Some Examples of the Phenomenon of Metadidactic Slippage in School Practice

The topic of the contribution is pupil participation in school life. In this framework we will focus on student councils, which represent one of the possible forms of pupil participation. The study analyzes the foundation and the existence of a student council at a selected primary school using a modified Lagerwei’s model of stages of change. In the text we present a comprehensive view on the functioning of student council, as we confront the data relating to its activities obtained from the headmaster, teachers and pupils. The study focuses primarily on researchers dealing with the issue of pupil participation but its focus also brings ideas and inspiration for other professionals and for school practice.

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Lower Case Truth: Bridging Affect Theory and Arts-Based Education Research to Explore Color as Affect

International Journal of Qualitative Methods ◽

10.1177/1609406921998917 ◽

2021 ◽

Vol 20 ◽

pp. 160940692199891

Author(s):

Ellie Haberl

Keyword(s):

Education Research ◽

Visual Arts ◽

Lived Experiences ◽

Affect Theory ◽

Western United States ◽

Visual Method ◽

School Practice ◽

Lower Case ◽

Project Participants ◽

Grade Classroom

As education researchers increase our focus on affect as a crucial dimension of school practice and pedagogy, we also have the responsibility of taking up the paradoxical nature of seeking to represent and analyze moments of feeling that, by their very nature, evade our understanding. This article explores the question of attending to affect in education research by drawing on research conducted in a seventh grade classroom in a mid-sized city in the western United States, where students were explicitly invited to ground argumentative writing in lived experiences that were significant to them, including those experiences often deemed difficult and thus saturated with affective intensities. Invited to use visual arts-based methods of representing the felt dimension of the project, participants used both color and abstract design as a method for representing the complexity of these affective intensities. The author makes an argument for this visual method of representation that invites students to illustrate their affective experience in ways that maintain its complex, contrasting and often non-linguistic nature.

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Happiness as an aim of education

Human Affairs ◽

10.1515/humaff-2021-0014 ◽

2021 ◽

Vol 31 (2) ◽

pp. 165-174

Author(s):

Nikola Kallová

Keyword(s):

Public School ◽

Mental State ◽

Relevant Literature ◽

Philosophy Of Education ◽

Public Schooling ◽

School Practice ◽

Central Concern ◽

Current Trends ◽

Normative Implications

Abstract This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that happiness is not a central concern in present public school practice. Turning to philosophy of education, the author finds that happiness has been considered in relation to the philosophical conception of the human self and consequently eudaimonia has been prioritized over hedonia. The paper concludes by proposing that happiness is an appropriate and valid aim of education and schooling based on the normative implications of the concept of education.

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Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18031177 ◽

2021 ◽

Vol 18 (3) ◽

pp. 1177

Author(s):

Karel Frömel ◽

Jana Vašíčková ◽

Krzysztof Skalik ◽

Zbyněk Svozil ◽

Dorota Groffik ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Teaching Practice ◽

Social Health ◽

Physical Strain ◽

School Practice ◽

School Based ◽

Adequate Response ◽

Physical Activity Recommendations ◽

Activity Recommendations

The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.

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Theory into practice in Australian progressive education

History of Education Review ◽

10.1108/her-03-2014-0027 ◽

2015 ◽

Vol 44 (1) ◽

pp. 115-127

Author(s):

John P. Hughes

Keyword(s):

Design Methodology ◽

Progressive Education ◽

Local Level ◽

Historical Trends ◽

Content Type ◽

School Practice ◽

Historical Literature

Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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