Relevant bibliographies by topics / Movement education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Movement education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Movement education"

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강일국. "A comparative study of characteristics of education movements in Korea : New Education Movement and Open Education Movement." Korean journal of sociology of education 19, no. 3 (September 2009): 1–23. http://dx.doi.org/10.32465/ksocio.2009.19.3.001.

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Munro, June Gustafson. "Movement education: Balance." Day Care & Early Education 14, no. 2 (December 1986): 28–31. http://dx.doi.org/10.1007/bf01620802.

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Pálinkás, Réka, Antonia Kinczel, István Miklósi, Péter Váczi, Nóra Laoues-Czimbalmos, and Anetta Müller. "Lifestyle education, health education, environmental education, movement." Acta Carolus Robertus 12, no. 1 (July 28, 2022): 129–42. http://dx.doi.org/10.33032/acr.2812.

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Unfortunately, one of the most popular topics today is the diseases of civilization, for which our changed lifestyle is responsible. It is very important that we educate and teach our children to protect nature, pay attention to their environment, move a lot. The role of the family is very important in passing on these values, so it is important and parents have to pay attention to give a good example for their children. In our research, we examined the ecological behavior, environmental values, environmental friendly behaviour and movement habits of students using a questionnaire method. The respondents were seventh and eighth grade students from schools in municipalities of different sizes. (N=558). We used different scales in our questions, such as NEP, PRE, APR, PEB1, HB. To present our results, we used basic statistics and calculated the results of the above-mentioned scales for the type of settlement with the help of SPSS program, analysis of variance (ANOVA). Our results showed that almost half of children believe that they should not respect the laws of nature, however, 71.9% mostly or completely like to go hiking in nature. Protecting ecological behaviour and environmental values is on the right way for students, but we need to draw their attention to becoming more energy efficient. Unfortunately, our results show, as has been supported by several literature, we live a sedentary, inactive life. 62.7% of students attend training that requires physical activity only once or 1-2 times a week. However, 56.7% of them spend at least 2-4 or more hours in front of the computer and / or use their mobilephone every day. Moreover, 33.3% spend 2-4 or more hours in front of the television every day. As at the HB movement scale, we found a difference in student movement as a function of residential settlements F555,2=4.458; p=0.012. If we want our children to live a healthy, quality life, we need to bring up and teach them for that as well.
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Fuchs, Douglas, and Lynn S. Fuchs. "Inclusive Schools Movement and the Radicalization of Special Education Reform." Exceptional Children 60, no. 4 (February 1994): 294–309. http://dx.doi.org/10.1177/001440299406000402.

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This article examines the inclusive schools movement and compares it to that of the REI. After contrasting the movements' respective advocates, goals, tactics, and understanding of and links to general education, we argue that the field's rhetoric has become increasingly strident and its perspective increasingly insular and disassociated from general education's concerns. We offer a pessimistic prediction about the current movement's success in forging a productive alliance with general education.
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Backman, Erik, Gunn Nyberg, and Håkan Larsson. "Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective." European Physical Education Review 26, no. 1 (March 20, 2019): 111–27. http://dx.doi.org/10.1177/1356336x19837287.

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The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
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Land, Nicole, and Ildikó Danis. "Movement/ing Provocations in Early Childhood Education." Journal of Childhood Studies 41, no. 3 (December 22, 2016): 26. http://dx.doi.org/10.18357/jcs.v41i3.16304.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Drawing on an inquiry-based project focused on experimenting </span><span>with movement in Canadian early childhood education, this article imagines how educators might think (with) movement pedagogically. The authors detail our practices of pedagogical inquiry, confront contemporary movement-related policies and pedagogies in Euro-Western Canadian early childhood education, and discuss three encounters with movement: (1) </span><span>creating conditions with movement(s); (2) movement does...; </span><span>and (3) attending to uncommon movements. We conclude by gesturing toward the uncertain, contingent, and generative potentialities of thinking with movement in early childhood education. </span></p></div></div></div></div>
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Meek, David. "Movements in education: the political ecology of education in Brazil’s Landless Workers’ Movement." Environmental Education Research 21, no. 2 (July 24, 2014): 297–98. http://dx.doi.org/10.1080/13504622.2014.933778.

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Horne, Susan J. "Functional Movement Re-education." Physiotherapy 85, no. 8 (August 1999): 445. http://dx.doi.org/10.1016/s0031-9406(05)65515-0.

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Rodriguez, Alicia P. "LATINO EDUCATION, LATINO MOVEMENT." Educational Theory 49, no. 3 (September 1999): 381–400. http://dx.doi.org/10.1111/j.1741-5446.1999.00381.x.

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Halpern, Andrew S. "Transition: Old Wine in New Bottles." Exceptional Children 58, no. 3 (December 1991): 202–11. http://dx.doi.org/10.1177/001440299105800303.

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The transition movement of the 1980s was preceded by two similar movements: (a) the career education movement in the 1970s and (b) the work/study movement in the 1960s. These three movements are described and compared to provide an historical context for understanding current problems and issues regarding transition. Some broad social issues, such as educational reform, are then examined to illustrate the potential influence of such issues on the future development of policy that will affect the transition movement.
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Dissertations / Theses on the topic "Movement education"

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities.

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Ward, Gavin. "Knowing primary physical education movement culture." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/615665.

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Background: Mind-body dualisms create particular difficulties for researching and justifying learning and knowledge within PE practices. These issues are compounded in the UK by prevailing cognitivistic ideas of education, knowledge and learning. Crum (1993) suggests reconceptualising PE as movement culture as a potential solution to the limitations created by dualistic positions within education. How knowledge and learning within movement culture is positioned, however, was left underdeveloped by Crum. The aim of this thesis is to explore an embodied, action position on knowledge and learning, as a potential solution to this issue. Purpose: This thesis is driven by two purposes. The first; to examine and discuss how John Dewey’s theorising of knowledge and learning within experience provides a theoretical position on knowledge and learning within movement culture. The second; to utilise this position to explore how pupils’ and teachers’ actions within primary PE lessons constitute and negotiate the movement cultures within their school. Findings: In adopting a position which dissolves mind-body dualisms, movement culture allows the practical work of PE lessons to be considered as contexts of knowledge production. This opens up our understanding of different ways of knowing in PE through pupils’ epistemological ‘action-in-PE-settings’. Rather than creating another hybrid of educational ideology by objectifying what to ‘do’ or ‘know’, movement culture keeps the ‘who’ of participation in PE practice in view. Such a position is achieved because pupils are seen as ‘coming to know’ through their immediate and continuous experiences of sports and physical activities both in PE and beyond the school gates. By dissolving traditional dualisms within educational ideology, movement culture allows ideologies and assumptions about learning in PE to be decoded and managed. It also provides a framework to explore subject-matter for learning and analyses some of the disconnections which exist within PE practice. Conclusions: Reconceptualising PE as movement culture is not intended to create a logic of practice to which I claim PE should ascribe. In this thesis, movement culture offers a position from which to consider the continuity between PE and pupils’ lives within and outside of the school gates. Such a standpoint can challenge our ideas as to what subject-matter could be within PE and the possibilities of learning outcomes other than those that focus on performance sport or bodily training for fitness. From a research perspective questions arise in relation to understanding very young pupils’ experiences of knowing within PE and how learning and knowledge are embodied across other subject areas. Addressing such questions may help to support new understandings of learning and knowledge within schools that are concurrent with developing new methodologies and research tools. These may in turn support the continuing development of pedagogical practices.
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Robert, Darren L. "The effects of a preschool movement program on motor skill acquisition, movement concept formation, and movement practice behavior." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1193.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 233 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-126).
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Brandenbarg, Gregory William Anthony. "Emancipatory adult education and social movement theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22703.pdf.

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Sun, Yijing. "Somatic education and natural movement: a missing link in contemporary education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487932351060182.

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Duncanson, Charles Scott. "Movement and discourse in educational practice." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260986477.

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Brunner, Ann. "Self-understanding through movement : experimental dimensions of education /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058714.

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Manton, Kevin. "Socialism and education in Britain 1883-1902." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019217/.

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This thesis examines the policies of the socialist movement in the last two decades of the nineteenth century with regard to the education of children. This study is used to both reassess the nature of these education policies and to criticise the validity of the historiographical models of the movement employed by others. This study is thematic and examines the whole socialist movement of the period, rather than a party or an individual and as such draws out the common policies and positions shared across the movement. The most central of these was a belief that progress in what was called the 'moral' and the 'material' must occur simultaneously. Neither the ethical transformation of individuals, nor, the material reformation of society alone would give real progress. Children, for example, needed to be fed as well as educated if the socialist belief in the power of education and the innate goodness of humanity was to be realised. This belief in the unity of moral and material reform effected all socialist policies studied here, such as those towards the family, teachers, and the content of the curriculum. The socialist programme was also heavily centred on the direct democratic control of the education system, the ideal type of which actually existed in this period in the form of school boards. The socialist programme was thus not a utopian wish list but rather was capable of realisation through the forms of the state education machinery that were present in the period. It is argued in this thesis that the removal of this democratic machinery in 1902 crucially de-stabilised this unity of the ethical and the material and was one of the factors that led to the growth of state-centred and bureaucratic socialist solutions.
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Ragsdale, Judith Ray. "Educating clinical pastoral education supervisors a grounded theory study of supervisory wisdom /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1205193710.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed August 4, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2008."--from the title page. Keywords: supervision, pastoral care, supervisory education, clinical pastoral education, chaplains, grounded theory, clergy Includes bibliographical references (p. 180-187).
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Facun-Granadozo, Ruth. "Enhancing Literacy Through Music and Movement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4336.

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Books on the topic "Movement education"

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Arnold, Peter J. Education, movement, and the curriculum. New York: Falmer Press, 1988.

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Tye, Kenneth A. Global education: A worldwide movement. Orange, Calif: Interdependence Press, 1999.

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Barbara, Lipscomb, ed. Movement and dance. London: Cassell, 1989.

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Banks, Cherry A. McGee. Improving multicultural education: Lessons from the intergroup education movement. New York: Teachers College Press, 2005.

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Warren, Jean. Four seasons movement. Everett, Wash: Warren Pub. House, 1996.

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G, Davis Robert. Elementary physical education: Growing through movement. 4th ed. Winston-Salem, NC: Hunter Textbooks, 2004.

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Carnes, Mary Martha. Movement processes for physical education instruction. Eugene: Microform Publications, Collegeof Human Development and Performance, University of Oregon, 1986.

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G, Davis Robert. Elementary physical education: Growing through movement. 3rd ed. Winston-Salem, N.C: Hunter Textbooks, 1992.

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Evelyn, Wiseman, ed. Movement discovery: Physical education for children. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

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Boucher, Andrea. Movement discovery: Physical education for children. Sudbury, Mass: Jones and Bartlett Publishers, 2011.

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Book chapters on the topic "Movement education"

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Cıngıllıoğlu, Salih. "Sohbets as Adult Education." In The Gülen Movement, 111–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50505-3_5.

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Bernhard, H. Christian. "Physical Movement." In Managing Stress in Music Education, 19–28. New York: Routledge, 2020. | Series: Routledge new directions in music education series: Routledge, 2020. http://dx.doi.org/10.4324/9781003003366-3.

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Edell, Dana, and Celeste Montaño. "SPARK Movement." In The Palgrave Encyclopedia of Sexuality Education, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95352-2_20-1.

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Gerofsky, Susan. "Mathematics and Movement." In Transdisciplinarity in Mathematics Education, 239–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63624-5_12.

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Jobling, Anne. "Play and movement education." In Down Syndrome, 109–33. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-7240-8_6.

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Krogh, Suzanne L., and Pamela Morehouse. "Movement and Physical Education." In The Early Childhood Curriculum, 342–70. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-14.

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Cairns, David, and Leonardo Francisco de Azevedo. "Free Movement in Education." In The Palgrave Handbook of Youth Mobility and Educational Migration, 77–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99447-1_8.

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Cairns, David, and Leonardo Francisco de Azevedo. "Free Movement in Education." In The Palgrave Handbook of Youth Mobility and Educational Migration, 77–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64235-8_8.

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Cıngıllıoğlu, Salih. "Social Movements, the Gülen Movement, and Transformative Adult Education." In The Gülen Movement, 39–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50505-3_3.

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Bailey, Jack. "Co-operative Education." In The British Co-operative Movement, 144–54. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003495345-12.

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Conference papers on the topic "Movement education"

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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.

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Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.
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Bergner, Yoav, Deborah Damast, Allegra Romita, and Anne Marie Robson Smock. "Movement Computing Education for Middle Grades." In MOCO '20: 7th International Conference on Movement and Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401956.3404238.

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Graskemper, Michael David. "A BRIDGE TO INTER­RELIGIOUS COOPERATION: THE GÜLEN­JESUIT EDUCATIONAL NEXUS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/aeaf6717.

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The Gülen movement’s educational mission is, at its core and in its praxis, remarkably simi- lar to the centuries-old Jesuit educational tradition. It can be argued that both educational movements are united in a shared mission today –a deep concern for the spiritual freedom of the individual and a commitment to the betterment of the world. Both movements seek to instil values such as honesty, dedication, compassion and tolerance. To achieve this goal, students are offered a narrative of the past as a foundation on which to build an understanding of the modern world. Furthermore, they are educated holistically – in ethics and social justice as well as the sciences – what Gülen calls a ‘marriage of mind and heart’. This paper focuses on four shared values of education: commitment, responsibility, virtue and service. Within this framework, themes found in the Gülen educational movement, such as the Golden Generation and the concept of hizmet, are compared to similar Jesuit notions such as A.M.D.G., cura personalis, and ‘Men and Women for Others’. Differences and nu- ances are also addressed in the paper. The discussion aims to highlight the importance of values-oriented education in the modern world. The Gülen–Jesuit educational nexus is one positive bridge to inter-religious understanding and, importantly, collaborative action. The educational endeavors associated with the Turkish-Muslim Gülen movement have popu- larized, possibly more than any other facet of the group, Fethullah Gülen’s mission to prom- ulgate and cultivate an individually transformative Islam in the modern world. As the teach- ers and business partners of the Gülen movement continue to work to form conscientious, open-minded and just students in different cultures across the world, they will continue to be challenged and influenced by a myriad of different perspectives, religions, and socio-political groups; and, in turn, they will succeed in positively influencing those same cultures, as they have in many cases already. Of the many groups with which the Gülen movement has inter- acted in its ever-expanding intercultural milieu, this paper will focus on one: the educational charge of a Roman Catholic religious order called the Society of Jesus, a group more com- monly known as the Jesuits. This paper shows that the educational mission of the Gülen movement is, at its core, remark- ably similar to the mission of the centuries-old Jesuit Catholic educational tradition. In fact, it can be argued that the Gülen and Jesuit educational missions are, in theory and in praxis, united in a shared mission today; one that is rooted in a deep concern for the spiritual free- dom of the individual and dedicated to the betterment of the world. In analyzing this shared mission, this paper aims to discuss the importance of values-oriented education; particularly by addressing how the Gülen-Jesuit educational nexus can act as one positive bridge to inter- religious understanding and, importantly, cooperation and action in our transitioning world. In order to achieve this end, this paper begins with a short analysis of each movement’s back- ground with regard to education. Afterwards, the each movement’s notion of religious educa- tion is discussed. Finally, the focus turns to the mission themes the educational movements have in common. While there is a plethora of shared mission traits from which one could choose, for practical purposes this paper uses as its foundation for comparison four themes distilled by William J. Byron, S.J., from a mission statement from Georgetown University, the Jesuit university in Washington, D.C., which reads: Georgetown seeks to be a place where understanding is joined to commitment; where the search for truth is informed by a sense of responsibility for the life of society; where academic excellence in teaching...is joined with the cultivation of virtue; and where a community is formed which sustains men and women in their education and their conviction that life is only lived well when it is lived generously in the service of others (Byron 1997, 653). The first of these themes is a commitment to the understanding that God works in the world through people. The second is a responsibility to raise individual students to act justly in and for the world. The third is virtue, with the understanding that the way to achieve the mission of these schools is through educating students to be morally upright. Finally, the fourth theme is the need to be actively engaged in service to make the world a more peaceful, tolerant and just place to live. Commitment, responsibility, virtue, and service are, significantly, foundational for not only Jesuit schools, but Gülen schools as well.
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Altin, Mehmet Evrim. "Erdogan’s “New” Educational Movement: Another Battle Field Against the Gülen Movement." In The European Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1162.2021.6.

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Altin, Mehmet Evrim. "Erdogan’s “New” Educational Movement: Another Battle Field Against the Gülen Movement." In The European Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1162.2021.6.

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Septiani, Nurul, and Leli Kurniawati. "School Literacy Movement." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.036.

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Vladimirova, D., N. Popdimitrova, G. Zlateva, A. Gegova, and J. Deleva. "Medical Physics Approaches during Liquid Movement Education." In SIXTH INTERNATIONAL CONFERENCE OF THE BALKAN PHYSICAL UNION. AIP, 2007. http://dx.doi.org/10.1063/1.2733588.

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Blikstein, Paulo, and Dennis Krannich. "The makers' movement and FabLabs in education." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485884.

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Miroshnikov, Artem I., and Yuri V. Lubenets. "Olympiad Programming Movement Features in Higher Education." In 2023 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2023. http://dx.doi.org/10.1109/tele58910.2023.10184391.

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Hubinská, Zuzana, and Liliana Tunegová. "The Importance of Rhythmic-Movement Games for Hearing-Impaired Children in Pre-Primary Education." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.409h.

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Healthy people can hardly imagine the hearing impairment in everyday life and in the most cases, they do not encounter it. Itʼs not easy to imagine life in silence or in partial silence, when a hearing-impaired person, a child, does not perceive or perceives the sounds around themselves only weakly. The present paper deals with the educational process of children with hearing impairment. It briefly introduces hearing impairment, pre-primary education of hearing-impaired children in Slovakia and the place of rhythmic and movement education in the State Educational Programme. The paper also includes specific rhythmic and movement activities applicable in the educational process at the primary level of education.
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Reports on the topic "Movement education"

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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Sanyal, Madhurima. Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/backlash.2023.001.

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In the light of the #MeToo movement, this paper explores how the positionality (in terms of caste and class) of female university students in Kolkata, India is employed as an instrument of backlash to pushback their efforts at making progressive change with regard to sexual harassment. The study includes an analysis of six semi-structured interviews based on an amalgamation of conventional and alternate understandings of backlash. It argues that conventional and alternate understandings are not independent of each other, but are interlinked and exist side by side. Backlash silences women and forestalls their demands and pushes crucial gender issues to the backburner.
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Brown, Megan. "A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.209.

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Lleras-Muney, Adriana, and Allison Shertzer. Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18302.

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Akhmetov, V. Y., B. R. Yuldybaev, and L. Z. Buranbaeva. Clusterization of the cooperative education system as an innovative mechanism for activating the cooperative movement in the Republic of Bashkortostan. Ljournal, 2019. http://dx.doi.org/10.18411/a-y-b-1.

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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, November 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must be embedded in holistic education systems with child centered approaches that use assessment for learning. HundrED’s annual Global Collection highlights 100 of the brightest innovations in K12 education from around the world to anyone for free. Now in our 5th Collection, the goal is to inspire a grassroots movement by helping pedagogically sound, ambitious innovations to spread and adapt to multiple contexts across the world.
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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.
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Paranjape, Ujjwala, and Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.
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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Warren, Frederika, Mariah Voutilainen, Ariunkishig Gonchigdorj, Alex Shapero, and Crystal Green. HundrED Global Collection 2024. HundrED, October 2023. http://dx.doi.org/10.58261/lvmj7741.

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Since 2016, HundrED has been working to highlight the importance of innovation in education, and the hundreds of innovators focused on improving the lives of students, teachers, and those in the wider education community. HundrED has discovered that the world is already full of impactful and scalable innovations. Unfortunately, most educators in the world do not know about the best ones to learn from outside of their local area. We aim to change this through our Global Collection each year. HundrED’s annual Global Collection highlights 100 of the brightest innovations in K12 education from around the world to anyone for free. Now in our 7th Collection, the goal is to inspire a grassroots movement by helping pedagogically sound, ambitious innovations to spread and adapt to multiple contexts across the world.
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