Definitions and aspects of spirituality, and trepidation surrounding professional discussion of it, are addressed. Spirituality constitutes the meta-message of teaching, and we can strengthen our teaching by attending to it.
AbstractDefinitions and aspects of spirituality, and trepidation surrounding professional discussion of it, are addressed. Spirituality constitutes the meta-message of teaching, and we can strengthen our teaching by attending to it.
Part I: What Is Spirituality in Education?s a Health and Wellness teacher for three decades, I have become increasingly aware that our state of being (another way of saying our health) drives all our behaviors, decisions, and relationships. The underpinnings of being that we tend to call "spiritual"-our most authentic relationships to self, others, the universe, and the transcendent-influence our personal health on all levels-and, domino-like, the health of our communities, our nations, and the world, as we interact with others and with the planet.
A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.
This article investigates the perceptions of 12 teachers from New South Wales, Australia, regarding the classroom assignment of twins. Analysis of semi-structured interviews with each of the teachers revealed four key findings: 1) teachers’ perceptions about the classroom assignment of twins vary according to their previous experience and relationship with twins in their personal life; 2) there are no sector-wide policies regarding the classroom assignment of twins; 3) setting size is a major factor influencing teachers’ perceptions of the classroom assignment of twins; and 4) formal training does not refer to twins and their education. Recommendations and implications for teachers are discussed.
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