Education & Pedagogy

It is common to begin a physical education class by having students run laps. Many teachers find that doing the same running warm-up day after day leads to boredom and a lack of interest in their students. This article provides teachers with developmentally appropriate warm-up activities that will not only motivate students, but also keep them active and healthy. These activities also address three unique sets of standards: the National Association for Sport & Physical Education standards for physical education, the National Health education Standards, and the National Standards for Dance education. (Contains 3 tables and 3 figures.)

Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was used as a learning and teaching tool for service-learning experiences in special education courses. A quantitative analysis revealed significant improvement in reflection entries of students' journals. Teacher educators socially validated the rubric as a teaching and assessment tool. (Contains 2 tables and 1 figure.)

The 1972 Report of the Government's Committee of Inquiry into Teacher Education and Training (James Report) suggested radical changes, many of which conflicted both with the interests of existing providers and with emerging policies on the organisation of higher education. Its proposals concerning in-service education, whilst generally welcomed, fell victim to the demographic and economic problems of the 1970s. However, the Committee's emphasis on the importance of partnership between all those involved in teacher education, and particularly the involvement of serving teachers, to which Dr Harry Judge had as a member of the Committee made important contributions, became a major theme of teacher education policy in succeeding decades. (Contains 14 notes.)

Findings are presented from a year-long study of a cross-sector collaboration to prepare underrepresented students for postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative involving universities, corporations, a federal government agency, and a nonprofit coordinating body in an effort to introduce students to business education and careers in business. This paper analyzes and compares (1) the starting conditions catalyzing the involvement of different sectors, (2) sustainability factors, (3) negotiation of the terms of involvement, (4) the actual experience of partnership, and (5) the difference made by a coordinated approach to pipeline development.

This study addressed special education teachers? perspectives of secondary special education for students with mild mental impairment and learning disabilities. Secondary special education teachers responded to a survey regarding teacher preparation and teacher satisfaction. Results from the study suggested that changes need to be made to preservice preparation, as a low percentage of teachers had experience working with secondary special education students prior to their first position. Changes in preservice preparation are also necessary to resolve the lower levels of satisfaction teachers reported for programs serving students with mild mental impairment than those serving students with learning disabilities. Overall issues of secondary special education preparation need to continue to be examined.

This article examines the influences promoting social justice in the field of outdoor experiential education. The philosophical foundations of outdoor adventure including the work of John Dewey and Kurt Hahn are considered in light of social justice education. The historical evolution of social justice activism within the professional community is analyzed. Other influential trends including the development of outdoor programs sensitive to social justice concerns, the cross fertilization from other related fields, and the demographic and economic imperatives to transform the field are described. The methodological fit between outdoor experiential education and social justice education is the final influence presented. The article concludes that potentials for social justice education within the outdoor experiential education field create an imperative for inclusion.

There appear to be various respects in which the outdoor environment has been regarded as significant for education in general and moral education in particular. Whereas some educationalists have considered the environment to be an important site of character development, others have regarded attention to conservation and sustainable development as pressing moral educational concerns in a world of widespread human environmental abuse. The following paper argues that approaches to environmental education that proceed by way of character education or environmental ethics may yet fall short of the central goal of promoting intrinsic appreciation of nature and the outdoors, and explores an alternative strategy focused on exposure to the arts.

Distance education has a history of over four decades in India. There has been a vast growth in the number of learners who need education and thus also the corresponding channels of providing education. Due to the constraints of the traditional educational sector, open and distance learning has been found to be a workable alternative strategy in India. This paper traces the evolution and diversification of open learning in India by examining various factors that led to the growth and success of open learning. This system, as other systems of education, is not free from problems and a critique is provided on the various factors affecting the smooth functioning of India's open and distance learning system.

In this paper, the author attempts to extend the paradigm approach into the philosophy of music education and to build upon this basis a model for structuring music education discourse. The author begins with an examination of Peter Abbs' account of paradigms and paradigm shifts in arts education. Then she turns to Kuhn's conception and to his critics, and sketches, against the background of Kuhnian and post-Kuhnian debate in philosophy of science an alternative methodology which serves as a basis for the interpretation of the dynamics of music education theory. The author concludes that in contrast to theories, paradigms are hierarchical, multilevel structures that embrace the socio-psychological dimensions of the process of theory building and theory development.

This article discusses the impact of marketisation on the quality of research and education in Turkey and the USA based on the narratives of higher education scholars. It also compares the perception of Turkish and American scholars regarding the implications for Turkey and the USA. It is concluded that there is a link between marketisation and the quality of teaching and research in higher education. While the concerns of Turkish scholars associated with higher education are systemic and perennial regardless of the marketisation process, American scholars tend to associate quality problems in higher education more with the marketisation trend in the country.

Postgraduate education includes a special dimension of the educational process. Developments worldwide are increasing the interest in postgraduate education. The purpose of this research is to examine postgraduate education as a transformational tool. The research addresses the postgraduate's master's phase. The research was conducted using a qualitative research method and a case study design. Three themes were reached based on the research. These are the perception of postgraduate education, the effects of postgraduate education, and the experiences during the postgraduate education process. The place of the academic staff in the process comes to the forefront in the research.

Purpose: This study explores the evolving landscape of agentic artificial intelligence (AI) and its transformative impact on higher education with a focus on business education. Design/methodology/approach: This bibliometric analysis evaluates publications from the Scopus database using the student life cycle (SLC) model and the teaching triad. Findings: This study reveals a rising trend in the publication of agentic AI in business education and recommends future research using time-series analysis, thematic mapping and clustering by coupling, followed by a use case for software developers. Originality/value: This bibliometric analysis identifies key challenges and applications in business education and highlights the current insights.

This edited volume builds upon a rich literature base on quality, equity, and education for all. It focuses on enrolment patterns in education and includes extensive, micro-level analytical data to support their findings. The chapters include evidence-based analytical methods with three global regions and eleven country case studies that contribute to the United Nation's Sustainable Development Goal 4 (SDG 4) Quality Education for All by 2030. The book offers valuable and practical learning materials for policymakers, field practitioners, researchers and research students specializing in comparative education, international educational development, and international cooperation.

The National Art Education Association (NAEA) believes there is a symbiotic relationship between a supported high-quality visual arts education program and a positive school culture and climate. The fundamental context for a school-based visual arts education program requires effective educators who are certified/licensed in visual art and appropriate, equitable, program-specific resources including facilities, budgets, time, instructional materials, and online access. This report presents the NAEA's position on positive school culture and climate by presenting how visual arts education impacts school culture and climate and how a positive school culture and climate supports visual arts education. [Adopted March 2016; Reviewed and Revised March 2019.]

This paper presents formal interactions between vocational education and training and the labour market in France, part of a large European study commissioned by the Centre for the Development of Vocational Training (Cedefop). The paper examines the nature of vocational education and training system, the feedback mechanisms and the characterisation of the feedback loops in vocational education and training system in France. The paper concludes with a highlight of the significant features of the interactions between vocational education and training and the labour market in France. [For the complete Volume 12 proceedings, see ED597979.]