Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How we Think

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Mind, Self and Society from the Standpoint of a Social Behaviorist

Research focusing on perceptual-cognitive skill in sport is abundant. However, the existing qualitative syntheses of this research lack the quantitative detail necessary to determine the magnitude of differences between groups of varying levels of skills, thereby limiting the theoretical and practical contribution of this body of literature. We present a meta-analytic review focusing on perceptual-cognitive skill in sport (N = 42 studies, 388 effect sizes) with the primary aim of quantifying expertise differences. Effects were calculated for a variety of dependent measures (i.e., response accuracy, response time, number of visual fixations, visual fixation duration, and quiet eye period) using point-biserial correlation. Results indicated that experts are better than nonexperts in picking up perceptual cues, as revealed by measures of response accuracy and response time. Systematic differences in visual search behaviors were also observed, with experts using fewer fixations of longer duration, including prolonged quiet eye periods, compared with non-experts. Several factors (e.g., sport type, research paradigm employed, and stimulus presentation modality) significantly moderated the relationship between level of expertise and perceptual-cognitive skill. Practical and theoretical implications are presented and suggestions for empirical work are provided.

http://www.castonline.ilstu.edu/smith/405/readings_pdf/expert_rdngs/perc_exp_meta_anal.pdf

Perceptual-cognitive expertise in sport: a meta-analysis.

Findings from physical education research conducted over the last two decades suggest that girls' experiences in and perceptions of physical education in many team sport-based programs are less than satisfactory. Team sports taught within a traditional multi-activity format often permit dominant aggressive male players to control the game, marginalizing and alienating low-skilled girls and boys. This paper critiques the circumstances often found in sport based physical education and reports the use of an innovative approach to team-sport curriculum entitled, 'Sport for Peace', to enhance girls' levels of engagement and satisfaction in urban high school physical education. In this research, seven teachers and 15 girls were involved in the curriculum innovation in three urban high schools. Teachers trained and mentored using the curriculum implemented the program in two classes in each school. The implementation process was described using observation protocols and the teachers and girls were interviewed formally at the conclusion of the observation period. Data were analysed using constant comparison. Findings suggested that the Sport for Peace curriculum improved the sport environment for girls by enhancing their perceptions of success, promoting ownership of the sport content and the class processes, creating authentic cooperative environments for boys and girls, and encouraging the use of second chances to promote understanding and learning. Boys' attitudes towards girls' ability and motivation became more positive and girls indicated that they enjoyed participating with boys in these sport programs. The findings were analysed within Ladson-Billings' conceptualization of culturally responsive pedagogy.

/pdf/creating-a-culturally-relevant-curriculum-for-disengaged-13a73lal0j.pdf

Creating a Culturally Relevant Curriculum for Disengaged Girls

This text presents an analysis of the curriculum process in physical education and provides an overview of physical education curriculum theory, describing the cultural context and its impact on the curriculum theory. It illustrates the implementation of five alternative generic models for developing physical education programmes. This edition of the book places greater emphasis on social and political factors and the importance of cultural diversity.

The curriculum process in physical education

Overview of the field addressing the needs of diverse students promoting student learning promoting valued outcomes and attitudes learning to teach - an on-going process.

Student learning in physical education : applying research to enhance instruction

Student engagement is a prerequisite for student learning and retention. Unfortunately, the number of disengaged students may exceed two-thirds of the high school population. Although there are many reform efforts to increase engagement, participants' perspectives on the topic are often ignored. The purpose of this study was to investigate teachers' and students' perspectives on engagement. Four teachers and 51 students from three urban high schools were observed and interviewed. The data were analyzed via constant comparison. Teachers' discussions focused on barriers that they perceived restrained their ability to engage students. Although students also noted barriers, they reported that their own engagement levels were flexible and responsive to teachers'actions. From the students' perspectives, engaging teachers communicated cared and enthusiastically presented active learning opportunities.

Catherine D. Ennis

Papers

Creating a Culturally Relevant Curriculum for Disengaged Girls

The curriculum process in physical education

Student learning in physical education : applying research to enhance instruction

Building Bridges to Student Engagement: Communicating Respect and Care for Students in Urban High Schools.

Students' and teachers' perceptions of conflict and power