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Connected learning is "an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people's interest-related interactions with digital media" (Maul et al., 2017, p. 2). It seeks to harness new media technologies and human networks to support interest-driven, production-centered learning that bridges in- and out-of-school and intergenerational disconnects. As such, "it is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing…" (Connected Learning Alliance, n.d.). The connected learning model has spread rapidly and widely; it has been taken up in the design of programs, courses, and research across interdisciplinary, international, and in- and out-of-school contexts. The goal for this annotated bibliography is to provide an overview of connected learning theory and research that is most relevant to teaching and learning in K-16+ school settings, which can serve as a resource for those interested in connected learning practice and outcomes.

As part of the current educational reform movement, faculties in higher education are reviewing their curriculums. Professional dispositions are of particular interest since the National Council for Accreditation of Teacher Education (NCATE) has begun to address dispositions within its accreditation process. If NCATE believes dispositions are an issue that teacher preparation programs need to address, then information is warranted on what PETE programs are currently doing regarding dispositions. The purpose of this study was for Physical Education Teacher Education (PETE) faculty (N=47) to identify dispositions which were important for success in the teaching profession, and then indicate which of these dispositions were being taught and assessed within their programs. Ten dispositions were unanimously identified as essential for success in the work place with another 11 dispositions identified as essential by at least 90% of the participants. While faculty identified most dispositions as essential, many dispositions were not directly taught nor were students held accountable for demonstrating them. The findings suggest that PETE faculties need to review their program goals to both teach and assess for dispositions. If NCATE is expecting PETE programs to address the issue of dispositions, then faculty members need to re-evaluate the importance attached to dispositions and hold students accountable for demonstrating them. (Contains 2 tables.)

This study examined whether midline crossing inhibition (MCI) was present in 13 adults with mild to moderate mental retardation when crossing the midline of the body with both the upper and lower extremities. Results indicated that participants exhibited MCI with both the upper and lower extremities. (Author/CR)

Abstract As part of the current educational reform movement, faculties in higher education are reviewing their curriculums. Professional dispositions are of particular interest since the National Council for Accreditation of [...]

Abstract The purpose of this study was to investigate the performance of fundamental movement skills by children with learning disabilities (LD) six to eight years of age. The motor performance [...]

Connected learning is "an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people's interest-related interactions with digital media" (Maul et al., 2017, p. 2). It seeks to harness new media technologies and human networks to support interest-driven, production-centered learning that bridges in- and out-of-school and intergenerational disconnects. As such, "it is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing..." (Connected Learning Alliance, n.d.). The connected learning model has spread rapidly and widely; it has been taken up in the design of programs, courses, and research across interdisciplinary, international, and in- and out-of-school contexts. The goal for this annotated bibliography is to provide an overview of connected learning theory and research that is most relevant to teaching and learning in K-16+ school settings, which can serve as a resource for those interested in connected learning practice and outcomes. [ABSTRACT FROM AUTHOR]