challenges and changes affecting education in the 21st century and tailored to the needs of a broad range of educational professionals. A distinctive feature of studying professional Education at Brunel is that the process of learning is informed by our academics’ own research. External assessors particularly praise the way our staff ‘use their cutting-edge research in their teaching, making research integral to students’ experience’. Brunel University is a vibrant community that responds to external forces with expertise and enthusiasm, and backs this up with excellent learning and support services, newly refurbished teaching accommodation and first-rate sporting and arts facilities.
Aims of the Department are: to develop physical skills for lifetime use; to develop scientific knowledge and attitudes for optimum development of health through fitness; to cultivate socially desirable characteristics; to offer wholesome recreation; to develop ideals; to prepare teachers coaches, physical educators, athletic trainers, and sport man- agers for many career channels; and to develop the total person through physical activ- ity.
Responding to the debate on behalf of the Government, Lord Bates said: Let me try to deal with the point relating to schoolsport, as that is something that all noble Lords talked about. The government are trying to focus attention on primary school teachers and club coaches through investment in primary schools, with £150 million a year for primary schoolsport for two years from September 2013. Many schools are using the funds to invest in professional development— which is exactly what my noble friend Lord Moynihan urged us to do—and to encourage high-quality coaches. Sport England is also investing more than £400 million in the 46 governing bodies to deliver whole-sport plans. The National College for Teaching and Leadership has already developed a new specialist primary PE course for trainee teachers. 102
Teacher’s expectations: When a teacher/lecturer has positive expectations on a student (or a group of students), his relationship with him is consistent with those expectations. However, when he has negative expectations on other students, it is likely that his interactions with them goes in the direction of the confirmation of those expectations. These behaviours refer to any perception or expectation of the teacher/lecturer that modifies the students’ behaviours in order to conform to the original expectation (Good and Brophy, 2000). Several studies have reported that the practice of physical and sports activities out of normal academic Physical Education (PE), such as participation in SchoolSport Association (SSA), has a positive influence on academic Achievement (Pfeifer & Cornelissen, 2010). Other studies have also shown that if this practice is regular, it is more correlated with good grades than if it is irregular, occasional or non-existent (Laure & Binsinzer, 2009). Factors such as interactions initiated by teachers also influence learners' academic performance (Sarrazin, Trouilloud, Tessier, Chantal and Bois, 2005). But it should be noted that the studies referenced above were carried out in general establishments where sports practices are not normally included in the academic agenda. Students who participate in sports associations and other para-school activities are generally the most effective at the beginning. They spend less time than their colleagues in the preparation of classes. For this reason, they have more spare time that they reserve for other activities, including sports. On the other hand, since their entourage (including their teachers/lecturers) are informed of their extra-class activities they thrive on giving their best to succeed so that no academic failure find it explanation in their sport practices. The situation in the STAPS department where sport activities take place every day is not similar to what the literature reported above.
methods. The statistical population consisted of all 2nd grade Sama junior School students in Boroujerd, of which the researchers selected two 18-member groups in a way that the first group was trained based on the sporteducation method and the 2nd group based on the traditional method in volleyball. Each group attended the sessions held based on the running method. For the sporteducation group, before starting the intervention, the participants were asked to take the pre-tests for physical fitness and competency. Likewise, subjects in the traditional group took pretests before starting the intervention. Then, the intervention was performed in each group based on the structure, procedure, and lesson plan of the running method. After completion of the intervention, the participants were again asked to take the post-tests of physical fitness and competency. The data from pre- and post-tests were gathered and compared using covariance with SPSS. Finally, the results indicated a significant difference between the two groups in physical fitness (except for jump), as well as a significant difference between the pretest and posttest results of each group in competency, and the sporteducation was superior to traditional method.
participating in schools sport. The schools with established effective communication with their stakeholders are likely to be successful because, in addition to supporting their stakeholders, they will have the support of specialists and community experts from their plans (13). According to Hutchinson and Bennett (2012), one of the most difficult aspects of school management, especially schools sport, is to strive to retain all stakeholders in schools’ sport programs. If schools sport management works in line with the school's core values and mission, it will focus on stakeholder participation in schools sport which has a positive impact (14). It is clear that stakeholder group membership influences what is most valuable to that group. For example, a factor such as education would be most important to teachers while winning would be most important to students (15). According to the results of the study by Marsh et al. (2015) in relation to sport stakeholders, identifying and classifying schools’ sport stakeholders helps to understand the different backgrounds and organizational concerns for incorporating sport in educational environments and to resolve problems in this regard (16).
The most masculine sports entail bodily contact, strength, or high risk and include boxing, rugby, soccer, and motor sports (Colley et al., 2005). Sport traditionally has been a domain of male achievement, and gender differences in sport participation have been the subject of research since the 1970s. However, despite the passage of several decades of heightened awareness of gender inequalities, girls take part in fewer sports than do boys (e.g., Scully & Clarke, 1997). Explanations for the gender gap in participation are based on the strong link between sports behavior and masculinity. Gender difference increases in adolescence period. In adolescence period, girls interest in physical education decreases dramatically and drastically. There is abundant evidence that males and females approach and perceive sports in different ways.
School leaders, especially those at the district level, must be able to analyze complex, system wide research questions and data collections. As a continuation of Introduction to Action Research, this doctoral level research course will focus upon a rigorous, in-depth study of research design and implementation. The current climate of federal policy that is redefining “scientifically based research” will be analyzed, as will alternative perspectives on meaningful research. In addition to classroom level research, large scale research will be developed for school and district improvement. Statistical analyses and use of appropriate software for complex research designs will be explored. Considerations of reliability and validity, as well as the scope of conclusions from research will be studied in depth. Finally, the candidate will conceptualize his/her own research that culminates in the capstone experience.
In this module, students will grasp the basic techni- cal information and knowledge needed to successfully participate in an online curriculum. They will learn how to use the online classroom to get assignments, interact with instructors and other students, and sub- mit work. In this introduction students will gain a clear idea of what is expected from them as they participate in an online classroom. Finally the orientation pro- vides students with an overview of the rules regarding quotation and citation – essential to any postgraduatestudy, whether online or campus-based.
The study of the leading motives of the advanced training of all the above-mentioned categories of students leads to the conclusion that their main motive is the desire to solve important professional problems by applying the acquired knowledge and sharing their life and professional experience with other participants of the course, who, in essence, become partners in joint educational activities. In this regard, teaching activities in the system of post-graduate pedagogical education are fundamentally different from teaching at higher school. Since PPE students are not just adults but high-level professionals in a particular area of educational activity who have accumulated their own pedagogical and management experience, the purpose and content of the educational activity of the PPE professors implies advancing, empowerment and updating of this experience at a level relevant for each particular listener.
“Postgraduatestudy has made me question what I want to do: do I want to go back into the classroom or do I see an alternative pathway within education? I’d like to contribute to literature that may bring about change or become a catalyst for change in my community. “I have always been interested in the concept of social justice through education. For my research masters I intend to examine dominant (largely negative) stereotypes regarding ‘South Auckland’. I hope to challenge these stereotypes through discussion with South Auckland high school students and by exploring their reactions and attitudes towards dominant discourses regarding their communities. Through this study I hope to open up spaces where perceptions of ‘South Auckland’ can be discussed, defended and challenged.”
Responsibility towards the success of education is not only teachers, but also the principal, administrative and other employees. Among older people as those who leave their children and schools as the party that dropped off should be interwoven understanding and cooperation that is clear and good. The duty of parents to education are also obvious. This can be seen in the legislation System of national education no. 20 year 2003 article 7 para 1 and 2 stated that: (1) a parent has the right to participate in selecting the unit of education and obtain information about the development of the education of his son, (2) parents of the children the age of compulsory education, obligation provides basic education to their children. The involvement of the parents in determining the education her son is a task that should be noted not only choose the units of education but are free to determine which school you want.
5.3 Colleagues were also concerned at the timescale given to the Outdoor Education team to prepare this submission. The team had originally worked on the proposal in February 2011 and had then written to the Head of School stating that further support would be required if the proposal was to go forward. The matter had lain dormant until 3 weeks ago when they were asked to present this paper to SPGSC with the intention that it could then progress to the Board of Studies meeting in November. There were currently a number of other Singapore initiatives at the planning stage and members of SPGSC felt strongly that in future colleagues should be given adequate time to prepare the required documentation for these new ventures. There should also be sufficient time available to undertake proper market research and costing exercises.
Master of Science in ICT Integration in Education & Instructional Design Postgraduate Certificate in ICT Integration in Education & Instructional Design Postgraduate Diploma in ICT Integration in Education & Instructional Design Master of Science in Procurement & Contract Management
One of our contributors spoke about funding models, rewarding excellence and the need to grow critical mass in high quality research. It is common practice in Australia, the US and the UK for most public financial support for research to be distributed to those who are already excellent and this model also prevails within institutions, with already successful departments and schools able to generate more income. The alternative view put forward by our interviewee is that there is no automatic relationship between quality and the need for support and that to increase excellence overall, funding should be allocated to departments or schools in universities thought to have the most potential to improve, because top-ranked departments may not continue to advance the more funding they receive (although they do need support to maintain their performance). In other words, funding should also be awarded where it will make the most difference, for example, to enable a new head of school to make changes that will lead to higher quality research and perhaps the ability to generate more external research funding. In a more fine-grained funding environment, there might be a threshold below which a department would not be permitted to admit research students. Our contributor recognised the challenges of identifying departments that might benefit from additional funding but this would be one way of growing critical mass within an institution, whereas incentivising those who are already at the top may lead to over-concentration and shrinkage.
Michael Fullan issues a loud and important call for moral leadership. There is a strong theme of ethics and moral principles imbued across the program. The work of Roland Barth equally influenced that theme. Leadership begins with self- knowledge. Marcus Buckingham and Donald Clifton’s work along with that of The Ventures for Excellence Corporation and the National Association of Secondary School Principals frame the candidate’s initial leadership self- assessment. These influences help shape the emerging Professional Leadership Growth Plan that every candidate will develop and complete. Today’s school leaders must be data and assessment savvy. The work of Victoria Bernhardt, Michael Schmoker, and Doug Reeves were our beacons in this critical area. The informed and accurate use of data supports all of the candidate’s action research and Capstone Experience.
Upper respiratory illness (URI) is a common illness complaint by athletes. The aim of this study was two-fold; firstly, identify at what level of New Zealand sport URIs are most prevalent and secondly use a nutritional supplement to determine if URI rates can be reduced in this cohort. The researchers initially recruited players (n = 90) from different levels of rugby (school boy (three tiers), amateur and professional) and asked participants to complete a URI questionnaire twice a week for the duration of their season. The outcome of this study was that 1st XV schoolboy players had the highest URI incidence and duration. Consequently, researchers recruited top-level players (n = 32) across different codes at one school and conducted a two-month parallel double-blind RCT with participants allocated to either olive leaf extract (OLE) or placebo. The main outcome was that there was no significant difference in the URI incidence (0.59 vs. 0.58; Odds Ratio = 1.02 (95% CI 0.21- 4.44)) or sick days (0.16 vs. 0.20) between those on OLE and placebo. Overall this project shows that top-level school players have an increased URI incidence and duration, and although OLE supplementation does not attenuate this, further supplements should be investigated.
Experienced teachers with a degree can achieve QTS without having to do any further training through the assessment only route. This is only available to unqualified teachers who have taught in at least two schools and have taken the professional skills tests (see section 2.5). To achieve QTS through the assessment only route, individuals are required to present evidence that they meet the QTS standards. Their teaching is assessed in a school by an accredited assessment only provider. Further information is available on the Get Into Teaching website and on the Gov.uk website at: Assessment only route to QTS.