‘Education’ is widely regarded as the primary agent of transformation towards ‘sustainable development (SD). In England, ‘Education for Sustainable Development’ (ESD) has been an established part of the National Curriculum, but in secondary schools, the subject of music, which seems to have great potential for helping in creating interest and awareness of SD to foster responsible behaviours, appears more often to be ignored. There is a growing enthusiasm for, and anecdotal recognition of, the benefits of using music in the teaching of SD issues to young people amongst educators and musicians. However, no in-depth ESD empirical research with regard to music education and few ESD good practices currently exist. To this end, the PhD, which examines the pedagogical potential of music in ESD and the role of music as a learning medium in the development of students’ capacities necessary for a more sustainable future, fills this research gap. An ethnographical intervention, informed by constructionist and symbolic interactionist approaches, is employed in this project. Sets of music-SD lessons in the lower stages of four secondary schools in London boroughs were analysed as case studies of how SD might be taught in music classrooms. Evidence suggested that it is feasible and beneficial to embed SD into the secondary music curriculum. The findings demonstrated that a transformative pedagogical approach in ESD was achieved by combining different methods for integration, including listening, composing and performing pieces of music, raps and songs on SD and creating and performing junk instruments, with a range of strategies of ESD, such as discussion, audio and visual activities, brainstorming and co-operative work, in a holistic process. For some students, compared with the traditional subjects for ESD, such as geography and science, the particular ways of learning SD within the musical context seemingly resulted in their higher level of enthusiastic, active, participative, affective and transformative learning, and thus positively affected the achievement of the outcomes of ESD, which was manifested in the development of their SD-related understandings, skills, attitudes and potential behaviours.

O ensino das artes é concebido, por muitos, como supérfluo, caracterizado como lazer e recreação. No entanto, o teatro, ao ser vivenciado pelas pessoas, resgata a individualidade ao materializar a capacidade de expressão renovadora das relações entre as pessoas e os grupos sociais. Basta o ser humano aparecer que entrará em cena o teatro, ou seja, o teatro é essencialmente o ser humano. E este é antes de tudo um corpo contendo sensibilidade, emoção, razão e sexualidade, registrando sensações e reações. Neste estudo optamos por uma pesquisa qualitativa, mediatizada pela Pesquisa-Ação, com o objetivo de descrever e analisar o uso do teatro como estratégia de ensino-aprendizagem na formação do enfermeiro. Os nove sujeitos integrantes do estudo são alunos do Estágio Supervisionado II do curso de Graduação de Enfermagem, os quais participam do grupo Saúde e Alegria, destinado à educação para a saúde. Os sujeitos reconhecem a necessidade de conhecer e explorar o cotidiano da vida do público-alvo, buscar novos conhecimentos, aprofundar o ensino teórico-prático da enfermagem, para trabalhar na educação para a saúde, sendo um trabalho que exige muita criatividade e dedicação, apontando as barreiras e gratificações do trabalho em equipe. A estratégia do teatro possibilitou aos alunos o auto-conhecimento, aprender a ouvir, o momento correto de falar, a aproximação e a interação com as pessoas e, acima de tudo, o respeito. Dessa forma, percebemos como o teatro favorece o crescimento pessoal e desenvolvimento cultural dos alunos por meio do domínio da comunicação e do uso interativo da linguagem teatral, numa perspectiva lúdica, facilitando o processo de ensino-aprendizagem na formação do enfermeiro. / Art instruction is conceived by many as a luxury, and characterized as leisure and recreation. However, the theater, once experienced, redeems individuality by materializing the ability to express oneself, which enlivens relationships between people and social groups. Wherever there is a human being there is acting (theater): that is, the human being is the theater itself. The human being is essentially a body containing sensitiveness, emotion, reasoning, and sexuality, capturing sensations and reactions. This is a qualitative study involving research/action aiming to assess and describe the theater as a learning/teaching strategy in nursing education. The nine subjects enrolled in the study were students in the Supervised Internship Program II, which is part of the nursing undergraduate school, and participate in a Group called Saúde e Alegria (Health and Joy Group). This group focuses education for health. The subjects recognized that it was necessary to explore and be familiar with the target public\'s routine, pursue continuing education, and delve into the theoretical and practical nursing teaching in order to work in education for health. Besides, they recognized that such job required devotion and creativity and highlighted teamwork barriers and rewards. The strategy made it possible for the subjects to learn more about themselves, learn how to listen to others, identify the right moment to talk, how to approach and interact with people, and above all, respect others. Thus, we perceived how the theater facilitates self-growth and students\' cultural development by means of commanding communication and using the theater language interactively in a playful manner, thus making the teaching/learning process easier in nursing education

Strict enforcement of copyright in least developed countries like Uganda would negatively affect realisation of the right to education which is both intrinsic and instrumental to realisation of economic development goals including the Millennium Development Goals. The right to education is recognised internationally, regionally and by the Constitution of the Republic of Uganda 1995. Universal access to copyrighted educational materials is needed if education in less developed countries is to serve its purposes. However, to stimulate creation of materials for the future, copyright restricts both access and use of copyrighted materials which negatively affects realisation of the right to education in less developed countries. Unfortunately, exceptions as copyright’s tool for enabling access and use are unclear and narrowly construed. For TRIPS compliance, Uganda enacted the Copyright and Neighbouring Rights Act, 2006 without optimally transposing exceptions. Moreover, under the current international framework, even the most maximalist approach to exceptions would not serve less developed country needs. Accordingly, the Berne Appendix for developing countries, though procedurally complex, should be used. This thesis undertakes a critical comparative analysis of relevant international and national copyright provisions. While referencing legislation from selected countries, Uganda’s commendable fair use provisions are nevertheless not optimal for supporting education for economic development. Various doctrinal issues arise from the exceptions and Uganda’s Berne Union ‘absentee’ status. Pending international reforms, maximally transposing and utilising available exceptions is imperative. Key recommendations include: incorporating the human right to education among fair use factors and joining the Berne Union. Classical utilitarianism is used to justify maximising exceptions within the current international copyright framework to promote quality education. Arguably, maximally transposing and using exceptions to support education is the way to facilitate economic development as the ‘greatest good’ for the world’s greatest number living in poverty in less developed countries in an era of globalisation.

Yu, Jie. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes includes Chinese.

Despite being ranked according to narrow measures of pupil achievement, many schools aim to become more sustainable. Faced with indicators suggesting the rapid degradation of social-ecological systems, these schools would prefer not to be part of the problem. However, environmental education/education for sustainable development (EE/ESD) in schools does not reflect the transformative rhetoric of academic discourse. Research into this ‘rhetoric-reality gap’ has focused either on academic discourse or the psychology of individual teachers; there is a lack of critical research on teachers-in-context. This enquiry explores the notion of inherent contradictions in developing a sustainable school (however subjects define this). It applies an Activity Theory framework designed to identify contradictions within ‘activity systems’ (e.g. schools). The primary method is a semi-structured interview conducted with fifteen teachers/headteachers in twelve schools (primary and secondary). The thesis offers a resource-efficient qualitative interview process that can bring Activity Theory to school-based research with minimum disruption and outlines a streamlined process of dilemma analysis. The data highlights contradictions in the way that schools conduct EE/ESD noting that these are often not recognised by educators themselves. Five different responses to contradictions are identified, including ‘expansive learning’ that redefines the activity itself. In terms of an ESD1/ESD2 framework, this might be termed ‘ESD 3’. Four approaches that schools may adopt in relation to sustainability are also outlined. An empowering vision of schools – and society – as autopoietic systems, i.e. as both products and producers, suggests that social reality is not as inevitable as it seems. By confronting contradictions, educators demonstrate the adaptive capacity required by young people if they are to engage in remodelling their world. Finally, the thesis proposes combining a two-sided conception of ESD with Activity Theory, potentially to the mutual benefit of both. Investigating this further is one of a number of options for further research.

No description available.

Psychometric properties of two systematic observation tools, the System for Observing Fitness Instruction Time (SOFIT) and the Children's Activity Rating Scale (CARS), were examined for use with individuals with mental retardation (MR). Eleven children with MR were videotaped while participating in gym-based physical activity. Accelerometer data were collected and synchronized with the observational data. Three raters coded each videotape twice each with SOFIT and CARS. Generalizability theory analysis indicated that SOFIT had low error variance due to rater, trial, and interaction terms. This provides evidence that SORT has good reliability (��=0.98). Concurrent validity evidence for SORT indicated that SORT may not be an appropriate tool for use with individuals with MR. Validity coefficients (r) between accelerometer data and SOFIT scores ranged from -0.44 to +0.39, indicating less than 20% shared variability. G-theory analysis for CARS also indicated that CARS demonstrates sufficient reliability for use with individuals with MR (��=0.76). There was a higher level of error variance associated with rater for the CARS instrument which indicates that more training on this tool may be necessary. Validity evidence for CARS was somewhat stronger than SOFIT with correlations between accelerometer data and CARS interval scores ranging from -0.52 to +0.79 (r��=0.62). Systematic observation tools may not differentiate between the low physical activity levels of individuals with mental retardation with may have caused the low validity levels. These findings indicate that systematic observations tools provide strong reliability evidence and weak validity evidence for use with individuals with mental retardation, and should not be used for this group. / Graduation date: 2003

Balance is the ability to establish an equilibrium between the body and its environment. Balance is a key component which is associated with a variety of movements and postural control. Children with cerebral palsy (CP) have difficulties with movement and postural control due to physical and neurological limitations. The purpose of this study was to investigate the effectiveness of a static and dynamic balance training program on the balance of boys and girls aged 7-11 years (N=4) who have mild to moderate cerebral palsy. A single-subject multiple baseline design was used for this study. Subjects were assessed on four valid field test measures (two static; two dynamic balances). Testing sessions were videotaped to ensure accuracy and reliability of the test measures. The interobserver agreement ranged from 80% to 87% on all four field tests. Baseline was established when subjects established at least three consistent measures, (within a 25% range on 3 of the 4 measures), or following the second week of baseline collection, which ever occurred first. Subjects were tested three times daily with mean scores plotted. Initially, two subjects were paired to begin the intervention period. The remaining two subjects continued in baseline period for one week, with the treatment intervention delayed. During training, subjects received training with a 1:1 teacher-student ratio. Training consisted of 45 minute balance training sessions, 4 times per week for a total of 4 weeks. Each subject was tested daily on one field test daily. Lesson plans were developed to address one of the four subsystems of balance. Post data was collected on all four field tests at one week intervals for a total of 3. Through visual analysis of the data, results indicate that some improvements occurred as a result of the implemented balance training program. Dynamic balance tests showed greater positive changes than the static balance tests. This may be due to the fact that since children like to use a variety of locomotor movements, and thus practice dynamic balance more than static balance. Anecdotal information from the parents seemed to support improvements in balance abilities. There is very little research that focuses on the balance of children with cerebral palsy. More studies are needed to further investigate balance training for persons with CP. / Graduation date: 1995

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2007). Includes bibliographical references.

The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. / Graduation date: 1992