School Journal Research Articles

Exploring the embodied experiences of social relationships in physical education

ABSTRACT There is a need for new pedagogies in physical education that emphasise embodied learning experiences and meaningfulness [Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241–250; Kretchmar, R. S. (2008). The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The Elementary School Journal, 108(3), 161–170; Lambert, K. (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173; Rintala, J. (2009). It's all about the –ing. Quest, 61(3), 278–288]. Social interaction is considered an integral feature of meaningful physical education [Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312]. Previous research shows that various pedagogies of embodiment may contribute to enhancing positive social interaction [Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education and Society, 8(2), 179–197; Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 29–42). Routledge]. This study explores pupils’ embodied experiences of social relationships in physical education. We aim to inform and further develop existing pedagogies of embodiment by expanding the knowledge about how intersubjectivity and sociality are experienced, and how these experiences affect the pupils’ movement exploration and enable them to value physical activity. By interpreting findings from a sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway, we show how pupils’ embodied experiences of social relationships revolve around establishing, confirming, maintaining, and questioning their sense of belonging to the social 'we'.

Developing and strengthening learning motivation: Evidence from a project for primary education in Greece

This study reports the results obtained from the implementation of an educational program for primary education in relation to the development or enhancement of students’ learning motivation. The publication of a school journal by 24 6<sup>th</sup> grade students at a public primary school in Greece and their teacher was the main project of the project. The students worked in a communicative and collaborative environment and were encouraged to actively participate in all stages of writing and publishing the magazine. The study describes the pedagogical approach followed by the teacher and the main topics of the journal. The way of collecting the qualitative and quantitative data of the research conducted and the analysis of the data are also mentioned. In relation to the quantitative data, the students’ motivation index (SMI) was calculated before and after the educational project. The results of the quantitative analysis showed that after the implementation of the program, SMI had increased, and the results were statistically significant for both boys and girls. Qualitative data collected agreed with the quantitative results.

Театральне виховання та соціальний розвиток учнів з порушеннями інтелектуального розвитку (на прикладі діяльності комплексу спеціальних шкіл у Червйонка-Лещинах, Польща)

The purpose of the article is to substantiate the importance of theatre education in the social development of younger pupils of special schools. The theoretical part presents the theatre education of students with special educational needs, outlines the portrait of students with intellectual disabilities and defines the specifics of the activities of the Complex of Special Schools in Czerwionka-Leszczyny. The practical part of the article presents theatre education in the Complex of these schools based on interviews with the leaders of the drama club and group “Zetki”, on the school's journal and the results of the survey conducted amongst the members of the group. The article proves that theatrical activity promotes integration through the development of interpersonal skills and verbal and non-verbal communication, improvement of visual-hearing-motor coordination, as well as the formation of a sense of empathy and imagination of persons with disabilities. The importance of a friendly atmosphere and mutual acceptance of all participants during theatre activities is emphasised. The authors use the method of theoretical analysis of scientific sources on the research topic; the method of survey, as well as the analysis of the results of empirical research.

Sixteen “Creeds” at the Fin de Siècle

Abstract This article examines the pedagogic creeds published in New York and Chicago during 1896 and 1897 in The School Journal. The configuration of ideas framing the creeds reveals the dynamics of modernities and transatlantic crossings, mainly the ideas of Georg W. F. Hegel, Herbert Spencer, Friedrich Froebel, Johann Friedrich Herbart, and Wilhelm Wundt and their contextual adaptation. The creeds are analyzed at the interplay of evolutionism and its versions, including Lamarckianism, developments in psychology, the intersection of Protestantism, and the gendered and racial ordering of society. The child study movement and theories of recapitulation also had a presence. The creeds provide a picture of the ideas at the fin de siècle. They were aimed at reform with various agendas that included social reconstruction with a modernist civilizing agenda, segregationism, and residential/boarding schools for Indigenous children. John Dewey's more well-known and influential creed brought its own unique avenues through his embracement of pragmatism.

Evolution to revolution Journey of Research journal of School of Management, KIIT

Evolution to revolution Journey of Research journal of School of Management, KIIT

Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations

Previous articleNext article No AccessExamining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations Introduction to the Special IssueNicole Patton Terry, Astrid Pohl Zuckerman, and Peggy McCardleNicole Patton TerryFlorida State University and Florida Center for Reading Research Search for more articles by this author , Astrid Pohl ZuckermanOhio State University Search for more articles by this author , and Peggy McCardlePeggy McCardle Consulting, LLC Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Ahead of Print Article DOIhttps://doi.org/10.1086/723376 Views: 23Total views on this site HistoryPublished online February 22, 2023 © 2023 The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

Promoting an equity-based approach for social and emotional learning in physical education teacher education: international teacher educators’ perspectives

ABSTRACT Despite growing attention on Social and Emotional Learning (SEL) in education settings (Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. https://doi.org/10.1080/00461520.2019.1625776), there also has been an increasing concern that the existing understanding of SEL is not based on diverse racial, ethnic, and cultural perspectives (Hurd, E., Brinegar, K., & Harrison, L. (2021). Equity-based social emotional learning (SEL): A critical lens for moving forward. Middle School Journal, 52(3), 2–3. https://doi.org/10.1080/00940771.2021.1893994). The purpose of this research was to explore teacher educators’ perspectives on promoting an equity-based approach for Social and Emotional Learning (SEL) in physical education teacher education (PETE) from an international perspective. Using an international comparative case study design (Penn, R. (2019). International comparative case studies: Multiple methods in action. Sage.), 18 teacher educators were recruited from 10 different countries (Australia; Brazil; Cyprus; China; Finland; Germany; Ireland; New Zealand; South Korea; The United States). Semi-structured individual interviews were conducted using a video-conferencing system to collect data on the participants’ perspectives on promoting equity-based SEL in PETE. Using a systematic process of inductive data analysis by Miles et al. (Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.), four findings were generated: (a) Respecting differences with culturally responsive pedagogy, (b) Embedding diversity across different phases, (c) Critical introspection on self and others, and (d) Having intentional and difficult conversations. Based on the findings, more research needs to be conducted in the future to investigate how PE teachers incorporate equity elements into their SEL practices in real-time school settings.

Adapting and monitoring daily CICO implementation in high schools

Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., The High School Journal, 96(4), 267–282, 2013; Flannery & Kato, Preventing School Failure: Alternative Education for Children and Youth, 61(1), 69–79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., Responding to problem behavior in schools: The check-in, check-out intervention (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned.

College Journals, Educational Modernism and Palestinian Nationalism in Mandatory Palestine:Majallat al-Kulliyyah al-‘Arabiyyah

This article examines the role of Majallat al-Kulliyyah al-‘Arabiyyah, a ‘School Journal’ published by the Arab College in Jerusalem during the Mandatory period. This School Journal was a key agent of modernisation, enlightenment and national awareness among the Palestinian people. A period of intense national struggle, the Mandatory period was replete with political and military upheavals that decided the fate of the country and ended with the expulsion of more than half of the Palestinians and the Palestine Nakba of 1948. Among the most significant cultural changes during the Mandate, that had a major positive impact on Palestinians, was the expansion of the press, including the School Journals. These School Journals played a crucial role in widening the circle of education in Palestine, reducing illiteracy rates, advancing modernisation processes in Arab society and, importantly, promoting Palestinian Arab nationalist ideas as an instrument of national struggle against British colonialism and the Zionist settler movement in Palestine. The article focuses on Majallat al-Kulliyyah al-‘Arabiyyah as the most widespread and influential Arab School Journal during the Mandate period and analyses the key role played by this School Journal in Palestinian educational institutions and the Palestinian national-political struggles during the Mandatory period.

Looking Back to Look Forward: an Interview With John Swaim on the Making of <em> This We Believe</em>

In the early 1980s, John Swaim was the president of the NMSA Board of Trustees. John Lounsbury, then editor of The Middle School Journal, collaborated with John Swaim and the Board of Trustees to commission the writing of the original document, This We Believe. In the spring of 2020 [Author] contacted John Swaim to tell the story of how This We Believe was conceived. They collaborated using an interview format. The most recent version of The Successful Middle School: This we believe (Bishop & Harrison, 2021) was also recorded with input from leaders in middle level education providing preservice and inservice teachers with tools and inspiration on the best way to respond to the needs of young adolescents. John’s story provides a backdrop for professors to use with preservice teachers to honor and acknowledge the work of those who have come before us, and highlights the power and value of collaboration in support of middle level education.

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Next article FreeFront MatterPDF Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 121, Number 4June 2021 Article DOIhttps://doi.org/10.1086/715615 Views: 251 © 2021 by The University of Chicago. All rights reserved. Crossref reports no articles citing this article.

Home environment as a factor in maintaining the mental health of the individual in the family

IntroductionThe relevance of studying the characteristics of the home environment of a person with mental health problems is determined by the need to identify the resources of the individual and the family to form multilevel adaptive competencies aimed at maintaining mental health.ObjectivesThe present study was conducted to obtain standardized assessments of attitudes towards the home environment, towards the home as a place of functioning of the family with mental patients.MethodsThe study involved 12 patients aged 21-60 years diagnosed according to ICD-10 F2 with the disease duration of more than 1 year and readmission. Methods used were experimental psychological questionnaire “My home” (Reznichenko, Nartova-Bochaver, Kuznetsova, 2016), mathematical statisticsResultsThe test results showed that the average score for the “strength of significance of the home for its inhabitants” across the data set was 4.14, which differed from the average value of 3.73.ConclusionsThe psychological foundations of attachment can be associated with a variety of facts, including the frequent absence of patients outside the home environment during readmission periods. The home environment can be a complex of positive feelings and experiences in relation to the home as a personally significant place. The study revealed some of the psychological traits of the subjective attitude to home, which can become indicators of psychological adaptation in persons with mental disorders in the future. Reznichenko S.I., Nartova-Bochaver S.K., Kuznetsova V.B. (2016) Home Attachment Assessment Method. Psychology. Journal of the Higher School of Economics. 13(3): 498-518.DisclosureNo significant relationships.

Primary School Reading Materials and Contexts of Change in New Zealand's School Journal, 1907-1989

This paper considers primary school texts as resources for teaching reading and as children's literature, applying principles of close reading and New Historicism theory to explore the effects on texts of changing social, political, and pedagogical contexts in the twentieth century. Particular issues discussed are predominant themes and ideologies, narrative technique, representations of systems of authority and control, the positioning of the child reader, and the relationship of the text to curriculum and the teaching of reading. There will be a focus on the School Journal, as New Zealand's longest running periodical, an apt illustration of contextual change.

Geometry and Technical Drawing in the Secondary School Journal: knowledge for teaching (1957 to 1963)

AbstractThis study presents an analysis of articles on Mathematics and Technical Drawing, published in the Brazilian Secondary School Journal, between 1957 and 1963, in order to provide a panorama of theoretical and practical recommendations, emphasized and defended in these papers, regarding to teaching and learning processes of notions, concepts and procedures relative to geometry and especially whether the History of Mathematics was used a tool for teaching and learning Mathematics. This journal has been structured as a teacher training esource, as it has emerged in a context in which the large majority of Brazilian secondary school teachers were self-taught because, in 1957, only 16% of in-service teachers had graduated from Schools of Philosophy. For this analysis, we assume that the pedagogical media, which resulted from editorial strategies aimed at teachers, plays a significant role in the dissemination of ideas and knowledge understood as necessary and fundamental for the teaching practice. In this paper, we identify recommendations on the teaching and learning process for geometry, which are highlighted in the process of teacher professionalization, according to the appropriation perspective (Certeau 1994, Chartier 1991 and Carvalho 2006) of the educational legislation of the 1950s, followed by different authors of the analyzed articles.
 Keywords: History of Mathematics Education in Brazil. Mathematics Teacher Training in Brazil. Pedagogical Media.
 Resumo Este estudo apresenta uma análise de artigos sobre Matemática e Desenho, publicados na Revista do Ensino Médio, entre 1957 e 1963, com a finalidade de fornecer um panorama de recomendações teóricas e práticas, enfatizadas e defendidas nesses artigos, no que se refere aos processos de ensino e aprendizagem de noções, conceitos e procedimentos relativos à geometria e, principalmente, se a História da Matemática foi utilizada como ferramenta para ensinar Matemática. Este periódico se estruturou como um recurso para a formação de professores, pois surgiu em um contexto em que a grande maioria dos professores do ensino médio brasileiro eram autodidatas, uma vez que em 1957 apenas 16% dos professores em serviço eram formados em escolas de Filosofia. Para esta análise, partimos do pressuposto de que os meios pedagógicos, fruto de estratégias editoriais dirigidas aos professores, desempenham um papel significativo na difusão de ideias e saberes entendidos como necessários e fundamentais para a prática docente. Neste artigo, identificamos recomendações sobre o processo de ensino e aprendizagem da geometria, que se destacam no processo de profissionalização docente, segundo a perspectiva de apropriação (Certeau 1994, Chartier 1991 e Carvalho 2006) da legislação educacional dos anos 1950, seguida por diferentes autores dos artigos analisados.
 Palavras-chave: História da Educação Matemática no Brasil; Formação de professores de Matemática; Mídia Pedagógica

From the High School Journal Editorial Board: Living in an Anti-globalization era: A Call for Promoting Critical Multiculturalism and Multicultural Education for Immigrant Teachers and Students in Secondary Education

From the High School Journal Editorial Board:Living in an Anti-globalization era: A Call for Promoting Critical Multiculturalism and Multicultural Education for Immigrant Teachers and Students in Secondary Education Xinxin Wang and Linyu Yu Since the beginning of 2020, the outbreak of coronavirus disease has challenged fundamental ways of living, including the economy and social structures. The world has been experiencing economic recessions, job market losses, health and safety concerns, and school closures. In the United States (U.S.), most schools at all educational levels were forced to shut down or pivot to distance learning immediately in Spring 2020. Insecurity and fear arose among people due to the quick spread of the pandemic and have created discriminatory responses and social exclusion disproportionately against people of color and immigrants (Devakumar et al, 2020). This increasing racism and othering has disrupted the education system's commitment to social justice. Few studies as of yet have examined the impact of the pandemic and anti-globalism against immigrant teachers and students in secondary education. With the previous U.S. administration's stringent immigration policy, restricted international travels, and rising anti-Asian hate crimes worldwide, it is a critical time to re-examine the educational conditions that immigrant teachers and students, particularly Asian American and international students, are experiencing during the anti-globalization era. Globalization has indeed been a phenomenon that cannot be avoided or denied. Knight (1997) conceptualized globalization as "the flow of technology; economy, knowledge, people, values, ideas...across borders" (p.6). Economy, education, politics, culture and every aspect of family life, particularly in the U.S. (e.g., food, clothing, transportation, and social media), are impacted by globalization. The sentiments and actions of anti-globalization are in response to globalization as a contributor to a higher global mobility across borders with no barriers in that globalization might indirectly boost the spread of the coronavirus. The rise of anti-globalization and nationalism during the pandemic has manifested in many aspects of life from "the closure of borders and the difficulty of mobilizing support and solidarity across them, to the fear [of illness, financial distress, social instability that] many people experience...[T]he response appears to make nationalism more salient as people look to support their own communities" (Bieber, 2020b, p. 1). Nationalism is argued to be a predominating ideology and practice in the U.S. and the world that values membership in a nation and downplays the uniqueness of other cultures (Bieber, 2020a). The pandemic and the voices of anti-globalization and nationalism impact every community and school and its teachers and students. However, more attention needs to be on the intersectionality of (post)pandemic anti-globalization and nationalism and its consequences on [End Page 79] immigrant teachers and students who represent the movement of people and ideas across borders. Immigrants accounted for about 13.7% of the U.S. population in 2018 (Budiman, 2020). Immigrant teachers in this editorial are defined as those who are foreign-born and came to the U.S. after receiving a majority of K-12 education in their home countries (Ndukwe, 2019). These teachers came to the U.S. for a variety of reasons such as higher education, family, refugee status, and job opportunities; and they hold citizenship, permanent resident status or temporary work visas. States on the eastern and western coast along with Alaska and Hawaii see the higher percentage of immigrant teachers in their teaching workforce compared to the Midwest (Starz, 2017). With regard to subjects, immigrant teachers are teaching in high-need areas such as mathematics, science, and special education as well as foreign language, English to speakers of other languages (ESOL), and bilingual education. The rise of immigrant teachers is seen as a response to the increase of linguistically and culturally diverse students in the U.S. (Ross & Ahmed, 2016) as well as a critical shortage of new teachers in the teacher preparation pipeline (U.S. Department of Education, 2011). Many efforts have been made in the U.S. educational system to recruit immigrant teachers. For example, many states develop alternative routes to teaching careers and there has also been federal support for alternative teacher certification (Gross, 2018). Within school districts and...

The Gorse Blooms Pale - Dan Davin’s Southland Stories

These two new collections of Dan Davin’s short fiction have a friendly, nostalgic appearance. With matching gloss white hardback covers, vigorous title fonts, and bright chunky artwork by Jenny Cooper, they are faintly reminiscent of New Zealand school journals; my twelve-year-old son, spotting them on the table beside me, assumed they were holiday reading I had picked up on his behalf. Between the covers, however, they are revealed to be substantial, many-faceted works that provide, along with the stories, a wealth of meticulously organised and annotated detail that richly rewards the concentrated reader.

Analysis of Status of the Medical School Journals in Korea and Evaluation Criteria in the Index Databases

Analysis of Status of the Medical School Journals in Korea and Evaluation Criteria in the Index Databases

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Next article FreeFront MatterPDF Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 121, Number 2December 2020 Article DOIhttps://doi.org/10.1086/712967 Views: 226 © 2020 by The University of Chicago. All rights reserved. Crossref reports no articles citing this article.

El Niño Laborista: fuente de información y educación regional en Zacatecas (1927)

El objetivo del presente trabajo es destacar la importancia que los periódicos escolares o prensa pedagógica tienen como fuentes para la reconstrucción de la historia de la educación en México. En este caso se muestra un breve panorama de la prensa pedagógica en Zacatecas, aludiendo a trabajos ya presentados. Se destaca la importancia de un periódico escolar, El Niño Laborista, como vehículo de información, educación y comunicación, entre autoridades educativas, profesores y profesoras, alumnos y padres de familia, habitantes de una región lejana a la capital, la Congregación de Empalme Cañitas. El análisis del periódico permite reconocer las múltiples actividades que debían realizar los maestros en las comunidades rurales a fin de incorporar a los campesinos al proyecto nacional posrevolucionario, que trataba de crear una nueva identidad colectiva, donde todos supieran leer, escribir y trabajar por la prosperidad de sus comunidades, lo que redundaría en el cambio de mentalidades y actitudes que llevarían a la consolidación de una nación más prospera.

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development