The norms of mass education have dominated public education globally since being developed in Western Europe in the early 19th century; nonetheless, they are dysfunctional and have generated serious problems. Many reform initiatives have failed while others, largely in the Global South, show promise. Based on the successful alternatives, our literature review, critical analysis, and lengthy consultation with key stakeholders, we propose the New Sail model which we have been developing since 2019 as a pedagogical innovation. The purpose of this research is to present this new student-centred model including its conceptual framework with six core components (student, teacher, content, pedagogy, assessment, local community) for the reform of mainstream schooling and alternative education.

Recent research has drawn attention to the culture of whiteness and Eurocentrism within post-secondary kinesiology and physical education programs. By speaking with eighteen Chinese-Canadian undergraduate students, this case study examines how Eurocentrism manifests in an undergraduate kinesiology program at a western Canadian university. We found that a subtle, yet pervasive, center-margin framework was woven throughout the teaching and research culture of the program. This binary served to legitimize Western approaches to knowing and doing health and physical activity, while marginalizing - if not excluding altogether - non-Western knowledge systems. As one possible pathway for disrupting this knowledge/power hierarchy within kinesiology, we propose building opportunities for epistemic interculturalism throughout the curriculum. We maintain that a first step towards fostering intercultural opportunities is understanding the conditions of possibility that may enable or constrain non-coercive dialogical spaces. To this end, we aspire to expose the complex and subtle everyday processes through which the hegemony of the Western tradition is reproduced, which we suggest is the most significant contribution of this paper.

近年来,大学英语教学改革取得了令人瞩目的进展,但其教学模式改革过程中仍存在不容忽视的问题.随着我国大学英语改革的深入,将源于西方且已经成熟的Toastmaster培训模式应用于我国大学英语教学可以提高学生的英语水平.本文研究了当代高校大学英语"听说"教学困境、介绍了TM培训模式及其特点、提出了TM高校英语教学模式、总结了TM大学英语教学模式的可行性和优势.论述了将TM培训模式运用到大学英语教学改革中能够真正为学生的英语学习服务,实现英语课堂教学活动由"教"向"学"的转变、帮助学生成长并成为符合现代社会和国际交流的高标准人才.

We bring to the forefront of educational thought a specific attitude toward the COVID-19 crisis that harnesses the symbolism of wind and water to navigate the cultural storm interfering upon our mathematical and pedagogical craft. The purpose of our paper is to open up space for opportunities in mathematics education using integral mindfulness as the rudder to readjust our bearings. More specifically, through conceptual analyses and making explicit the currents of change, disorder, and technology, we can apply discernment to these metaphors that intersect our pedagogy to re-align efforts and attitudes toward an integrated (aperspectival) culture of mathematics education. Through shared responsibility during these tumultuous times, we can once again strive toward the pursuit of excellence in mathematics education.

师范专业学科教学论课程是师范生习得教师职业技能的核心课程.在课程实践中,普遍存在重理论讲授、轻实践的倾向,导致师范生毕业后职业胜任力不足."教中学、学中教、教中教"教学新模式,立足于陶行知的"教学做合一"理论、接受认识论、主体教育论.该模式通过构建"第一轮试教、第二轮试教、第三轮实教"三环递进的职业技能训练体系,克服了传统教学法偏重理论教学、实践训练不足等弊端,真正使教学由理论讲授为主向在理论指导下实践训练为中心的转变,让学生的学习实现从实践到认识和从理论到实践的两次飞跃,落实技能训练本位,实现"教学做合一",促进课堂教学形态及品质的提升.

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

Due to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 20192020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible elements essential for promoting optimum distance interactions for K12 learning, more specifically applied to younger learners (K6). Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.

The South-Asian (SA) population constitutes the largest visible minority group in Canada; yet little Canadian research has examined gender and culture in physical education (PE) and strategies to increase PE participation among SA female adolescents. The lack of teacher training on culturally-relevant PE may cause PE teachers to perpetuate Western norms and ideals as being the most desirable. Based upon the theory of culturally-relevant PE, an in-depth literature review, and the authors’ teaching experiences, this paper examined the challenges to PE participation of SA female adolescents and proposes a framework as a set of strategies to help engage minority female adolescents (especially SA) in PE. The components of this framework include: a supportive learning environment; student-centred programming; alternative instructional models; authentic tasks and assessment; school, family, and community partnerships; and culturally-relevant pedagogy. This paper may support teachers’ efforts to increase SA female adolescents’ participation and enjoyment in school PE. ResumeLa population sud asiatique est la plus grande minorite visible au Canada; cependant peu de recherches au Canada ont etudie le genre et la culture en education physique aupres de cette population ni les strategies pour accroitre la participation a l’education physique des adolescentes de cette minorite. Le manque de formation des enseignants axee sur une education physique adaptee a la culture serait la cause de la perpetuation des normes et ideaux occidentaux comme etant les plus desirables en education physique. En se basant sur une theorie de l’education physique adaptee a la culture, une revue de litterature approfondie et sur l’experience d’enseignement de ses auteurs, cette etude decrit les defis touchant la participation a l’education physique d’adolescentes sud asiatiques et propose un cadre de reference sous forme d’un ensemble de strategies pour favoriser l’engagement d’adolescentes des minorites en education physique, et particulierement les sud asiatiques. Les elements de ce cadre de reference sont les suivants: un environnement d’apprentissage soutenant; une programmation centree sur l’eleve; des modeles alternatifs d’enseignement; des tâches d’apprentissage et une evaluation authentique; des partenariats avec l’ecole, la famille et la communaute; une pedagogie adaptee a la culture. Cette etude peut appuyer les efforts d’enseignants visant a augmenter la participation d’adolescentes sud asiatiques a l’education physique de meme que leur plaisir.

Chinese people have distinctive perspectives on health and illness that are largely unrecognized in Western society. The purpose of this descriptive study was to develop a profile of Chinese immigrants' beliefs and practices related to diet, mental and social health, and sexual health. A quantitative survey with descriptive and correlational analyses was employed to examine 100 first-generation Chinese immigrants living in four urban centres across Canada (Vancouver, Toronto, Halifax, and St. Catharines). Although most Chinese immigrants preferred a Chinese diet, where they resided affected the groceries they bought and the meals they ate. Almost all participants reported their mental health was important to them and most felt comfortable discussing mental health issues with others. However, only a third would see a psychiatrist if they believed they had a mental health problem. Most participants believed social relationships were important for their health. Only a small number of participants, however, preferred making friends with mainstream Caucasian Canadians. More men than women believed sexuality contributed to health and were comfortable talking about sexual health. Chinese immigrants should be encouraged to be more engaged in the larger community in order to fully integrate themselves into Canadian society while still being encouraged to retain their healthy practices. These findings may help educators and practitioners enhance their understandings of Chinese immigrants' perspectives on health and develop culturally competent education and services in health care and health promotion.

In cultivating a Western inclination toward Eastern wisdom, it is important to seek the foundations that sustain traditional practices toward such end. In a secularised and modern world view, the tendency has been to extract and abstract foundational practices such as mindfulness meditation and contemplation within an objectivist or scientistic prejudice. While leading to interesting results, it cannot ascertain a wisdom that is quantified and decontextualised. In response, contextual effort in postmodern pedagogical literaturewhile well placedis often marred with confusions concerning Eastern and metaphysical foundations. As a result, one is led away from the very wisdom being qualified; furthermore, conceptual and theoretical paradoxes arise and consequently elude those that formulate them. Thus, in feeling secure in response to a particular yang' world view of modernity, many postmodern criticisms suffer an exclusively yn' character. For us, imbalance in any direction forfeits the path Eastern education approaches wisdom. In our conceptual analysis, we contextualise that modernity was never too yang, but too yang-in-yn. Therefore, what is missing in pedagogical theory is not the yn element, as presumed by postmodern critique, but the yang element, in continual balance with the yn, and vice versa.

While generalist teachers of physical education typically receive preparation in the curriculum and pedagogy of physical education in their teacher education programs, they do not typically receive instruction on the disciplinary foundations of physical education as specialist teachers do; that is, the biological, physiological, and developmental factors of human movement. Such foundational knowledge is critical for teachers of physical education to understand the physical characteristics of the children and adolescents in their gymnasium/classroom and to implement the curriculum and pedagogy of physical education into practice in an effective and appropriate way. Thus, the purpose of this paper is to provide generalist teachers who teach physical education with a synthesis of the disciplinary foundations of physical education, specifically key information regarding children’s and adolescents’ (ages 7-18): (a) physical growth and development; (b) movement skills; and (c) physical fitness. The information presented in this synthesis is based on a systematic examination of reference materials on the physical and movement development of school-age children (chosen in consultation with 10 academic researchers); information accessible online via the websites of relevant public organizations (e.g., Physical and Health Education Canada); as well as the authors’ teaching experiences and expertise as specialist physical educators, scholars of physical education, and instructors of physical education teacher education. This paper is intended to offer a relevant, simplified, and easy-to-understand reference guide to help deepen generalist teachers’ understanding of the learners in their gymnasium/classroom and ultimately enhance their teaching of physical education so as to advance their students’ development of physical literacy and healthy active lifestyles.

Recess is often a topic overlooked in pedagogical theory due to its presumed simplicity. The essence of recess connects with play as a physical counterpart to a well-rounded education. In this article we explore the relationship play has with recess and well-being and explore its pragmatikos (systematic usefulness) as regards schooling in lieu of deep ecological frameworks of systems (wholism) theory and systemic, nonlinear dynamics. We argue that recess in its current conceptualisation—in contradistinction to work or study—is a counterfeit to metaphysical play based on the writings of Ananda K. Coomaraswamy who sheds light on its spiritual premise. By bringing to the forefront metaphysical Ideas of play we encounter similitudes between the Platonic doctrine of ēdūcere and anamnesis with Buddhist phenomenology, especially regarding the practice of Mindfulness (sati); both extol a “recollection” as opposed to a “memorisation” which arguably occupies much of Westernised curriculum. Finally, in traditional, premodern education, emphasis was placed on Spirit and heartfelt intuition, a remembrance of who we are, our Buddha-nature or Christhood, not on cerebral ratiocination whose mental operation, according to Plato, was tenebrous and illusory. Our aspiration is not an education that includes mindfulness, rather, a mindfulness-based education.

The global childhood trend towards obesity and unhealthy lifestyles is a growing concern. Childcare settings have been identified as the most influential factors for children's physical activity, and physical activity habits are better formed and maintained if started in early childhood. As a result, early childhood education environments are in an excellent position to enable physical activity interventions, and are optimally placed to promote physical activity in order to reverse the obesity and physical inactivity trends. Yet, there is still ignorance and misunderstanding of the role that physical activity plays in early childhood education. The purpose of this paper is to review current physical activity issues, to re-evaluate the specific benefits from regular physical activity, and to offer guiding recommendations to improve physical activity in early childhood education. Future research directions are also provided. It is our hope that early childhood education can play a proactive role in the development of healthy active lifestyles, and that all young children can fully benefit from regular physical activities for their health and wholistic learning in all child care environments.

This paper outlines the importance of developing physical activity habits among children and adolescents in schools, in order to continue healthy active practices throughout the lifespan. Based on examining current literature, this article explores the definition of a habit , how physical activity habits can be developed in schools, and the relationship between physical activity habits and a healthy lifestyle. A framework containing three major components (i.e., programs, teachers, students) was proposed to support the development of physical activity habits among children and adolescents in school. Practical strategies were provided to support efforts to nurture students’ physical activity habits. Future research directions are also discussed.

The Chinese language is becoming one of the most important languages in the world. The demands and interests in learning Chinese as an additional language are rapidly growing, but research in this area has not kept up with the accelerated development of this promising field. A key issue immediately faced in this area of research is the variety of identifying or descriptive terms (e.g., Chinese as a second, foreign, international, heritage, subsequent, additional language) that are inconsistently used. As will be expanded on below, this has created confusion and difficulty in research and teaching and learning practice. This paper details the examination of these perplexing terms, and the proposal of teaching and/or learning Chinese as an additional language as a viable term, as it is politically and pedagogically appropriate. The purpose of the study is to identify terminology that can be used to deepen our understanding and enhance the quality of teaching and/or learning Chinese as an additional language in the present global culture.

There is a growing concern in general education and physical education about students' emotional well-being. However, there is minimal literature addressing what emotional well-being is and how it can be developed in physical education. To examine these concerns, this article presents the following findings: a review of relevant literature published in the area of physical education, the identification of proper terminology as applied to the field of emotional well-being, a definition of terms of emotional well-being, a discussion on the significance of developing emotional well-being, and a framework and practical strategies to develop students' emotional well-being in physical education.

The Easy-Play Model offers a defined framework to organize games that promote an inclusive and enjoyable sport experience. The model can be implemented by participants playing sports in educational, recreational or social contexts with the goal of achieving an active lifestyle in an inclusive, cooperative and enjoyable environment. The Easy-Play Model offers a framework for modifying team sports in order to establish challenging and supportive playing opportunities in a context where competition is optimized. Arousal-seeking play theory, complexity theory and self-determination theory inform the theoretical foundations and comprehension of this model. The Easy-Play Model addresses many of the challenges that affect how frequently children and adolescents participate in physical activity through sport. This model's alternative approach tackles physical inactivity and its health consequences by way of encouraging participation in sport. Its framework emphasizes a healthy, optimal competitiveness that appeals to all players regardless of age, skill and ability.

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher education, contrasting discourses, and the education of children and youth in a post-modern society. In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada's programs, 36 PE teacher educators from 20 universities completed an online survey. Results enabled a profile of Canada's PE teacher educators and the PETE programs in which they work. Collectively, the findings suggest a need for critical consideration and/or revisiting of programs in light of changing societal and student needs for global, socially, and culturally responsive PETE. Key words: physical education teacher education (PETE), teacher education

Little is known about school health education curricula across Canada, and minimal literature has critically analyzed these curricula for further enhancement. In this study the authors examined health education curricula in Canada in all jurisdictions nationwide. As a result, the study delineates the profiles of health education curricula across Canada, discusses the core content and frameworks in these curricula, and reveals common trends against the scholarship in the field of school health education. The findings presented here will provide scholars and professionals with a comprehensive overview of school-based health education content, and will inform future curriculum revisions and improvements of overall school health education in Canada and across the globe . Les programmes-cadres d’education a la sante offerts dans les ecoles canadiennes sont peu connus et peu d’etudes les ont analyses pour eventuellement contribuer a les ameliorer. La recherche qui suit presente une analyse de ces programmes-cadres d’education a la sante enseignes dans toutes les regions du Canada. La recherche trace le profil des programmes d’education a la sante offerts, discute de leurs grandes composantes et de leur cadre de reference et fait ressortir des tendances communes au niveau des contenus. En plus de donner aux universitaires et aux professionnels un apercu detaille et complet des cours d’education a la sante offerts dans les ecoles, les resultats de l’etude pourraient apporter une contribution a la revision et a l’amelioration de ces programmes dans le futur, au Canada et ailleurs dans le monde.