scholarly journals Analysing Mindset Theory and Strategies Supporting the Implementation of Real PE to Develop a Growth Mindset Culture

2021 ◽  
Vol 73 (1) ◽  
pp. 39-62
Author(s):  
Simon Chapman
Keyword(s):  
School Setting ◽  
Training Needs ◽  
Growth Mindset ◽  
Leadership Team ◽  
Senior Leadership ◽  
Rigorous Approach ◽  
School Settings ◽  
Single Form ◽  
School Senior

Abstract Growth mindset continues to be a popular topic of conversation in the field of education and Physical Education (PE). However, despite the existence of various schemes for delivering curriculum PE, there are limited studies analysing how they seek to directly develop children’s mindsets. This study analyses the process taken for one of these frameworks, Real PE, to be implemented within a school to develop their growth mindset culture, drawing upon the theories of key educational thinkers. The study is based upon the authors’ experiences as PE Subject Leader and member of the school Senior Leadership Team (SLT) within a single-form entry primary school in Leicestershire, United Kingdom; testimonials from other schools who utilise Real PE and existing literature on the effectiveness of growth mindset. Implementing a growth mindset culture is not straightforward; although important, it is not solely about intelligence and praising effort, nor a battle of fixed versus growth mindsets as within PE, mixed mindsets exist, and, the fixed mindset should be legitimised. Therefore, a long-term, rigorous approach to change considering policies, individual beliefs, training needs, strategies and feedback methods needs to be developed. This study adds to the growing conversation about growth mindset and seeks to support other school settings considering embedding mindset culture within their school setting and PE provision.

Enabling organizational ambidexterity: Valuation practices and the senior-leadership team

2019 ◽  
Vol 73 (2) ◽  
pp. 190-214 ◽  
Author(s):  
Eric Knight ◽  
Suresh Cuganesan
Keyword(s):  
Leadership Teams ◽  
Leadership Team ◽  
Organizational Ambidexterity ◽  
Senior Leadership ◽  
Prior Work ◽  
Exploration And Exploitation ◽  
Organizational Survival ◽  
Competing Demands ◽  
Fundamental Challenge

Are design solutions sufficient to strategically manage the tensions key to long-term organizational survival? Managing the competing demands of exploration and exploitation represent a fundamental challenge for senior-leadership teams, but a growing body of research suggests that accommodating the mere co-presence of exploration and exploitation in separated units is not enough. Senior-leadership teams must also integrate and mobilize activities across units to achieve synergistic benefits; however, doing so is fraught with difficulty. We investigate and unpack this conundrum based on an in-depth ethnographic case within a media organization as the senior-leadership team transitioned toward greater synergistic integration of explore/exploit activities across differentiated units. We contribute to ambidexterity research by contrasting the dominant view of resolving tension in prior research with the view of valuing tension in our findings, and revealing the important role that senior-leadership team practices play in this regard. Furthermore, we show that the valuation practices of the senior-leadership team enable constructive divergence to be surfaced amongst the team, thereby extending prior work that has concentrated on the unifying aspects of the senior-leadership team to enable synergistic benefits.

A long-term study of children with autism playing with a robotic pet

2009 ◽  
Vol 10 (3) ◽  
pp. 324-373 ◽  
Author(s):  
Dorothée François ◽  
Stuart Powell ◽  
Kerstin Dautenhahn
Keyword(s):  
Play Therapy ◽  
Methodological Approach ◽  
School Setting ◽  
Children With Autism ◽  
Human Robot Interaction ◽  
Three Dimensions ◽  
Robot Assisted ◽  
Term Study ◽  
Long Term Study

This paper presents a novel methodological approach of how to design, conduct and analyse robot-assisted play. This approach is inspired by nondirective play therapy. The experimenter participates in the experiments, but the child remains the main leader for play. Besides, beyond inspiration from non-directive play therapy, this approach enables the experimenter to regulate the interaction under specific conditions in order to guide the child or ask her questions about reasoning or affect related to the robot. This approach has been tested in a long-term study with six children with autism in a school setting. An autonomous robot with zoomorphic, dog-like appearance was used in the studies. The children’s progress was analyzed according to three dimensions, namely, Play, Reasoning and Affect. Results from the case-study evaluations have shown the capability of the method to meet each child’s needs and abilities. Children who mainly played solitarily progressively experienced basic imitation games with the experimenter. Children who proactively played socially progressively experienced higher levels of play and constructed more reasoning related to the robot. They also expressed some interest in the robot, including, on occasion, affect. Keywords: Human–Robot Interaction, Robot-Mediated Therapy, Robot-Assisted Play, Non-Directive Play Therapy, Assistive Technology, Autism, Children

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

Teaching and learning L2 in the classroom: It's about time

2019 ◽  
Vol 53 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Instructional Time ◽  
Policy Makers ◽  
School Settings ◽  
Intensive Instruction ◽  
Primary And Secondary School

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

scholarly journals Purpose as a Powerful Resource in the Time of COVID-19

2020 ◽  
Vol 60 (5) ◽  
pp. 682-689 ◽  
Author(s):  
Allison E. White
Keyword(s):  
Health Care Systems ◽  
School Settings ◽  
The Past ◽  
Sense Of Purpose ◽  
Psychological Resource ◽  
Care Systems ◽  
Recommendations For Practice ◽  
Work Family ◽  
Development Literature

Coronavirus disease 2019 (COVID-19), a novel disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-Cov-2), has claimed thousands of lives within the past few months; disrupted people’s participation in work, family, and school settings; and challenged economic and health care systems across the globe. In light of the countless challenges posed by COVID-19, a sense of purpose (i.e., a long-term life aim that guides behavior and contributes to the world beyond oneself) may be one important psychological resource for people of all ages to develop and/or recruit during this crisis. This article provides a brief overview of the purpose development literature, the argument that a growing or solidified sense of purpose can serve as an important internal resource during periods of adversity, and recommendations for practice during the COVID-19 pandemic.

The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways

1999 ◽  
Vol 69 (3) ◽  
pp. 237-270 ◽  
Author(s):  
Mary Kay Stein ◽  
Margaret Schwan Smith ◽  
Edward Silver
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Final Section ◽  
Teaching Practice ◽  
Interpersonal Sensitivity ◽  
Educational Reforms ◽  
Common Features ◽  
School Settings

In this article, Mary Kay Stein, Margaret Schwan Smith, and Edward A. Silver identify and describe the challenges that practicing teacher educators and professional developers are likely to encounter as they design and implement new programs to help teachers learn new paradigms of teaching and learning amidst current educational reforms. The authors call attention to the fact that, just as teachers will need to relearn their teaching practice, so will experienced professional developers need to relearn their craft, which traditionally has been defined as providing courses, workshops, and seminars. This article focuses on two professional developers who engaged in long-term efforts to work with teachers in new ways, identifying the tensions that each actually faced. The cases illustrate the challenges that professional developers may encounter in supporting the transformation of teachers, including learning how to work with groups of teachers in school settings, expanding their repertoires beyond workshops and courses, and balancing interpersonal sensitivity with the need to challenge prevailing practices and beliefs. The final section of the article looks across the two cases and begins to map out common features of the terrain through which practicing professional developers can expect to travel.

Being Suspicious of the Sense of Ease and Undeterred by the Sense of Difficulty: Looking Back at Schmidt and Bjork (1992)

2018 ◽  
Vol 13 (2) ◽  
pp. 146-148 ◽  
Author(s):  
Robert A. Bjork
Keyword(s):  
Verbal Learning ◽  
Training Needs ◽  
Term Retention ◽  
New Concepts ◽  
Rate Of Learning ◽  
Long Term Retention ◽  
Experimental Findings ◽  
Teaching Learning ◽  
And Training

Richard Schmidt and I titled our article “New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training” to reflect our view that prevailing ideas about how to optimize teaching, learning, and practicing were, in our words, “at best incomplete, and at worst incorrect.” We argued that teachers and trainers were susceptible to being misled by two commonsense assumptions—namely, that procedures that enhance performance during training are the procedures of choice and that the context of training needs to match in detail the posttraining context that is the target of training. A variety of then-recent experimental findings challenged both assumptions and demonstrated, in particular, that procedures posing certain difficulties and appearing to slow the rate of learning often enhanced long-term retention and transfer of to-be-learned skills and knowledge. Given the parallel nature of such findings for both motor and verbal learning, we concluded that principles of considerable generality could be deduced to upgrade teaching and training.

Health Promotion Evaluation and Research in Schools: Issues for Consideration

1999 ◽  
Vol 5 (4) ◽  
pp. 37 ◽  
Author(s):  
Nyanda McBride
Keyword(s):  
Health Promotion ◽  
Program Implementation ◽  
School Health ◽  
Health Program ◽  
Critical Role ◽  
School Setting ◽  
Clear Understanding ◽  
School Settings ◽  
Planning Approach ◽  
Practical Implications

Schools offer an attractive means for health promotion practitioners interested in improving the health of young people and therefore schools play a critical role as a setting for health promotion and public health program implementation. As a consequence schools are also settings in which evaluation and research is undertaken. This paper will discuss some broad issues that the literature suggests are important considerations for evaluation and research undertaken in school settings and discusses some of the practical implications of these considerations. Evaluation of school health promotion requires a balance between systematic, regulated research design and the variable, uncontrolled environment inherent in naturalistic settings. A clear understanding about the nature of the school setting, coupled with an evaluation targeted at the appropriate research phase and incorporating lessons learnt from previous interventions are various issues that need to be considered in well planned evaluations. A planning approach that takes into consideration the evaluation issues raised in this paper will help to ensure that appropriate and useful interventions and evaluations are developed, which also play an important role in contributing to the development of the field as a whole.

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