Power-conscious and intersectional approaches to supporting student activists: Considerations for learning and development.

2019 ◽  
Vol 12 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Chris Linder
Keyword(s):  
Learning And Development ◽  
Student Activists

Legal Considerations of Institutions Surrounding Student Activism

2019 ◽  
pp. 54-74
Author(s):  
Joshua D. Sheffer
Keyword(s):  
Student Activism ◽  
Colleges And Universities ◽  
Government Funding ◽  
Legal Issues ◽  
Public Colleges ◽  
Learning And Development ◽  
Student Activists ◽  
Current State ◽  
Legal Implications ◽  
Public Colleges And Universities

Student activism raises many legal issues for institutions. Many of these issues concern schools' attempts to control or respond to student activists, but institutions must also be wary of the legal implications of their actions and policies aimed at the targets of student activism. In a world of sometimes-competing rights, institutions must balance often-conflicting considerations surrounding student activism. These considerations are multiplied for institutions accepting government funding and even more so for public colleges and universities. This chapter presents a basic framework of the legal issues institutions face surrounding student activism, the current state of the law on those issues, and legal trends, in an effort to help institutions protect their students and themselves while harnessing the learning and development opportunities student activism presents.

Review of Child behavior: Learning and development.

1976 ◽  
Vol 21 (3) ◽  
pp. 224-224
Author(s):  
JEANNE H. BLOCK
Keyword(s):  
Child Behavior ◽  
Learning And Development ◽  
Behavior Learning

Millennials, learning, and development: Managing complexity avoidance and narcissism.

2017 ◽  
Vol 20 (3) ◽  
pp. 176-193 ◽  
Author(s):  
Robert C. Giambatista ◽  
J. Duane Hoover ◽  
Lori Tribble
Keyword(s):  
Learning And Development ◽  
Managing Complexity

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

Examining the Weinberg and Walker Typology of Student Activists

1972 ◽  
Vol 77 (5) ◽  
pp. 957-970 ◽  
Author(s):  
Clarence E. Tygart ◽  
Norman Holt ◽  
Kenneth Walker
Keyword(s):  
Student Activists
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