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Albert Einstein is credited as saying, 'The important thing is not to stop questioning. Curiosity has its own reason for existing' (1955, p. 64). As literacy leaders, we can buoy [...]

In the United States, physical education doctoral programs place great stock in recruiting students who have prior in-service teaching experience. However, little is known about how this experience influences perceptions of doctoral education. We conducted this cross-sectional, exploratory study to develop an initial understanding of how prior teaching experience and gender influence physical education doctoral students' perspectives of program experiences. Participants included 60 physical education doctoral students (29 females, 31 males) who completed an online survey related to their experiences in doctoral education. Data were analyzed using 2 x 2 factorial ANOVAs, and the differences among study variables based on gender and prior teaching experience were examined. Females without experience had more positive perceptions of their program experiences than did those with experience. These results reinforce the role of prior socialization experiences in framing doctoral program socialization. Further research on the recruitment and education of doctoral students with and without teaching experience is warranted., Using theoretical frameworks such as occupational socialization theory, researchers have investigated the experiences and perspectives of in-service physical education (PE) teachers working in school environments (e.g., Keay, 2006; Lux & [...]

Progress in education has involved, to a large extent, a focus on individuals' wellbeing experiences at school (ACU and Erebus International, 2008; Fraillon, 2004). This line of inquiry has produced extensive findings, highlighting the diverse coverage and scope of this psychosocial theoretical orientation. We recently developed a theoretical framework (Phan, 2015-In press-c; Phan & Ngu, 2014) with its corresponding measure, titled the Academic Well-Being Experience Questionnaire, to assess and evaluate differing components of personal wellbeing at school, for example: appreciation and value, relating to others, academic striving, daily functioning, emotional wellbeing, and personal functioning. Our conceptualization, in contrast to existing conceptualized frameworks, is innovative as it emphasizes a number of personal and achievement-related attributes--for example: affective response, interpersonal skills, and academic outcomes. This study, correlational in design, situated six major components of personal wellbeing (e.g., academic striving) within the framework of social cognition (Bandura, 1986, 1997). We used causal modeling procedures to analyze the data (N = 230), testing a hypothesized a priori model that postulated the following: (i) enactive learning experience as an antecedent, (ii) academic self-efficacy and the six components of personal wellbeing as central mediators, and (iii) school experience as an adaptive outcome. Evidence obtained provided moderate support for our hypothesized model, which we discuss in detail. Keywords: enactive learning experience, wellbeing components, school experience, quantitative analysis, Introduction The notion of personal wellbeing is relatively complex and scopes a number of psychosocial attributes (Fraillon, 2004). This theoretical orientation is non-deficit and reflects a positive psychological approach to [...]

Even though college students may be faced with developmental life tasks that might lead them to cognitive and emotional growth, little is known about how college students' life experiences are [...]

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This rationality affects an oblivion of ontology. In this article we discuss this trend related to Martin Heidegger's thinking concerning the human existence in the world, artworks and notions like 'being' (Sein) and 'oblivion-of-being' (Seinsvergessenheit). We think that it is possible to see this 'oblivion-of-being' in relation to the trend in cultural and educational politics as well as in music educational thinking to focus on the instrumental usefulness of learning music., THE NEED FOR AN ONTOLOGICAL TURN In this article we reach for an existential theme that connects to Heidegger's phenomenology, which he presents as ontology. (1) We choose this perspective [...]

What would philosophers do without their critics? Since antiquity, in the monologues, conversations, stories, aphorisms, responses to questions, and questions posed to students and friends, philosophers from north and south, [...]