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Journal articles on the topic 'Movement education'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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3

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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7

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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8

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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9

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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10

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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11

Ludington, Jasper. "Incompatible Education." Columbia Journal of Asia 1, no. 2 (December 9, 2022): 76–88. http://dx.doi.org/10.52214/cja.v1i2.10089.

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"This paper will therefore address these scholarly lacunae. First, it will provide a sufficient explanation of pre-colonial and British education prior to 1920. Second, it will distill the nationalist movement down to the components that were influenced by the student movement. And, by doing so, it will provide a specific answer to the initial research question: how did colonial education and the student movement influence the nationalist movement in Burma? " Thesis: "this paper will argue that the activity of the Burmese student movement—itself a response to the decline of monastic education and its replacement with secular education under the British—was vital to the success of the Burmese nationalist movement, providing it with a crucial spark and a young generation of nationalists."

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12

Jeong, Kwang-Soon. "The Reading Change-Points of Elementary School Teaching in Korea based on New Education Movement, Open Education Movement, School Innovation Movements." Journal of Elementary Education 33, no. 4 (November 30, 2020): 353–78. http://dx.doi.org/10.29096/jee.33.4.14.

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13

B.P., Pardayev. "APPLICATION OF NATIONAL MOVEMENT GAMES IN PHYSICAL EDUCATION CLASSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 96–100. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-22.

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This article provides a range of information and guides on how to teach movement games to schoolchildren of all ages and ensure their effective and healthy growth. In addition, teachers were instructed to organize different movement games for different classes of students from time to time during the lesson.

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14

Marsaulina, Roce. "Radicalism in Political Perspective and Peace Education." International Journal of Science and Society 3, no. 2 (June 11, 2021): 269–75. http://dx.doi.org/10.54783/ijsoc.v3i2.338.

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The international community is facing the same global situation and conditions for crimes against humanity that have occurred in decades, namely the radicalism movement and international terrorism. Indonesia, as the largest country in Southeast Asia, has experienced toughening of the radicalism movement based on religion as its basic reference. Moreover, the international terrorism movement Al Qaeda and the ISIS Group (Islamic State in Iraq and Syria) have become the mecca for the radicalism movement in Indonesia. How can Indonesia face the radicalism movement, what should Indonesia do and what is the solution so that Indonesia can be minimized from the crimes of radicalism and the global terrorism movement? This is what is discussed in this article. In Indonesia, the radicalism movement not only begins from thoughts based on religious teachings but also the political, ideological and enthusiastic elements of certain groups with different views and directions. In this article, the discussion begins with how religion responds to views about radicalism and radicalism movements, especially those that occur in Indonesia, a pluralistic country with various ethnic groups, various languages, cultural and religious traditions. Indonesia is a country with Pancasila as its state ideology. Apart from Religious Education which teaches how to live amongst fellow Indonesian citizens, to respect each other and respect differences, Indonesia also has the Bhineka Tunggal Ika (Unity in Diversity) as its national motto which reinforces the Pancasila philosophy, with life’s view and freedom to embrace the religion one believes in.

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15

Nigam, Aditya. "Student Movement and Education Policy." Social Scientist 14, no. 2/3 (February 1986): 79. http://dx.doi.org/10.2307/3520176.

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16

Kusnadi, Otong, Rugaiyah Rugaiyah, and R. Madhakomala. "Entrepreneurship Education as a Movement." INTELEKTIUM 3, no. 1 (July 28, 2022): 118–24. http://dx.doi.org/10.37010/int.v3i1.691.

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Indonesia is the 4th most populous country. The number of entrepreneurs in Indonesia is still very low. Indonesia is ranked 94th out of 137. The target of 5 million new entrepreneurs by 2025 can be realized, if entrepreneurship becomes a movement, including the entrepreneurship movement for secondary education students. This research uses literature study. The results are presented in a descriptive narrative form. Based on the results of the literature study, it was found that the total secondary education students were 9.7 million, which is an extraordinary potential to become a reliable entrepreneur. The more entrepreneurs a country has, the more prosperous the country will be. The number of entrepreneurs is positively correlated with the prosperity of a country. So to improve the welfare of a country, among others, is to increase the number of successful entrepreneurs. Entrepreneurship needs to be a movement. Entrepreneurship needs to be fostered among secondary education students. How to develop entrepreneurship by instilling values ??and an entrepreneurial spirit in schools, where all stakeholders are involved.

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17

Elihami, Elihami, and Rahmawati Basir. "THE MUHAMMADIYAH AS EDUCATION MOVEMENT." Al-Mirah: Jurnal Pendidikan Islam 2, no. 1 (March 2, 2020): 22–28. http://dx.doi.org/10.33487/al-mirah.v2i1.389.

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The journey of Muhammadiyah in the field of education has given many contributions to education which has contributed a lot in educating the nation. This researcher will describe the role and contribution of KH. Ahmad Dahlan and the organizations he founded namely Muhamadiyah in accompanying the long journey of education in Indonesia. Muhammadiyah as a civil society, in its vision emphasizes the function of carrying out as the role of the state in its vision emphasizing the function of carrying out as the role of the role of the state. in the social field, Muhammadiyah established various orphanages, and Muhammadiyah also attended the development of educational institutions.

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18

Muncey, Donna E., and Patrick J. McQuillan. "Education Reform as Revitalization Movement." American Journal of Education 101, no. 4 (August 1993): 393–431. http://dx.doi.org/10.1086/444051.

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19

Tam, Henry. "Education and the Communitarian Movement." Pastoral Care in Education 14, no. 3 (September 1996): 28–31. http://dx.doi.org/10.1080/02643949609470973.

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20

Oliver, Suzanne. "Alignment in Early Movement Education." Journal of Physical Education, Recreation & Dance 80, no. 3 (March 2009): 24–29. http://dx.doi.org/10.1080/07303084.2009.10598293.

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Halverson, Erica Rosenfeld, and Kimberly Sheridan. "The Maker Movement in Education." Harvard Educational Review 84, no. 4 (December 1, 2014): 495–504. http://dx.doi.org/10.17763/haer.84.4.34j1g68140382063.

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In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

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22

Hoogenboom, Barbara J., and Mark Sulavik. "THE MOVEMENT SYSTEM IN EDUCATION." International Journal of Sports Physical Therapy 12, no. 6 (November 2017): 894–900. http://dx.doi.org/10.26603/ijspt20170894.

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23

Radford, Keith W. "Movement Education in Physical Education—A Definitional Effort." Journal of Teaching in Physical Education 9, no. 1 (October 1989): 1–24. http://dx.doi.org/10.1123/jtpe.9.1.1.

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A philosophical approach was taken to the development of a framework for understanding the nature of movement observation as an aspect of teaching performance in physical education. The concepts and relationships that were revealed through a rigorous review of the literature on movement observation resulted in the conception of a theoretical framework. The framework conceived of movement observation as three independent subprocesses: attention, template formation, and motivation. The functional operation of these three subprocesses was proposed in terms of two developmental principles that operate in reciprocal fashion: that of simplicity and that of economy.

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Pardayev, Bahram Pulatovich. "HISTORY OF NATIONAL MOVEMENT GAMES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 197–202. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-36.

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This article discusses the history of the origins of the National Action Games. Information is provided on the period in which the history of the origin of action games, which are popular today, dates back to. The article is one of the tools for the successful implementation of mental, moral and physical education of students in physical education classes of general secondary schools.

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Yatim, Leila, and Fernando José Martins. "From Rural Education to Countryside Education: advances and challenges in Brazil." Emerging Trends in Education 6, no. 12 (January 2, 2024): 31–41. http://dx.doi.org/10.19136/etie.a6n12.5699.

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Brazil shared the nomenclature of rural education, as is common in most countries, effectively in Latin America. There was a nominal change to Countryside Education, in the field of social practices and in the official, documental and formal field in the educational system. This article seeks to highlight the foundations for such a change, which finds its basis in rural social movements. The work is carried out by a bibliographic review on the subject, and a documental review, both in official documents of the Brazilian State, and in the documents issued by the collective organization of the movement “for a rural education”. The change is qualitative, because from it, a perspective of the right to education for rural people is inserted in the praxis of rural schools, the relationship of the school with the community, with the territory and with local development. It is possible to conclude that the change of nomenclature is not enough to overcome the inequalities of rural education, but rather a movement.

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Atta, Mai, and John Holst. "Deriving a theory of learning from social movement practices." European Journal for Research on the Education and Learning of Adults 14, no. 1 (February 14, 2023): 177–96. http://dx.doi.org/10.3384/rela.2000-7426.4334.

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The field of Adult Education is rich with general theories of learning but limited in terms of theories that inform social movement learning (SML). Today, there are several conceptualizations of SML, but little learning theory development based directly on empirical studies of SML. This article aims to present findings from a systematic literature review of empirical studies on social movement learning (SML). We collected and identified 69 empirical studies focusing on adult learning and education within social movements for this literature review. We purposely focused on empirical research studies and did not include works that conceptualise or theorise social movement learning outside of actual empirical studies of SML. From our review of empirical studies, we have identified five elements we believe could serve as the foundation of a theory of learning and education in social movements.

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Casalaspi, David. "Sound and Fury Signifying Something: The Political Consequences of the Opt-Out Movement." Teachers College Record: The Voice of Scholarship in Education 123, no. 5 (May 2021): 1–26. http://dx.doi.org/10.1177/016146812112300508.

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Background and Context Grassroots activism is on the rise in American education, leading some scholars to announce the arrival of a “New Politics of Education” in which political elites and grassroots actors clash over foundational questions of policy and power. However, little research has examined just how consequential grassroots education activism might actually be in this new era. This study takes up this area of inquiry by examining the political consequences of the opt-out movement, arguably the largest and most high-profile grassroots education movement in recent history. Purpose The purpose of this study is to examine the political consequences of the opt-out movement in four New York school districts. Specifically, this study addresses the following research questions: What impact has the opt-out movement had on local education politics and policies, and do these effects vary across communities with different levels of opt-out activism? Research Design This study takes the form of a mixed methods, comparative case study analysis of the opt-out movement in four New York school districts purposefully sampled to exploit variation in district opt-out rates and racial demographics. Within each district, five sources of original data were collected, including a survey of Grade 3–8 parents, focus groups with opt-out parents and non-opt-out parents, interviews with district elites, interviews with key activists, and documentary sources. Data analysis was both quantitative (descriptive statistics) and qualitative (inductive simultaneous pattern coding). Findings Results suggest that while the opt-out movement has not yet produced many substantive changes in state or local test-based accountability policies, it has significantly increased and transformed parent engagement with education politics in the four case districts. These engagement effects were particularly pronounced in the high-opt-out districts. Conclusions and Recommendations This study concludes by offering a tempered view of the opt-out movement's impact on education policymaking while simultaneously indicating potentially significant changes in the way parents participate in education politics. In doing so, it produces implications for the study of education politics, policy, and activism more broadly. Principal among these are the importance for grassroots movements to build alliances with institutional actors in order to effect meaningful policy change, and the value of considering alternative definitions of movement “success” in future research on education politics and activism.

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Samutri, Erni, and Lia Endriyani. "Education of fetal movement counting: an effort to increase knowledge and compliance of pregnant women to do self-assessment of fetal wellbeing." Jurnal Ners dan Kebidanan Indonesia 9, no. 1 (May 27, 2021): 68. http://dx.doi.org/10.21927/jnki.2021.9(1).68-75.

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<p><strong>Background</strong>: Decreased movements of the fetus can indicate decrease supply of oxygen and nutrients to the fetus and increase the risk of fetal compromised, even stillbirth. Providing accurate information on fetal movements will help mother to make right decision when dealing with decreased fetal movements. This study aims to determine the effect of fetal movement counting education on knowledge and compliance of pregnant women in performing fetal movement counting.<strong></strong></p><p><strong>Method</strong>: This pre-experimental study allocated 32 pregnant women at 28-37 weeks gestation to practice daily fetal movement counting for 3 weeks. The intervention was a package of fetal movement counting education and practice for 3 weeks. Knowledge on fetal movement counting was measured 4 times by a validated questionnaire and compliance was measured in the end of intervention. Friedman test was used to analyze the changes of women knowledge on fetal movement counting.<strong></strong></p><p><strong>Results:</strong> The results showed that there was an increase in women knowledge on fetal movement counting from 52.94% to 86.10% at the end of intervention, by the highest score in the technihue for fetal movement counting (93.67%). Comparison of 4 measurement periods showed significant changes in knowledge (p <0.000), with a tendency of rise in knowledge. The compliance in performing fetal movement counting was high about 96%.<strong></strong></p><p><strong>Conclusion: </strong>Education of fetal movement counting will increases the knowledge regarding fetal movement. Providing appropriate education and continuous follow-up will increase women’s awareness on the importance of fetal movement monitoring and rise up their compliance to do so.</p>

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Reed, Corey. "Signifying the Sound: Criteria for Black Art Movements." Journal of Aesthetic Education 57, no. 4 (December 1, 2023): 36–59. http://dx.doi.org/10.5406/15437809.57.4.03.

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Abstract “Black art” is often understood as being inherently political. In examining two major Black arts movements, the Harlem Renaissance and the Black Arts movement, many of the works attributed to those periods fit the description of “political art” but not all of them. Black art movements are not defined exclusively by similar styles or methodologies, like Expressionism or Surrealism, either. Instead, Black art movements are complex movements that blend social, political, and aesthetic criteria. In this article, I list seven conditions that I take to be jointly sufficient for a Black art movement to be signified as such. In this assertion, I also argue that this current era, paralleling the Black Lives Matter movement, is worthy of Black art movement signification, if we update the mediums by which the conditions are met in the Harlem Renaissance and the Black Arts movement.

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Aksa, Aksa. "Gerakan Islam Transnasional: Sebuah Nomenklatur, Sejarah dan Pengaruhnya di Indonesia." Yupa: Historical Studies Journal 1, no. 1 (January 31, 2017): 1–14. http://dx.doi.org/10.30872/yupa.v1i1.86.

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Transnational Islamic movement is a terminology that belongs in the new academic study. The term has become a ' nomenclature ' is generally understood as an ideology that crosses state boundaries (nation state). The emergence of transnational Islamic movement's lively lately is part of an Islamic revival and renewal of an era that grew in the Middle East since the 18th century. The post-war collapse of the Caliphate based in Ottoman Turkey in 1924, the movement has found the right momentum by forming new forces in conducting resistance against colonialism and imperialism of the West. Presence of transnational Islamic movement in Indonesia is part of the revivalism Islamic movement in the Middle East that directly make effect against the pattern of Islam in Indonesia. Transmission lines the ideas of this movement through the social movements, education and publications

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Pisano, Raffaele. "RUNNING DETAILS ON THE TWO MOVEMENTS IN THE INTELLECTUAL HISTORY OF SCIENCE AND IDEAS." Journal of Baltic Science Education 15, no. 6 (December 15, 2016): 660–61. http://dx.doi.org/10.33225/jbse/16.15.660.

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A long tradition concerning the causes of the planetary movements existed as to the movements on the earth: the so called problem de motu locali. Starting from late middle Ages many criticisms were carried out against the Aristotelian doctrine of natural and violent motions. A well accredited and historically coherent theory to explain the movement and the change of movement was the medieval theory of impetus substantially developed by Jean Buridan (ca. 1300–ca. 1360) and by Nicolas d’Oresme (1320? 1325?–1382) on the basis of ideas that came back to John Philoponus (490–570).

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Sherman, Nestor W., and Ingrid Johnson. "Attitudes of Preservice Physical Education Majors regarding Movement Education." Journal of Physical Education, Recreation & Dance 73, no. 4 (April 2002): 5. http://dx.doi.org/10.1080/07303084.2002.10607778.

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Dewi, Jauhari Kumara. "Nilai-nilai Pendidikan Karakter dalam Gerak Dasar Tari Kejei Bagi Anak Usia Sekolah Dasar." AR-RIAYAH : Jurnal Pendidikan Dasar 6, no. 1 (June 30, 2022): 115. http://dx.doi.org/10.29240/jpd.v6i1.4992.

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Education is one of leading sectors in the development of student character. Specifically, it aims to identify character values and integrate them into elementary school’s life. Kejei dance is one of the dances in which there are character values that have a role in shaping elementary school students’ character with God, themselves, others, and their nationality which expressed in every movement of the Kejei dance. The purpose of this study was to discover the meaning contained in the various basic movements of the Kejei dance in the process of shaping elementary students’ character. This research belonged to qualitative research with a narrative approach. Primary data sources are taken from observing the variety of movements of the Kejei dance. In other words, the data were collected through observation and interviews. Afterwards, the data gathered were analyzed through data reduction and conclusions. The results showed that the Kejei dance contains the meaning and value of character education which is reflected in several types of movements including Sembah Menari movement, Bederap Salah Pinggang movement, Metik Jari movement, Mateak Dayung movement, Sembah Penyudo movement, and Mendayung movement. In sum, the overall meanings of the basic movements of the Kejei dance show religious values, tolerance, discipline, and communication.

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Zimmermann, Ana Cristina. "Education and Corporeality: Contributions from the Philosophy of Sport." RUDN Journal of Philosophy 25, no. 4 (December 15, 2021): 602–12. http://dx.doi.org/10.22363/2313-2302-2021-25-4-602-612.

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Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge.

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35

Mackenzie, Donald E. "The QWL "Movement"." Educational Researcher 14, no. 2 (February 1985): 27. http://dx.doi.org/10.2307/1174910.

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36

Scott, John C. "The Chautauqua Movement." Journal of Higher Education 70, no. 4 (July 1999): 389–412. http://dx.doi.org/10.1080/00221546.1999.11780769.

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Voropaev, Mikhail Vladimirovich, and Аnatolii Viktorovich Мudrik. "Socialization 2.5: Social Education in the era of Aggregator Platform." Siberian Pedagogical Journal, no. 2 (April 22, 2024): 7–18. http://dx.doi.org/10.15293/1813-4718.2402.01.

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The article is devoted to the analysis of an urgent problem – the emergence and development of new phenomena in the field of Russian social education – children’s public organizations integrated into state macro-information systems. The “Movement of the First” is the most striking example of this kind, in which its digital and “living” human components are closely interconnected. The metaphor “Socialization 2.5” in the title of the article reflects the position of the authors that socialization under the conditions of the developing Internet environment in Russian conditions has already outgrown the distinctive features of “Web 2.0”, but has taken a different path than the proposed version of “Web 3.0”. The article argues the position according to which children’s public organizations (movements) engaged in social education are independent socio-technogenic factors. Organizations (movements) of this kind are a tool for removing, levelling the social and cultural characteristics of differentiated social groups and solving a number of other social, educational and cultural tasks. It is shown that the real conceptual model of the subject area of business processes of the “Movement of the First” (romanized: Dvizheniye pervykh – RDDM activities) is described in the language of economics, sociology, computer science, the language of business trainings adapted to a youth audience, but does not use the language of traditional Russian academic pedagogy. The article identifies a number of new problems of social education, which are a consequence of its development in conditions of integration with digital technologies: the inclusion of man-made components in the process of identifying a child with the movement, in acts of initiation (occupation of a certain status, including membership in the movement), in communication, the absolute absence of anonymity. Possible threats to the development of the children’s organization “Movement of the First” are noted as: a bias towards “virtualization” of the proposed activities, up to the replacement of activities in the physical world with its “digital footprint”, the risk of using exclusively formal indicators of movement development, the problem of motivating the activity of subjects, the problem of balance between the requests of movement participants and the “resource intensity” of the proposed “activities”. In the perspective, it can be assumed that the digital component of the movement will develop intensively, expanding the degree of automation, the use of artificial intelligence systems, which may lead to further deformation and adaptation of the system of social interactions within the movement to the possibilities of the digital environment. All named problems are a challenge in relation to the theory of social education and require serious research based on an appropriate methodological basis.

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Kevin S.Zayed. "Reform in the General Education Movement:." Journal of General Education 61, no. 2 (2012): 141. http://dx.doi.org/10.5325/jgeneeduc.61.2.0141.

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Jansa, P., and K. Kotlík. "Movement activities of physical education teachers." Studia Kinanthropologica 15, no. 2 (September 30, 2014): 65–74. http://dx.doi.org/10.32725/sk.2014.042.

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Robinson, Hilary. "The Women's Movement in Art Education." Circa, no. 89 (1999): 6. http://dx.doi.org/10.2307/25563486.

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Gandhi, Meeka, Edward Feller, and Fadya El Rayess. "Art and movement in nutrition education." Medical Education 50, no. 11 (October 19, 2016): 1160. http://dx.doi.org/10.1111/medu.13192.

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Chang, Hun Tae. "The Lausanne Movement and Theology Education." Theology of Mission 40 (November 30, 2015): 241–74. http://dx.doi.org/10.14493/ksoms.2015.11.241.

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Souza, Sueli Aparecida Ferreira, and Maria Madalena Gracioli. "BODY MOVEMENT IN EARLY CHILDHOOD EDUCATION." Nucleus 11, no. 2 (October 30, 2014): 101–11. http://dx.doi.org/10.3738/1982.2278.941.

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Roldan, Aurora H. "The Philippines Movement in Gifted Education." Gifted and Talented International 9, no. 1 (March 1994): 27–28. http://dx.doi.org/10.1080/15332276.1994.11672786.

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Abels, Karen Weiller, and Jennifer Bridges. "Movement Education Framework (MEF) Made EZ!" Strategies 25, no. 2 (November 2011): 8–10. http://dx.doi.org/10.1080/08924562.2011.10592134.

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Tye, Kenneth A. "Global Education as a Worldwide Movement." Phi Delta Kappan 85, no. 2 (October 2003): 165–68. http://dx.doi.org/10.1177/003172170308500212.

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Bohn, Anita Perna, and Christine E. Sleeter. "Multicultural Education and the Standards Movement." Phi Delta Kappan 82, no. 2 (October 2000): 156–59. http://dx.doi.org/10.1177/003172170008200214.

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Bernard-Donals. "Rhetorical Movement, Vulnerability, and Higher Education." Philosophy & Rhetoric 52, no. 1 (2019): 1. http://dx.doi.org/10.5325/philrhet.52.1.0001.

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Trout, Josh. "Digital Movement Analysis in Physical Education." Journal of Physical Education, Recreation & Dance 84, no. 7 (September 2013): 47–50. http://dx.doi.org/10.1080/07303084.2013.818394.

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Denmead, Tyler. "Introducing movement capture in art education." Visual Inquiry 4, no. 3 (December 1, 2015): 181–91. http://dx.doi.org/10.1386/vi.4.3.181_1.

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