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ABSTRACT The purposes of the study were (a) to explore the effect of two-Sport Education units (basketball and floorball) on game performance and game knowledge of Primary Education students according to their skill level, and (b) to know whether there were differences according to the sport taught (basketball and floorball). The participants were 33 students from two primary school classes. This study followed a mixed-methods approach. Quantitative data were obtained through a cuasi-experimental pretest-posttest design. Qualitative data were obtained after the intervention. Two teaching units (basketball and floorball) were applied in two different classes, one class experienced the basketball unit and the other the floorball unit and vice versa. We analysed game performance variables (decision making, skill execution, game performance, game involvement) and game knowledge. Students' performance was also measured using qualitative data which were collected through two methods: (a) experts' analysis on game performance of students, and (b) students' and teacher's perception of students´ performance with Sport Education. The results were affected both the sport taught and the skill level of students. The teacher emphasized that it was very complex for the primary students to understand some tactical and technical concepts, especially in floorball. At the primary level, student previous experience with the content and skill level conditioned the results in the variables related with game performance and knowledge. It is suggested that enacting Sport Education units of invasion games with implement such as floorball, at the primary level, might require more explicit instruction and longer teaching units in order to guarantee a minimum level of technical and tactical improvement.

 El objetivo del presente trabajo fue presentar el diseño de un reglamento para mini-balonmano playa siguiendo un proceso exhaustivo y meticuloso con base en la evidencia científica y la opinión de los diferentes estamentos implicados. El diseño del presente trabajo fue dividido en dos fases. Primero, se realizó un estudio de las reglas del balonmano playa, identificando aquellas que aportan la identidad propia del deporte y aquellas otras susceptible de adaptación. Segundo, se consultó a agentes implicados sobre las propuestas de modificación. En la primera fase participaron cinco expertos y 10 agentes implicados en balonmano playa. En la segunda fase participaron 51 agentes implicados. En conclusión, se presenta una propuesta de reglamento de mini-balonmano playa para jugadores de hasta 11 años. En general, este reglamento parece estar alineado con los principios pedagógicos que deberían estar presentes en todo proceso de formación deportiva. Abstract. The aim of this work was to present the design of a regulation for mini beach handball following an exhaustive and meticulous process based on scientific evidence and the opinion of the different stakeholders. The design of the present work was divided into two phases. First, a study of the rules of beach handball was carried out, identifying those that provide the sport's own identity and those others that can be adapted. Second, the stakeholders were consulted about the proposals for modification. Five experts and 10 agents involved in beach handball participated in the first phase. In the second phase, 51 agents involved participated. In conclusion, a proposal for regulations for mini-beach handball for players up to the age of 11 was presented. In general, this regulation seems to be in line with the pedagogical principles that should be present in any sports training process. Abstract. The aim of this work was to present the design of a regulation for mini beach handball following an exhaustive and meticulous process based on scientific evidence and the opinion of the different stakeholders. The design of the present work was divided into two phases. First, a study of the rules of beach handball was carried out, identifying those that provide the sport's own identity and those others that can be adapted. Second, the stakeholders were consulted about the proposals for modification. Five experts and 10 agents involved in beach handball participated in the first phase. In the second phase, 51 agents involved participated. In conclusion, a proposal for regulations for mini-beach handball for players up to the age of 11 was presented. In general, this regulation seems to be in line with the pedagogical principles that should be present in any sports training process. Resumo. O objetivo deste estudo foi apresentar o desenho de um regulamento para o handebol de mini-beach, seguindo um processo exaustivo e meticuloso baseado em evidências científicas e na opinião dos diferentes níveis envolvidos. O desenho do presente trabalho foi dividido em duas fases. Primeiramente foi realizado um estudo das regras do handebol de praia, identificando aquelas que conferem a identidade própria do esporte e aquelas que podem ser adaptadas. Em segundo lugar, os agentes envolvidos foram consultados sobre as propostas de modificação. Na primeira fase, participaram cinco especialistas e 10 agentes do handebol de praia. Na segunda fase, participaram 51 agentes envolvidos. Em conclusão, é apresentada uma proposta de regulamento do mini-handebol de praia para jogadores até 11 anos. De maneira geral, esse regulamento parece estar alinhado aos princípios pedagógicos que devem estar presentes em todos os processos de treinamento esportivo.

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. (HRK / Abstract übernommen).

This chapter presents a teacher agency framework that is in alignment with the orienting assumptions of the Bachelor of Elementary Education (B.El.Ed). It highlights three key inclusionary practices in the structure, content, and method of the elementary teacher education curricular framework that characterize the author's work as a pre‐service teacher educator in a women's undergraduate college of Delhi University in New Delhi, India. The inclusionary practices are: academic empowerment by critical interdisciplinary engagement, self‐development by emphasis on the personal context of student teachers' lives as a point of curricular enquiry and opportunities for reflective practice in a specific socio‐political locale during fieldwork in school education. The study of “Classroom Management” which is a practicum course is not limited to formulating rules and procedures for maintaining learner engagement in teaching‐learning activities or facilitating the conditions for learners' personal growth or even student teachers' personal reflections of teaching‐learning experiences.

This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs—all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to under-represented minority students.

Current theories of novice teacher learning have not accounted for the varied influences of pedagogical training, subject matter knowledge, tools, identity, and institutional context(s) on the development of classroom practice. We examined how 26 beginning secondary science teachers developed instructional repertoires as they participated in two types of communities, one infused with discourses and tools supportive of ambitious teaching and another that reinforced traditional practices. We found three trajectories of practice—each with distinctive signatures for how novices engaged students intellectually. Differences were explained by: the communities with which teachers most closely identified, the degree to which teachers' discourses about student thinking were developed within these communities, and how teachers used tools from the communities to shape their practice.

Teachers' subjective understandings of their students' cognitive abilities have important implications for classroom interactions, children's access to resources and opportunities, and educational equity more broadly. Using nationally representative data and three-level hierarchical linear models, this study explored the links between teacher perceptions and children's sociodemographic backgrounds. The authors find that teachers perceive substantial racial-ethnic, socioeconomic, and gender differences in children's literacy skills. Roughly half of these disparities are explained by actual between-group differences. The remaining perceptual inaccuracies flow more from classroom characteristics than from teachers' professional or personal backgrounds (e.g., their own race or ethnicity). Specifically, holding students' social and academic backgrounds constant, the authors find that teachers in lower-socioeconomic-status and lower-achieving contexts more often underestimate their students' abilities. These results highlight the importance of recent policy efforts to avoid isolating traditionally disadvantaged children.

This research study examined whether and how professional development can help teachers design sequences of instruction that lead to improved science learning. The efficacy of three professional development programs and a control condition was compared in a cluster randomized trial involving 53 middle school science teachers from a single school district. The four conditions varied along two dimensions: (a) the extent to which the programs guided teachers' selection of curriculum materials and (b) whether or not teachers received explicit instruction in models of teaching associated with particular methods for designing instruction. Results indicated that the two programs most effective at improving students' science learning were the ones in which teachers received explicit instruction in models of teaching.

Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or participated in other child care prior to kindergarten entry. We find that all children benefit from exposure to advanced content in reading and mathematics and that students do not benefit from basic content coverage. Interestingly, this is true regardless of whether they attended preschool, began kindergarten with more advanced skills, or are from families with low income. Policy implications are discussed.

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students’ self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students’ knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed.