In recent years, student behavioral issues have become a growing concern. Physical education (PE) provides ample meaningful opportunities to foster personal and social development. Among all the instructional models in PE, Teaching Personal and Social Responsibility (TPSR) stands out as the most suitable model to facilitate the development of…

In schools today, student trauma and toxic stress may impact students' ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers' experiences were examined through semi-structured interviews informed by the…

Adventurous activities are established as an integral aspect of The National Curriculum for 5-16-year-olds. Securing a place in the curriculum provides adventurous activities with an unparalleled opportunity to reach more pupils than any other form of delivery during these formative years. However, little consideration has been given to…

When teachers adopt standards-based learning, students take ownership of their education and achievement soars. Written specifically for K-12 teachers, this resource details a sequential approach for connecting curriculum, instruction, assessment methods, and feedback through standards-based education. The authors provide practical advice,…

While recent state and federal education policies convey a sense of urgency in regard to the need for education reforms, there are teachers for whom this sense of urgency has long been woven into the fabric of their practice. Fortified by their high expectations for their students, these teachers utilize strategies that convey the message that the…

This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education…

Expands the description of the teaching-learning process to a teaching-studying-learning process that emphasizes the active role of the student. Suggests that interaction is the central concept in this process and considers direct and indirect interaction. (SLD)

To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Responsibility is described as a mixture of intellect and emotion which schools can positively develop and as particularly pertinent to the gifted as potential opinion formers. The growth of children's responsibility is considered within the school social context, individual emotional development, and the effects of the teacher and teaching style.…

By focusing on students' abilities to apply knowledge to achieve long-term, real-world goals rather than on students' achievement of basic skills, teachers can develop a framework of experiential, multi-task activities supported by direct instruction, thus promoting the sharing of educational responsibility by both students and teachers. (PGD)

Discusses methods for encouraging advanced language students to learn on their own. Successful learning results from the high stimulation and continuous activity of conscious and unconscious observation. If the learner is enabled to observe consciously outside the classroom, he will do it unconsciously and learning will be constant. (PJM)

Constructivism assumes that people create knowledge from the interaction of their existing knowledge or beliefs and the new ideas or situations they encounter. While constructivism is emancipating and empowering, classroom application is neither widespread nor systematic. Teachers should construct feasible, well-conceived implementation plans and…

Creativity requires application and balancing of three abilities--the synthetic, the analytic, and the practical. Teachers should serve as creativity role models, encourage questioning of assumptions, allow mistakes, encourage sensible risk taking, design creative assignments and assessments, let students define problems, and reward creative ideas…

In this issue, two teachers and a principal offer their perspective on classroom practices that can enhance students' learning experiences and keep them motivated and engaged. Ted Nussbaum, a primary teacher at a Eugene, Oregon, school serving primarily at-risk students, shows his enthusiasm and excitement at his students' learning progress, sets…

The WHO Program (We Help Ourselves) was developed to help children take responsibility for their own safety and learn to handle potentially dangerous situations that may lead to abuse. This cooperaive effort by the Mental Health Association and the Houston Independent School District involves students in three age groups: grades K-3, 4-6, and…