Inclusive learning and teaching through accredited awards in physical education within a 14–19 curriculum framework

2012 ◽  
pp. 179-195
Keyword(s):  
Physical Education ◽  
Learning And Teaching ◽  
Inclusive Learning ◽  
Curriculum Framework

scholarly journals Survey of adaptive physical education learning implementation in the SLB A in Surakarta in the academic year of 2019/2020

PHEDHERAL ◽  
2021 ◽  
Vol 17 (2) ◽  
pp. 8
Author(s):  
Afinda Devibrillianita Sandhy ◽  
Djoko Nugroho ◽  
Tri Winarti Rahayu
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Research Method ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Special School ◽  
Learning And Teaching ◽  
Adaptive Physical Education ◽  
Descriptive Approach ◽  
Academic Year

<p><em>The learning and teaching process of adaptive physical education subject in SLB A or special school A in Surakarta (SLB Negeri Surakarta and SLB A YKAB Surakarta) have faced several obstacles such as the education background of the physical education teachers which are special education background not the physical education background, teachers are still unable to pay attention to the students entirely and to the aspects included in learning implementation, the lack of learning facilities and infrastructure, adaptive physical education learning that generalizes various types of disabilities, and the inactivity of students in participating in the learning process. Therefore, this study aims to discover the implementation of adaptive physical education learning process in SLB A in Surakarta. This study used quantitative method. The approach used in this study was descriptive approach and the research method used was survey method with data collecting technique of observation, questionnaire, and document study. The collecting technique used by the author was by including all of the study’s subjects as the respondents. The collected data was analyzed and tested its validity using triangulation data and triangulation method. The result of this study shows that the Implementation of Adaptive Physical Education Learning in SLB A in Surakarta in the Academic Year of 2019/2020 is lacking based on its influenced factors. Therefore, it is necessary to review and improve the policies in the adaptive physical education learning for visual impaired students.</em></p>

scholarly journals Moving towards inclusive learning and teaching: A synthesis of recent literature

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Gwen Lawrie ◽  
Elizabeth Marquis ◽  
Eddie Fuller ◽  
Tara Newman ◽  
Mei Qiu ◽  
...  
Keyword(s):  
Recent Literature ◽  
Learning And Teaching ◽  
Inclusive Learning

scholarly journals Serving PE Teachers’ Views on the Interface of Primary and Secondary School PE in Hong Kong

2012 ◽  
Vol 18 (2) ◽  
pp. 14-23
Author(s):  
Chung LI ◽  
Alberto CRUZ ◽  
Kevin Wai Keung KAM
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Interpretive Research ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Telephone Interviews ◽  
Standardized Curriculum ◽  
Primary And Secondary School

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils’ learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers’ awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education. 本文旨在探討296位在職體育教師對中小學體育課程銜接的意見。研究以詮釋理念為依據，透過問卷及跟進電話訪談以顯證他們對體育課程銜接的重要性、實施措施和改善建議的意見。結果顯示九成一在職體育教師認同銜接對促進學生學習的重要性，認定學校體育功能和所教授內容相近，有利相關課程的銜接。雖然有百分之二十一在職體育教師表示已推展一些課程銜接措施，但有關銜接措施未見系統及計劃推行。大多數體育教師期望教育局能訂定一系列標準課程以確保其成效。本研究建議提升體育教師對課程銜接的醒覺性，考慮將體育納入為小學升中呈分試科目之一，並從系統、學校及課室等層面上優化中小學體育課程的銜接，促進學與教。

scholarly journals Modularization of Physical Education Curriculum in Hong Kong Secondary Schools

1996 ◽  
Vol 2 (2) ◽  
pp. 7-9
Author(s):  
Arthur Chi Tak WONG ◽  
Daniel Yuk keung LI
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary Schools ◽  
Education Curriculum ◽  
Curriculum Framework ◽  
Content Coverage ◽  
Curriculum Organization

LANGUAGE NOTE | Document text in Chinese; abstract also in English.This paper discusses the suitability of modularization of Physical Education Curriculum in Hong Kong secondary schools. It highlights the features, strength and limitations of a modular curriculum framework. The strength of the framework is that it allows greater flexibility for content coverage, better ensures curriculum continuity, and better fulfills accountability to the society. Nevertheless, it also highlights that modularization is merely a strategy for curriculum organization so that it does not contribute much to an alleviation of issues outside the scope of curriculum organization.本文探討中學體育課程全面單元化的適切性； 包括單元課程的內涵、優點和不足。優點方面， 包括提高課程的延續性和內容涵蓋面，與及在社會問責方面的承擔。不足的地方，在於它只是課程組織的一個方法，因此對解決課程組織以外的問題幫助不大。

scholarly journals Learning and Teaching Experiences of Sport Education

2009 ◽  
Vol 15 (2) ◽  
pp. 6-15
Author(s):  
Chung LI ◽  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Collaborative Study ◽  
Learning Experiences ◽  
After School ◽  
Sport Education ◽  
Team Cohesiveness ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Innovative Curriculum

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students' generic skills and all round development. Students' active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students' learning in physical education. 本文旨在報告一所師資培訓學院與兩所香港中學的一項協作研究計劃，該計劃涉及推展名為「競技運動教育」創新課程模式的研究。研究以實踐為本及詮釋理念為依據和利用訪談及課堂錄影為資料搜集工具，探討了2位資深體育教師和12位運動技能水平被介定為「高」、「中」及「低」學生對競技運動教育的教與學經歷。研究結果顯示2位體育教師接納此課程模式並提供學生正面的學習經驗，促進他/她們的共通能力和全人發展。此模式也能培養學生的主動學習、應激、自我驅動、創意和團隊內聚力。大部份學生對參與承擔角式、執行職責、加入團隊、與人合作和完成被指派工作等學習經歷也是正面的。但是，兩位老師均 經歷工作量增加的困難，其中3位同學也遇上不愉快的經驗如受傷、不公平的裁判判決和完成家課等。研究結果對推展競技運動教育以促進學生學習作出建議及質性啓示。

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

scholarly journals Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework

2020 ◽  
Vol 22 (2) ◽  
pp. 83-121
Author(s):  
Nona McDuff ◽  
Annie Hughes ◽  
John Tatam ◽  
Elizabeth Morrow ◽  
Fiona Ross
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Equality Of Opportunity ◽  
Theory And Practice ◽  
Student Experiences ◽  
Widening Participation ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Inclusive Curriculum ◽  
Curriculum Framework

Within higher education, inclusion of students from diverse nations, socioeconomic, ethnic and cultural backgrounds is vital for social mobility and economic development. Despite some international successes in widening participation, inequalities in student experiences and differentials in degree attainment for traditionally underrepresented groups, remain a major challenge. Institutional approaches to inclusion that value diversity as an inherent source of learning are underdeveloped. This paper adds theoretical insights and evidence to the debate on inclusive curricula by showing the benefits of institutional change through a strategic approach and innovation in practice (case studies). We argue that the Inclusive Curriculum Framework (ICF), underpinned by core principles of inclusion, can enhance equality of opportunity all the way through the student journey. The paper innovatively and rigorously bridges theory and practice in relation to inclusivity in learning and teaching and student success. It describes early and positive impact at Kingston University, adoption and spread in other institutions in England and potential international relevance.

scholarly journals Chapter 1: The Helios School – Inclusive University School in the City of Cologne

2018 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Kersten Reich
Keyword(s):  
Laboratory School ◽  
New School ◽  
Learning And Teaching ◽  
Life Conditions ◽  
Inclusive Learning ◽  
New Learning ◽  
Inclusive Concept ◽  
Fourth Step ◽  
The City

My essay introduces the model of the Inclusive University School of Cologne, established in 2015, that intends to be a contemporary model of democratic school in the Deweyan tradition based on principles of participation and diversity under the complex life conditions of today. The text contains four components: First, I will reconstruct some elements and principles from Dewey’s Chicago Laboratory School that served as a basis for the Inclusive University School of Cologne. Secondly, I will give a comprehensive account of the inclusive concept of the Cologne school and the ways it works out in practice. Third, I will elaborate on the pedagogical program of the school formulated in ten components of inclusive learning and teaching. In a fourth step, I will give a concrete account of what “new learning” means in the context of this new school. Finally, I will discuss some main obstacles that we encountered and had to overcome in establishing the school in Cologne.

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