Today’s societies are characterised by a host of opportunities and challenges. The pace of life is quicker than ever before, and the changes and developments in societies, science and technology come about faster every day. One of the major challenges for human beings is to make a myriad of choices on a daily basis, which will define their place in society, in life and in the world altogether. To make prudent and sensible decisions is, therefore, one of the key competencies for a successful and good life. This study revisits the idea of an education focused on the personal development and well-being of human beings instead of economic growth. Drawing on philosophical ideas about the good life -- especially Schmid’s art of living concept Lebenskunst -- and recent research in positive psychology, an argument is made for a shift of focus in education and schooling towards a good life and an art of living for today's students. Possible implications of this change of focus for educational practice are discussed, including suggestions for curricula and school subjects, the structure of schools and learning environments, teaching methods, and teacher training. The original contributions to knowledge in this study are: a critique of Schmid's concept from an educational point of view; a comparison of positive psychology research and philosophical concepts of the art of living with a focus on Schmid's work; the development of an educational approach to the art of living, including a discussion of schooling in relation to the art of living; and consequent first steps towards the development of an education for life concept.

In today’s world, concern has been raised about that the existing means of development are unsustainable. As a solution Education for Sustainable Development (ESD) has been engaged around the world as a step to build a more sustainable society. Throughout the United Nations Decade of Education for Sustainable Development (DESD), Japan has promoted ESD through addressing it in the national educational law and plans as well as emphasizing it in course of study. As the DESD reached its end, this study aims to shed light on how ESD, an international framework, is understood and implemented on a micro level. Through a qualitative case study focused on the selected elementary and junior high schools in Kesennuma City, Miyagi, Japan, the findings show that local unique characteristics such as environmental and social factors influence the implementation of ESD. Furthermore, the findings also illustrate that learning of ESD takes place at various locations beyond the classrooms where the participants get involved in the local community that provides various professional knowledge and skills. Through the learning of ESD, which emphasizes experience and interaction with the learning partners, the aim is to foster the students’ abilities to think critically, identify a problem independently and take actions as well as to cooperate with others. At the same time, the study also shows that a holistic understanding of ESD from the teachers’ is needed in order to integrate ESD into the entire education.

The present paper is a case study research that explores how different teacher education institutions in Botswana have worked towards the infusion of Education for Sustainable Development pedagogy and content in the curriculums of pre-service teachers. The main purpose of the research was to understand what elements promoted or inhibited the development of ESD change project by educational institutions. Combing the theory of change, the theory of human capability, the theory of social learning and the theory of transformative learning, a theory-based evaluative tool was developed and used to analysis data obtained through a variety of data sources. The results indicate that there are a number of crucial elements that enable a successful implementation of ESD in teacher education institutions in Botswana, namely: the educators’ ability to foster transformational pedagogies in the classroom, and their capacity to understand the different approaches that are inherent to the concept of ESD, their capacity to strategically plan for change and the wider institutional context for this implementation. Importantly, this research also provides some cues as to how the further implementation of ESD can be guided in teacher training. / ESSA Program at SWEDESD

ICT4D, here defined as the use of Information and Communication Technologies (ICT) in developing regions, can be seen as one of the most powerful and cost efficient ways to improve the standard of living in the developing world. Many regions in Asia have shown a rapid but heterogeneous development where information technology had a drastic impact on development but often with the problems related to ICT4D 1.0: lack of sustainability and lack of scalability. This study analysed the Sri Lankan infrastructure for region-wide dissemination of blended learning in the 21st century based on the exploration of some selected ICT4D hubs and educational initiatives. The overall aim of the research was to observe, describe and analyse how the selected ICT4D initiatives and the creation of ICT4D hubs in Sri Lanka might support region-wide dissemination of blended learning and local development. A longitudinal case study has been the overall approach where a number of embedded thematic units were explored in long-term fieldwork conducted between 2006 and 2012. Data has been collected from a combination of observations, interviews, group discussions, surveys and document analysis. Findings showed that several of the studied ICT4D hubs have contributed to the general development but the country’s internal digital divide has in fact grown, as urban growth has been so much faster than the growth in rural areas, leaving the country with geographic as well as socio-economic gaps. Some of the former war zones have definitely been left behind and there is a need for further support of the Eastern and Northern regions of the island. Sri Lanka has had an outcome that must be classified as better than average compared to other developing regions with increased opportunities for education and with some ICT4D hubs as multipurpose meeting points. Contributing factors to the successful development are the high literacy rate, the chain of ICT4D projects rolled out in the right order and a committed implementation of educational eServices. On the other hand there were other, more negative findings indicating that sustainability, knowledge sharing and inter-project cooperation and coordination have often failed. The identified strength in the Sri Lankan model, which can be recommended for other parts of the world as well, is the way top-down management of infrastructure sometimes is combined with bottom-up grass-root activities. Other recommendations, that also are global, are to extend existing ICT4D hubs and upgrade them to more intelligent, autonomous and multi-service ICT4D routers that could also handle the future need for eServices in the fields of eHealth, eFarming and eGovernance.

This study investigated the heart rates of children in the first, third, and fifth grades of two schools during physical education class and recess time. One hundred and nine children (56 females, 53 males) participated in the eight-week study. Each participant wore a Polar Vantage XL receptor strap and watch receiver during physical education class and recess time on the same day. The average heart rates and percentage of time in and above the target heart zone of 150 to 200 beats per minute were recorded. A MANOVA analysis revealed no significant difference between heart rates during physical education and recess over the eight-week period. Gender differences, however, were significant as boys average heart rates were higher than girls and boys were in or above the target heart zone a higher percentage of the time than girls. This difference was especially evident at recess. / Fisher Institute for Wellness

Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered. / School of Physical Education

The purpose of this study was to compare NCAA Division III male and female athletic administrators, coaches of men's and women's basketball, coaches of men's and women's tennis, coaches of men's baseball and women's softball, and athletes in those same sport regarding perceptions of gender equity in athletics at their own institution. Data on individual perceptions of equity attainment were obtained through a mail-out survey sent to 1895 individuals at a random sampling of 100 NCAA Division III schools.The results of the survey indicated that at least 70% of the respondents perceived there to be gender equity in 13 of the 20 items tested, while over 50% of the respondents perceived there to be gender equity in 18 of 20 items. Five null hypothesis were posited for the independent variables of gender, group affiliation, sport coached, and sport played. Each of the null hypotheses failed to be accepted (alpha = .05) in a multivariate analysis of variance(MANOVA).Further, when a series of analyses of variances (ANOVAs) were performed, significant differences at the .05 level were found in 4 of the 5 dependent variables tested: program support, financial support, sports offerings, scheduling, and changes in the past 2-3 years. For the interaction of gender and group affiliation, a significant difference was found in program support only.Females perceived there to be less equity than males in all factors. Athletes perceived there to be less equity than athletic directors in program support, financial support and changes; and less equity than coaches in program support and scheduling.Coaches of women's softball and women's basketball perceived there to be less equity in program support than coaches of men's sports. Coaches of women's sports indicated less equity than coaches of men's sports in financial support. Women's team captains perceived less equity than men's team captains in financial support. Women's softball players perceived less equity than other team captains in program support, while women's tennis perceived less equity than men's team captains in program support.For changes in the past two years, each gender indicated the opposite was favored. For other dependent variables, when an advantage was registered, the advantagefavored the men. / Department of Educational Leadership

The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom.

Die gegenwärtige Form der Landwirtschaft steht in engem Zusammenhang mit zentralen Themen der nachhaltigen Entwicklung wie dem Verlust der Biodiversität und dem Klimawandel. Der daraus resultierenden steigenden Bedeutung von Land¬wirtschaft steht eine weitgehende Abkopplung insbesondere junger Bevölkerungs¬schichten gegenüber, bedingt durch veränderte Lebensbedingungen und den landwirt¬schaftlichen Strukturwandel. Um dieser Diskrepanz zu begegnen, bestehen Bestrebungen, das Interesse junger Menschen an Landwirtschaft im Rahmen von gezielten Bildungsmaßnahmen (wieder) zu beleben. Eine zentrale Rolle kommt dabei dem Bauernhof als erfahrungsintensivem und handlungsorientiertem Lernort zu. Ein Ziel dieser Studie war die Analyse von Schülerinteressen an landwirtschaftlichen Themenbereichen und deren Einflussfaktoren und damit verbunden zunächst die Entwicklung eines geeigneten Messinstruments. Darauf aufbauend wurde die Entwicklung der Schülerinteressen an Landwirtschaft nach einem fünftägigen Schulbauernhofaufenthalt und einer daran anschließenden Lerneinheit in der Schule untersucht. Dafür wurde eine quantitative Schülerbefragung zu vier Messzeitpunkten durchgeführt. Zudem wurden während beider Interventionen Einflussfaktoren des situationalen Interesses bestimmt und wechselseitige Einflüsse von situationalem und individuellem Interesse analysiert. Die ersten beiden Studien dokumentieren die Entwicklung und Validierung des faktoriellen Designs eines Messinstruments mit vier Interessekomponenten und fünf landwirtschaftlichen Themenbereichen. Die zweite Studie belegt zudem die Bedeutung von Vorwissen, Naturerfahrungen, Ekelsensitivität und Geschlecht als Einflussfaktoren der landwirtschaftlichen Interessensbereiche. Fünftägige Schulbauernhofaufenthalte mit aktiven Arbeitserfahrungen in verschiedenen landwirtschaftlichen Bereichen konnten die Schülerinteressen in einigen Bereichen steigern, wobei vor allem Jungen Interessenzuwächse erzielten, wie in Studie 3 deutlich wird. Im vierten empirischen Beitrag wird ein Modell mit kombinierten außerschulischen und schulischen Interventionen zur Entwicklung landwirtschaftlichen Interesses beru-hend auf verschiedenen Strängen bisheriger Interesseforschung abgeleitet. An den Schulbauernhofaufenthalt anschließende schulische Lerneinheiten konnten das gestei-gerte Interesse aufrechterhalten, dieses sank jedoch weitere fünf Wochen später wieder. Bezüglich des situationalen Interesses bei der Arbeit auf dem Schulbauernhof waren vor allem das Kompetenzerleben, zudem wahrgenommene Autonomie und soziale Eingebundenheit von Bedeutung. Das situationale Interesse an der schulischen Einheit wurde durch die Verbindung von Catch- und Hold-Elementen stärker gefördert im Vergleich zu Varianten der Einheit, die nur catch- oder hold-Elemente integrierten. Im Zuge der Interessenentwicklung über die vier Messzeitpunkte zeigten sich wechsel-seitige Einflüsse des situationalen und individuellen Interesses. Diese Arbeit unterstreicht die Bedeutung wiederholter landwirtschaftlicher Bildungsinterventionen um diesbezügliche Interessen nachhaltig zu stärken.

This dissertation reports a study exploring adult engagement with sustainability learning practices in EcoSchools-certified secondary schools in Canada, Lithuania and Sweden as a means towards shaping a liveable future. The study is situated in the area of education for sustainable development. The study design was initially based on an interest in revealing specific practices of sustainability education as a means of improving the relationship between environmental impact and wealth. While echoing findings in the existing literature, this research contributes to the development of the field through insight into the perspectives that adults bring to sustainability education. Primary data collected in the spring of 2006 were recorded (mostly single) semistructured interviews with 30 individuals (national coordinators, caretakers, teachers and administrators), including 10 Canadians from four schools, 14 Lithuanians from four schools, and six Swedes from two schools. Four phases of qualitative analysis were used on the data: initial transcript coding and trends; précis document trends; a six-stage model of interview responses allowing vertical (between question) and horizontal (between stage) comparisons; word maps of subthemes as a scaffold to detail participants’ four primary views (long, wide, deep, dynamic) regarding sustainability. Ultimately, the results of this study point less than expected to revealing specific transferable practices regarding success and challenge in EcoSchools. Rather, these findings provide some insight into a means of shaping a sustainable future through an individual’s sustainability perspective: a living responsiveness based on a sense of connection, supported by improved sustainability cognition, and realized through sustainability practice and considered engagement.