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A mixed methods study was used to identify the effects of an online mastery-based learning resource on Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Online modules assisted TCs with developing knowledge of critical elements and motor development stages (Gallahue, Ozmun, & Goodway, 2012) associated with 16 fundamental movement skill (FMS). Pre- and post-survey data, pre-, post- and retention test scores were used to evaluate the effectiveness of the program. Results from a one-way ANOVA analysis indicated an improvement in post test scores from Fall to Spring semesters and retention scores improved with time. Perceptions of PETE TCs reported positive reactions to the use of the online modules as way to improve their ability to analyze FMS.

A colloquy, "New-style Primary Education: Achievements and Prospects," was held in Brussels by the Ministry of Education of The Dutch-speaking sector of Belgium. In the first section of this report, the colloquy is viewed in the contexts of the New-style Primary Education (VLO) project of the Ministry of National Education, and the Innovation in Primary Education, Project No. 8, of the Council of Europe's Council for Cultural Cooperation. Objectives of the colloquy were to report on key ideas of the VLO project, provide information on recent developments in the project, and clarify ways in which objectives of the project could be given concrete form in schools. The program of the colloquy is reproduced in Section II. Lectures are summarized in part III. The lectures provide background information on: (1) the VLO project; (2) project implementation, points of controversy, the project's future, and areas needing improvement; (3) support for the management of educational innovation; (4) the VLO project in the international context of innovation movements; (5) external assessment of the VLO project; (6) conditions for continuing the project; (7) objectives and methods of the project; and (8) objectives of the colloquy. Conclusions of the general rapporteur point out the colloquy's strong and weak points. The name and affiliation of each of the 210 participants are listed. (RH)

The paper reflects on the possibility of a social science that aims at self-referential knowledge-acquisition. This form of social research explores and questions deep-seated presuppositions prevalent in contemporary culture and strives to become aware of other forms of life. This view of social sciences, therefore, is perfectly in line with the pragmatist perspective that language and knowledge, rather than acts of representation, allow people to increase the scope of human possibilities. Various forms of social research, in a wide range of disciplines, have already explored this self-referential knowledge: for instance, genealogical history and sociology, post-processual archaeology and the critical turn in anthropology. The paper locates this self-referential knowledge within the context of contemporary American pragmatism (e.g. Rorty, Bernstein). It is argued that this type of knowledge ties in with the radical tradition in neo-pragmatism, in particular its anti-foundationalist notion of critique. [ABSTRACT FROM AUTHOR]

The paper reflects on the possibility of a social science that aims at self-referential knowledge-acquisition. This form of social research explores and questions deep-seated presuppositions prevalent in contemporary culture and strives to become aware of other forms of life. This view of social sciences, therefore, is perfectly in line with the pragmatist perspective that language and knowledge, rather than acts of representation, allow people to increase the scope of human possibilities. Various forms of social research, in a wide range of disciplines, have already explored this self-referential knowledge: for instance, Nietzsche?s genealogical, post-processual archaeology and the critical turn in anthropology. The paper locates this self-referential knowledge within the context of American pragmatism (particularly, Dewey, Rorty, Bernstein). It is argued that this type of knowledge ties in with the radical tradition in pragmatism, and in particular with its anti-foundationalist notion of critique. [ABSTRACT FROM AUTHOR]