and special education. Suddenly, your concerns and worries are different from the parents around you. While they may be concerned with the everyday path of education issues, you are left to determine your own path over the unfamiliar ground of special education services and learning how laws such as the Individuals with Disabilities Education Act (IDEA) affect your child. Navigating the special education system is no easy task, but as an advocate for your child, and by extension other children with autism, there is no task more important. The fundamental intent of special education is to provide instruction to meet each child's unique needs. "Life Journey through Autism: Navigating the Special Education System" offers information, tools, and tips that will help you become an even more effective advocate for your child. Many state education departments offer pamphlets with specific information about the special education system in their state. What is different about this Guide is its national perspective and specific focus on the needs of children with autism. This Guide is designed as a resource for parents. Its purpose is to give each family the information and tools needed to successfully navigate the education system anywhere in the country. More specifically, it offers: (1) Background on special education in the United States; (2) An understanding of the laws and regulations about special education; (3) An overview of the timeline of services; (4) A detailed explanation of Individualized Education Programs (IEPs); (5) Tips and techniques for being an effective advocate; (6) Sources and links that will help you identify state specific resources and find more in-depth information; and (7) Lists and definitions of terms that are frequently used in school systems. Appended are: (1) IEP Meeting Notes; (2) Information for Meetings; (3) Related Services; (4) Writing IEP Goals; (5) IEP Goal Worksheet; (6) Organizing IEP Paperwork; (7) Common Accommodations; (8) Using a Functional Behavior Assessment; (9) Using an Advocate; (10) Contact Log; (11) State Resources; and (12) Recommended Reading. A glossary is included. [Contributing authors include Julie Swanson and Julie Augeri.]

No argument would seem to be needed to prove that knowledge of contemporary legislation affecting education is of a practical advantage to every educational worker and to all citizens of representative government. Under our system it is the prerogative of a State legislature to overcome legal obstacles, or to set up new legal instruments for improving the administration of education. The purpose of this bulletin is to show the most outstanding examples and tendencies in 1937 and 1938 legislation affecting education in the United States. During this period legislature of each State held one or more sessions and enacted approximately 1,500 measures relating to education. This review is limited principally to outstanding tendencies and examples. The purpose of the review is first to determine what new and significant legislative developments are in process, and in what way they may affect the course of public education; and, secondly, to make available to school officers, teachers, and the public in general, up-to-date information on legislation affecting respective phases of education. The method of this review is intended to be narrative and also interpretative as to trends insofar as trends may be discerned within a 2-year period. It is hoped that the information contained in this bulletin will be of service to those who seek to improve the legal organization and functioning of our educational system. Chapters in the bulletin include: (1) State School Administration, Organization, and Functions; (2) Local School Administration, Consolidation, etc.; (3) State-Aid Programs; (4) School Revenue; (5) Curriculum; (6) Textbooks; (7) School Attendance; (8) Higher Education; (9) Teacher Training and Certification; (10) Teachers' Salaries; (11) Teacher Tenure and Employment; (12) Teacher Retirement; (13) Handicapped Children; (14) School Health and Safety; (15) Transportation and Tuition; (16) Private Schools; (17) Vocational and Adult Education; and (18) Federal Legislation Relating to Education. [Best copy available has been provided.]

The economic and cultural plight of American Indians began when the first White settlers landed on the shores of North America. For American Indians, the "discovery" of America was the beginning of cultural and physical destruction, marginalization, discrimination, and impoverishment. The resulting gap between American Indians and mainstream society is immense. The reduction and eventual elimination of these disparities are vitally important not only to ensure the prosperity of American Indian communities but for American society overall. Access to quality education in general, and higher education in particular, is key to closing the economic and social gap. Historically, higher education has been the main driver of improved social mobility, personal welfare, and economic prosperity. However, traditional forms of western higher education have often been unsuccessful with American Indian populations owing to the striking differences in western and American Indian traditions, pedagogical approaches, and measures of success. Investment in higher education, especially in higher education suitable for the American Indian context, is crucial to bridge the divide between American Indians and the rest of the nation. Currently, American Indians who choose to pursue higher education in the United States have two main options: (1) mainstream two- or four-year postsecondary institutions; or (2) tribally controlled educational institutions, known as Tribal Colleges and Universities (TCUs), and based primarily on reservations. The challenges of mainstream institutions in providing higher education to American Indians are similar to the challenges of providing higher education for all students of color. Success often depends on the institution's ability and commitment to provide access to those who aspire to enter college; provide financial, social, and academic support while the students are enrolled; and help provide opportunities to those who have finished their degrees. TCUs have an additional mission: They serve as a venue for educational attainment for American Indian students and are committed to the preservation and resuscitation of native cultures and traditions. This report examines the challenges of access and the benefits of investing in higher education for American Indians, and argues that higher education is one of the main drivers of economic and social development for all American Indian communities, regardless of their geographic location. The report also discusses the role of TCUs on reservations and their contribution to the well-being of tribal communities. (Contains 23 figures and 15 footnotes.) [Contributions to writing of this report was provided by Alisa F. Cunningham, Courtney McSwain and Yuliya Keselman.

This mixed method study examined the use of repeated reading with eighteen, eighth grade special education and regular education students. The purpose was to study use of repeated reading's structured, systematic, oral reading intervention while also seeking to further analyze LaBerge and Samuels' "Theory of Automaticity" (1974). Using repeated reading within the daily parameters of reading instruction, this intervention analyzed potential differences in reading fluency skills between special education and regular education students. This study also examined a hypothesized connection between improved oral reading fluency and reading comprehension skills. Independent sample and paired sample t-tests analyzing oral reading fluency scores (WCPM) and word recognition in context (WR) indicated no significant differences between special education and regular education students' pre- and post-intervention scores; nor within groups when comparing pre- and post- intervention scores. Comparison of prosody scores showed each group demonstrated significant increases on post- intervention scores over pre- intervention. In addition, regular education students exhibited significantly higher prosody scores over special education students on both pre- and post- intervention scores. Evaluation of comprehension scores within and between groups indicated significant differences or increases. Paired sample t-tests comparing pre- to post-intervention scores indicated each group significantly improved their post- intervention Maze comprehension scores over pre- intervention. Comparison between groups showed regular education students scored significantly higher than special education students on post- intervention Maze assessment. Each group demonstrated significant improvements between pre- and post- intervention silent reading comprehension assessments. Regular education students scored significantly higher than special education students on pre- and post-intervention assessments. Independent sample t-test comparison of instructional oral reading comprehension assessment scores signified regular education students scored significantly higher than special education students on pre- and post- intervention tests. Analysis of pre- versus post- intervention instructional oral reading comprehension scores revealed regular education students showed a borderline difference between their pre-and post- intervention scores. No significant differences existed for special education students between their pre- and post- intervention scores. This study provided valuable information to be used when developing, implementing, and evaluating instructional reading/ language arts practices in both regular and special education classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The publication each 2 years by the Office of Education of a statistical report dealing with the institutions of higher education leads an occasional reader to a misconception of the Federal Government's relation to higher education. There is no national system of higher education in this country. Except for the 69 land-grant colleges and universities, and the Army, Navy, and Marine training schools, the Federal Government exercises no administrative jurisdiction over any of the institutions of higher education. Whether or not an institution is to be regarded as a college for purposes of these statistical compilations depends upon certain arbitrarily chosen facts such as enrollment, accreditation, etc. Several fairly large groups of institutions which provide education at a level above the high school are not included in the compilations. Typical of these groups are private business colleges, private art schools, and schools specializing in training for certain healing cults not approved by the medical profession. In the statistical compilations found in this document, the data were gathered by means of two questionnaires--one on faculty, students, and degrees; and the other on receipts, expenditures, and property. These questionnaires were sent to all of the 1,465 institutions listed in the 1934 Office of Education Educational Directory. Of the questionnaires sent out, usable returns on the personnel blank were received from 1,418 institutions. For the questionnaire on receipts, expenditures, and property, 1,357 usable returns were received. This bulletin is presented in four parts, as follows: (1) Part I: General Findings and Interpretations; (2) Part II: Summary Tables for the United States; (3) Part III: Summaries by State; and (4) Part IV: Statistics Detailed for Individual Institutions. (Contains 43 tables and 6 footnotes.) [Best copy available has been provided.]

This is the final report of a three-year research project that aimed to identify and evaluate the potential models and practices of learning support that might constitute a national approach to workers' continuing education and training. The identification of a national approach to continuing education and training is emerging as a priority for the nation's vocational education and training (VET) system because of changing work requirements, an ageing workforce, and lengthening working lives. This research was motivated by a concern that entry-level training models may not best address workers' continuing education and training needs. Previous reports on the project describe how a range of models and practices of continuing education and training were appraised and refined through interviews and surveys undertaken with 137 workers and 60 managers in five industries across four Australian states. This process led to the identification of four models of continuing education as being the most effective, and which were preferred by workers and supervisors involved in learning within workplaces. These four models are: (1) wholly work-based; (2) work-based with direct guidance; (3) work-based with educational interventions; and (4) wholly education institution-based. The final phase of the project involved a series of roundtable discussions, in which a total of 62 VET professionals (practitioners and managers) were asked to appraise the suitability and sustainability of the four proposed models of education and training from their perspectives. Consultations were also held with a number of senior representatives of three key national agencies concerned with training and workforce development: a central agency in the Australian Government department providing advice on the vocational education system and its contributions to workforce skills and productivity, and two peak national agencies for both the public and private provision of vocational education. The purpose of this report is twofold: (1) to report on the outcomes of the final consultations; and (2) to present conclusions about continuing education and training models and practices that support workers' ongoing employability and workforce development. The report's conclusions also draw on the earlier phases of the project. The authors argue that the overall findings of the project suggest that a broader concept of a national continuing education and training system is required, one that shifts the focus away from education organised by and through education institutions toward one that better encompasses workers' needs and workplace requirements. Acknowledgment, support, and recognition of the value of work-based learning are fundamental to achieving this more holistic continuing education and training system.

This document contains the papers on preservice teacher education from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: preparing tomorrow's teachers; insights for pre-service teachers about computer use; geographic information systems in teacher education; digital cameras in education; integrating technology in research courses for preservice teachers; a computer-assisted coeducational and transdisciplinary experience; technology integration in reading and science; preservice teachers' experiences in a technology-rich urban K-12 school setting; unique collaborations in preservice teacher programs; the evolution of a curriculum in technology and pedagogy; multiple delivery systems; a Holocaust World Wide Web site; creating collegial networks; cooperative teaching and learning in information technology (IT) and modern foreign languages; analyzing bilingual education preservice teachers' learning outcomes in a computer literacy course; the next generation of professional development; the role of IT in the classroom and its implications for preservice teacher education; a planning model for integrating technology and educational methodologies in the preservice teacher education program; curriculum models for computing and IT; economics, information literacy, and teacher education; constructivist use of technology; understanding the leadership role in promoting reading outside the classroom; technological capacities of distance education teachers; standards-based reflection; anchored instruction using WebQuests in post-baccalaureate teacher education courses; virtual learning, Web videos, and elementary mathematics teacher education; teacher education changes, transitions, and substitutions; graphic representations for learning; observations of the computer use of preservice teachers; using Dreamweaver 3 for generating preservice Web-based teaching portfolios; perceptions of preservice teachers' technology competency skills in Arizona; learning with Internet resources; culture clash in the college classroom; using multimedia and technology to teach mathematics and science; preparing teachers to succeed in online professional development courses; empowering teacher through cognitive literacy skills development; teacher preparation and online learning; addressing teacher concerns toward technology; technological tools and mathematical guided discovery; the R.O.A.D. (Read, Own, Apply, Discuss) system for enhancing teacher professional growth; building a professional cyberspace community; Internet use in teacher education; student teacher educational technology use; a collaborative teacher preparation technology project; educational technology at the University of Florida; assessing faculty attitudes toward information technology; a collaborative approach to integrating technology and information literacy in preservice teacher education; PT3 (Preparing Tomorrow's Teachers to use Technology) first year accomplishments; reducing distances between colleges via Web CT; technology and problem-based learning; effectiveness of an exemption exam for an introductory educational technology course; and a computer endorsement program. Most papers contain references. (MES)

This volume of International Perspectives on Education and Society explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive. In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century. Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends. Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter. The other chapters are as follows: (1) The Symbiotic Relationship between Empirical Comparative Research on Education and Neo-Institutional Theory (Alexander W. Wiseman and David P. Baker); (2) Institutional Sequences, Pedagogical Reach, and Comparative Educational Systems (John G. Richardson); (3) The Theorized Society and Political Action: Effects of Expanded Higher Education on the Polity (David H. Kamens); (4) Cultural Coexistence: Gender Egalitarianism and Difference in Higher Education (Karen Bradley); (5) The Institutionalization of Human Rights Education (David F. Suarez); (6) Rethinking "Macro" and "Meso" Levels of New Institutional Analysis: The Case of International Education Corporations (Scott Davies and Janice Aurini); (7) The Normative Construction of Modern State Systems: Educational Ministries and Laws, 1800-2000 (Jong-Seon Kim); (8) The Changing Nature of Tertiary Education: Neo-Institutional Perspective onto Cross-National Trends in Disciplinary Enrollment, 1965-1995 (Gili S. Drori and Hyeyoung Moon); (9) Parental Involvement and Educational Outcomes: The Significance of Institutional Arrangements of Educational System (Hyunjoon Park); (10) Institutional Change in Postsocialist Education: The Case of Poland (Edward F. Bodine); (11) How Status Competition Complicates Institutional Explanations of Higher Educational Expansion: A Caribbean Case Study (Regina E. Werum and Lauren Rauscher); (12) The Institutionalization of Education in Latin America: Loci of Attraction and Mechanisms of Diffusion (Jason Beech); (13) Policy Enactment and Adaptation of Community Participation in Education: The Case of Argentina (M. Fernanda Astiz); (14) Educational Achievement of Immigrant-Origin and Native Students: A Comparative Analysis Informed by Institutional Theory (Claudia Buchmann and Emilio A. Parrado); and (15) From Citizen to Person? Rethinking Education as Incorporation (Francisco O. Ramirez). [For Volume 6, see ED492036.]

The mission of the Institute of Education Sciences (IES) is to provide rigorous evidence on which to ground education practice and policy and to encourage its use. The Education Sciences Reform Act of 2002 (ESRA) requires that the Director of IES, on a biennial basis, transmit to the President, the National Board for Education Sciences, and the appropriate congressional committees, and make widely available to the public, a report containing: (1) a description of the activities carried out by and through the National Education Centers during the prior fiscal years; (2) a summary of each grant, contract, and cooperative agreement in excess of $100,000 funded through the National Education Centers during the prior fiscal years, including, at a minimum, the amount, duration, recipient, purpose of the award, and the relationship, if any, to the priorities and mission of IES; (3) a description of how the activities of the National Education Centers are consistent with the principles of scientifically valid research and the priorities and mission of IES; and (4) such additional comments, recommendations, and materials as the Director considers appropriate. The 2005 report focused on the goals of IES and the progress that had been made in establishing the organizational capacity to further those goals. The current report provides further information along those lines as IES marks its transition from an organization under construction to one that is fully formed and operational. However, the emphasis in this report is on accomplishments as the grants and contracts made by IES begin to bear fruit. To that end, this report begins with highlights of accomplishments and findings from each of the four National Education Centers of IES: National Center for Education Evaluation and Regional Assistance; National Center for Education Statistics; National Center for Special Education Research; and National Center for Education Research. The report then describes the functioning of IES as a whole, examining: its organization, staffing, and budget; scientific peer review process; priorities; web-based dissemination; annual research conference; Urban Education Research Task Force; National Conference of State Legislatures; Society for Research on Educational Effectiveness; and the National Board for Education Sciences. Also profiled in this report are ERIC (Education Resources Information Center), the world's largest digital library of education research and information, and the What Works Clearinghouse, which synthesizes the best evidence of the effectiveness of education programs, policies, and practices and reports these findings through its website. IES carries out its programs through grants and contracts. The appendices include all awards made since the last biennial report to Congress. (Contains 2 tables and 7 figures.) [For the 2005 edition of this report, see ED494713.]

Inclusion of elementary students with an educational disability of autism in the general education classroom is becoming more prevalent in public school settings. One of the main reasons for the increase in inclusionary practices are federal and state laws, which state the least restrictive environment needs to be considered first when deciding a placement for a student with an educational disability. This study investigated elementary general education teacher and special education teachers' beliefs about the inclusion of elementary students with an educational disability of autism in the general education classroom. The Autism Attitude Scale for Teachers (AAST) was the survey used to identify the beliefs of educators about the inclusion of students with autism. General education teachers reported the supports they would need for the successful inclusion of students with autism within their classrooms. Special education teachers reported the supports they could provide to elementary general educators to facilitate successful inclusion of students with autism in the general education environment. The responses on the AAST demonstrated both groups of teachers had receptive beliefs towards the inclusion of students with autism in elementary general education classrooms. However, special educators had more receptive beliefs about inclusion of students with autism as compared to general educators. There was a statistically significant difference in the mean scores per educator on the AAST between elementary general educators and special educators as evidenced by ANOVA analysis. General education teachers reported through open ended questions the three most requested supports for successfully including students with autism in the general education environment as personal care assistant, training specific to autism and consultation with an autism specialist. Special education teachers reported through open ended questions the three supports they could provide to general education teachers as consultation with the general education teacher regarding the specifics of IEP and SDI, use of Boardmaker to develop picture schedules and communication boards, and development of functional behavior assessment and positive behavior support plans. It is important to recognize educators' beliefs about the inclusion of students with autism as they are programming and implementing the IEP of the included student on a regular basis and for future considerations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

These proceedings contain 46 papers. Brief English-language titles include: "Some Research Findings on Study Methods in Adult Distance Education" (Bajtelsmit); "Self Planned Professional Learning among Public School Adult Education Directors" (Beder, et al.); "Participation in Study Circles and the Creation of Analysis" (Beder, et al.); "Participation in Study Circles and the Creation of Individual Resources" (Borgstrom, Olofsson); "An Adult Basic Education Oriented Form of the Education Participation Scale" (Boshier); "Purposes of Adult Education" (Boshier, Nickerson); "Methodolatory in Adult Education Research" (Brookfield); "The Perry Scheme: A New Perspective on Adult Learners" (Cameron); "Adult Acquisition of Formal Operations" (Charuhas); "Beyond 1984: Projecting Participation in Adult Education" (Chimene); "The Educational Orientation Scale" (Clemmer); "Principles of Adult Learning Scale" (Conti); "Determinants of Adult Education Participation of Low Income Adults" (Cookson); "Organizing Packinghouse Workers in Chicago, 1937-1943" (Davenport); "Educational Potential of Interactive Video Technology" (Deshler, Gay); "A Case for the Liberal Arts" (Duguid); "New Test for Brain Hemisphere Preference" (Even, Lux); "Personality Traits and Perceived Benefit Associated with Different Approaches of Medical Students to Self-Directed Learning Projects" (Fox, West); "Images of Interdependence: Meaning and Movement in Learning/Teaching" (Griffith); "Democratization of the Knowledge Production in Adult Education" (Hoghielm); "The Relevance of the Future in Adult Education" (Ilsley); "An Analysis of Perceptions of the Practices of Adult Educators from Five Different Settings" (James); "Retirees Who Are Positive Give Advice to Those Who Are Negative" (Kreitlow, Kreitlow); "An Evaluation Model for an Intervention in a Community Hospital" (Lawler); "Manpower Training and Disadvantaged Adults" (Lawrence); "A Detailed Analysis of GED Examinee and High School Senior Performance on the Tests of General Educational Development" (Malizio, Whitney); "Use and Utility of Information Channels for Self-Help Advocacy Groups" (McCreary); "Culture, Cognition, and Adult Second-Language Literacy" (Orem); "Institution-related Motivational Predictors of the Penchant for Learning in the Natural Societal Setting" (Pipke); "Philosophies of Adult Education and American Values" (Podeschi); "Adult Development and Adult Beginning Reading Behaviors" (Schumacher); "Qualitative Differences between Field Dependent Nursing Students' Perceptions of Learning Experiences and Learning Patterns" (Simpson, Walker); "Correlating Ego Identity Development with Cognitive Processes Used in Question Formation" (Smith); "Needs Assessment in Adult Education" (Sork); "A Phenomenology of the Will to Learn" (Stanage); "A Power-Analytic Investigation of Research in Adult Education, 1970-1982" (West); and "Adult Education Faculty Characteristics, Activities, Satisfactions, and Career Attitudes" (Willie, et al.). (YLB)

Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical education. There is, however, little empirical evidence of how future teachers might be taught to facilitate meaningful physical education experiences. Purpose: This paper describes a pedagogical approach to PETE to support pre-service teachers (PSTs) in learning how to facilitate meaningful experiences in physical education. We aim to contribute new understanding through sharing pedagogical principles that support PSTs' "Learning About Meaningful Physical Education" (LAMPE). Participants and setting: The research team consisted of three physical education teacher educators: Tim and Déirdre who implemented LAMPE pedagogies and Mary who acted as meta-critical friend (pseudonyms used for the review process). Results from the LAMPE innovation reported here are taken from implementation across four semesters of two academic years 2013-2015. Déirdre implemented LAMPE in an introduction to teaching physical education course for pre-service generalist elementary teachers. Tim implemented the approach in an undergraduate developmental games course for future physical education teachers. A total of 106 PSTs participated in the research. Data collection and analysis: Data included teacher educator reflections and non-participant observer data from 33 individual lessons, over 7 hours of transcribed teacher educator Skype conversations, 8 "turning point" documents, 15 sets of PST work samples, and transcripts of individual (n = 10) and 9 focus group interviews (n = 18 participants) with PSTs. Data were analysed inductively. Triangulation of multiple data sources and an expert member check supported trustworthiness of the LAMPE approach and data analysis. Findings: We share five pedagogical principles that reflect how PSTs were supported to learn how to facilitate meaningful physical education experiences. Pedagogies included planning for, experiencing, teaching, analysing, and reflecting on meaningful participation. Implementing pedagogies aligned with these five pedagogical principles helped participants learn "why" meaningful participation should be prioritised as well as "how" to facilitate meaningful physical education experiences. Conclusions: Pedagogical principles of LAMPE have been constructed from empirical evidence of both teacher educator and PST experiences that supported learning how to promote meaningful physical education. This research contributes new understanding of how to support PSTs in learning to teach with an emphasis on facilitating meaningful physical education experiences.