Currently, there are many advocacy interventions aimed at reducing animal consumption. We report results from a lab (N = 267) and a field experiment (N = 208) exploring whether, and to what extent, some of those educational interventions are effective at shifting attitudes and behavior related to animal consumption. In the lab experiment, participants were randomly assigned to read a philosophical ethics paper, watch an animal advocacy video, read an advocacy pamphlet, or watch a control video. In the field (...) experiment, we measured the impact of college classes with animal ethics content versus college classes without animal ethics content. Using a pretest, post-test matched control group design, humane educational interventions generally made people more knowledgeable about animals used as food and reduced justifications and speciesist attitudes supporting animal consumption. None of the interventions in either experiment had a direct, measurable impact on self-reported animal consumption. These results suggest that while some educational interventions can change beliefs and attitudes about animal consumption, those same interventions have small impacts on animal consumption. (shrink)

A one-day educational intervention with multiple activities was developed and operationalized with a sample of Chinese business students in Hong Kong, China. Its effectiveness in influencing students’ corporate social responsibility orientation was measured with a Chinese version of a forced choice scale using Economic, Legal, Ethical, and Discretionary dimensions by Carroll. A repeated measures multivariate analysis of variance showed significant differences in the Legal and Discretionary dimensions between the post-test Experimental group and Control group ; in the Legal, (...) Ethical, and Discretionary dimensions within the pre-post X group. Such significant differences may be explained by the content of the activities, especially the service learning component. Overall, the intervention appeared effective in influencing students’ CSRO within a Chinese context. Since it was designed upon Western CSR literature, its applicability goes beyond the Chinese community. (shrink)

Se realizó un estudio de intervencisn educativa, con el objetivo de determinar el nivel de conocimientos acerca del VIH/sida en estudiantes de la ESBU "Marcos Rammrez Rodrmguez" en el permodo comprendido desde el 1ro de marzo al 30 de mayo del 2010. Se estudiaron 150 adolescentes, escogidos de un universo de 347, a travis de un muestreo por conglomerado bietapico. Inicialmente se aplics una encuesta previamente sometida al mitodo de expertos (Delphi) y evaluada de muy adecuada, donde se determins que (...) el 82 % tenman conocimientos generales inadecuados Despuis de la intervencisn educativa -evaluada de muy adecuada por el mitodo de expertos- el 98,7 % de los adolescentes alcanzaron un nivel de conocimientos adecuados. El analisis estadmstico utilizando la prueba de McNemar, evidencis la asociacisn estadmsticamente significativa (p=0.0000) entre el nivel de conocimiento que tenman los estudiantes antes y despuis de la intervencisn, lo que demostrs que el modelo educativo-participativo empleado aumenta el nivel de conocimientos en los adolescentes. A study of educational intervention was carried out in order to determine the level of knowledge about HIV/AIDS in students of Marcos Rammrez Rodrmguez ESBU in the period from March 1th to May 30th 2010. 150 Teenagers, selected from a universe of 347, were studied through a conglomerate two sampling. Initially, a survey previously submitted to method of expert (Delphi) was applied and properly assessed. It was determined that 82 % had inadequate general knowledge. After the educational intervention - assessed fairly by the method of expert - 98, 7% of teenagers achieved an adequate level of knowledge. Statistical analysis using the McNemar test, showed a statistically significant association (p = 0.0000) between the level of knowledge that students had before and after the intervention, which demonstrated that the educational participative model used increases the level of knowledge among adolescents. (shrink)

RESUMEN El presente texto expone los resultados de un estudio prospectivo, del tipo de intervención comunitaria aplicado en la Clínica Estomatológica Docente La Vigía, provincia Camagüey, con el objetivo de instrumentar una estrategia educativa en pacientes con bruxismo y disfunción temporomandibular en el período de enero de 2017 a enero de 2018. Se diseñó y aplicó una estrategia educativa según la metodología utilizada por la Maestría Nacional de Educación para la salud. Predominó el sexo femenino y las edades comprendidas entre (...) los 24 y 29 años, así como el nivel escolar universitario. Al finalizar la intervención, el nivel de conocimientos fue evaluado de bueno en casi todos los pacientes, la apertura bucal limitada, el dolor muscular y articular aparecieron en menos de la mitad de los individuos; el nivel de satisfacción respecto a la intervención fue alto. Se concluyó que la estrategia generó un impacto positivo en los pacientes estudiados. ABSTRACT The present text exhibits the results of a pilot study, of the type of community intervention applied in the Dentistry University Clinic La Vigía, Camagüey province, with the objective to arrange an educational strategy in patients with bruxism and temporomandibular dysfunction in the period from January, 2017 until January, 2018. It was designed and applied an educational strategy as the methodology used by the National Mastery of Education for the health. It predominated over the feminine sex and the ages understood between 24 and 29 years, as well as over the university school level. On having finished the intervention, the knowledge level was evaluated of good in almost all the patients, the limited mouth opening, the muscular pain and to articulate appeared in less than half of the individuals; the satisfaction level with regard to the intervention was high. It was concluded that the strategy generated a positive impact in the studied patients. (shrink)

This study sought to assess barriers and enhance readiness to consent to home and Planned Parenthood HIV testing among 60 out-patients from a mental health and substance abuse clinic in rural Appalachia. Testing barriers included not knowing where to get tested, lack of confidentiality, and loss of partners if one tested sero-positive. The intervention yielded lowered HIV stigma, increase in HIV knowledge, and agreement to take the HIV home test. These results are encouraging because they suggest that a brief (...) educational intervention is a critical pathway to the success of the National Institutes on Drug Abuse’s Seek, Test, Treat, and Retain initiative in poor rural counties. (shrink)

Pretty much everyone knows that our genes have at least something to do with how able or how high achieving we are. Some believe that we should not speak of this common knowledge, nor inquire into how genetic influence works or what it might mean. If we do not keep an open mind to the fact of genetic influence on academic achievement, however, then we cannot explore its possible implications. And if we do not consider the implications, then we cannot, (...) as a society, harness any potential benefits or avoid possible pitfalls. So that's what this essay is about—exploring what behavioral genetics research might be able to offer to educational theory, policy, and practice.We cannot yet use biological information to make accurate predictions for all children. We do know, however, that academic achievement is heritable, which is to say that differences between individuals are influenced by differences in their DNA. If genes are part of the problem for some pupils (to take the negative spin on this), then it seems likely that studying them could be part of a solution. And that's what behavioral geneticists are trying to do—to chart and understand pathways from DNA to behavior and to identify interventions that can maximize outcomes for all. The fact is, though, that we have an awfully long way to go. (shrink)

Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's “aha! Process,” and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as (...) interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child-raising practices other than those associated with the contemporary middle class. (shrink)

The presented study explores the possibility of creating and implementing educational program which would reduce intergroup bias in realistic high school setting. The project was based on the assumption that there is the need of easily applicable, anti-prejudice intervention, which would be appropriate to introduce into foreign language course books, would be universal in terms of changing negative attitudes and would meet all methodological requirements of language lessons. Crossed categorization and the common ingroup identity model were used as (...) theoretical basis for 30 English lesson scenarios on B2 level. It was shown that after the intervention there was a significant change in the students’ attitude toward the outgroup and the outgroup members. The implications of these findings are discussed. (shrink)

Violence in sexual-affective relationships among teens and young people is recognized as a social, educational, and health problem that has increased worldwide in recent years. Educational institutions, as central developmental contexts in adolescence, are key in preventing and responding to gender violence through implementing successful actions. In order to scientifically support that task, the research reported in this article presents and discusses a psycho-educational intervention focused on autobiographical memory reconstruction that proved to be successful in raising (...) young women’s critical consciousness about the force of the coercive dominant discourse upon sexual-affective experiences and memories. We examined among a sample of young women (n = 32, age range 17-30) whether reading a scientific text about love, the Radical Love book, modified autobiographical memories of violent sexual-affective relationships in line with preventing future victimization. This group was compared with a control group (n = 31, age range 17-30). Memory reports were collected before and after the reading and coded to analyze their content, both quantitatively and qualitatively. Memory quality features were assessed with the Memory Quality Questionnaire. A focus group was also conducted to examine the personal impact of the intervention on participants. Compared with controls, the experimental group had stronger critical memories (of episodes involving violence), an average decrease in positive emotions induced by recall, and an average increase in negative emotions. The results show the effectiveness of the reading intervention designed in relation to gender violence prevention, as they indicate the ability of the psycho-educational action to debilitate the force of the coercive dominant discourse in young women’s memories. The findings both advance knowledge on the reconstructive nature of autobiographical memories of violent sexual-affective relationships in female youth and indicate the potential of memory-based interventions as an instrument to prevent and reduce gender violence in school contexts. Teachers and teaching staff, and educational psychologists, among others, can benefit from these results by expanding the tools they have to address gender violence among female adolescents and youth. (shrink)

Over the past three decades, more and more students are expressing a desire to attend college, yet for many members of disenfranchised groups, this goal is often not attained. While many factors contribute to these disparities, research has shown that students begin adjusting their expectations (what they think they can achieve) for the future in relation to their idealised aspirations (what they would like to achieve). The current study explores this gap among 207 eighth grade students from two urban middle (...) schools. Using the School Attitude Assessment Survey-Revised, three factors were found to predict expectations which matched student aspirations. These factors were academic motivation and self-regulating behaviours, academic self-perception and attitudes towards teachers. Implications for educational interventions and school reform are discussed. (shrink)

There has been little previous research regarding the effectiveness of ethics education interventions for residential care‐givers. The Researching Interventions to Promote Ethics in social care project responded to the question: Which is the most effective ethics education intervention for care‐givers in residential social care? A pragmatic cluster trial explored the impact of three ethics education interventions for: (a) interactive face‐to‐face ethics teaching; (b) reflective ethics discussion groups; and (c) an immersive simulation experience. There was also a control arm (d). (...) 144 trial participants were recruited from 39 residential care homes for older people in southern England. Change scores compared across intervention arms showed a significant reduction in work‐related moral stress in the teaching arm compared with control group (p =.03); there were no significant differences between control and intervention arms in change scores for moral sensitivity, interpersonal reactivity (empathy) or ethical leadership. Qualitative data themes were as follows: ethical care; care challenges; and ethical care inhibitors. Overall findings stimulate reflection on the value of three different ethics education interventions and the most appropriate means to evaluate their impact. Findings suggest the complexity and diverse nature of ethical competence in care. We suggest a way forward for research evaluating ethics education. (shrink)

Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students’ awareness of their own susceptibility to unconscious biases (...) and, consequently, unethical behaviors. We deployed this intervention within a problem-based learning course, in which students completed real-world projects for actual business clients. Our results suggest that although students appeared universally aware of the importance of ethical issues in business and generally espoused intentions to act ethically, those who received the intervention were significantly more likely to recognize their own susceptibility to perpetuating unethical business behavior and to identify ethical issues specific to their real-world projects. These results have important implications for behavioral ethics pedagogy and provide a de-biasing interventional approach for bridging classroom knowledge with real-world skills. (shrink)

Background The impact of healthcare ethics educational interventions on participants’ ethical development is rarely reported on and assessed; even less attention is paid to educational interventions that focus on end-of-life ethical issues. Aim To evaluate the impact of the Ethical Framework for End-of-Life Care Study Sessions Programme on the moral development of healthcare staff who are delivering end-of-life care. Methods The EOLCSS was delivered to 20 multi-disciplinary health care staff in Ireland in May 2013. Effect on moral reasoning (...) was measured pre and post education using the Defining Issues Test 2. Inferential statistics were used to examine the relationships between change in DIT2 scores and demographic variables. Results Participants experienced moral reasoning development following receipt of EOLCSS. Age and previous ethics education contributed to the observed changes in moral reasoning. Conclusions Receipt of the EOLCSS may contribute to moral reasoning development in practicing healthcare professionals. (shrink)

This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12-15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on (...) the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results obtained in this investigation showed that the intervention based on the SEM (experimental group) promoted greater improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). Furthermore, the results confirm a similar impact of the intervention between boys and girls. It is also relevant to note that these findings highlight the efficacy, feasibility, and suitability of this educational intervention with adolescents. (shrink)

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants (empathy focused). The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols (analytic focused). Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of (...) relationships with researchers, desire for information, hopes about participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics. (shrink)

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants. The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols. Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire (...) for information, hopes about participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics. (shrink)

The COVID-19 pandemic forced German universities to adjust their established operations quickly during the first nationwide lockdown in spring 2020. Lecturers and students were confronted with a sudden transition to remote teaching and learning. The present study examined students’ preparedness for and perspective on this new situation. In March and April 2020, we surveyed n = 584 students about the status quo of their perceived digital literacy and corresponding formal learning opportunities they had experienced in the past. Additionally, the students (...) reported the direction of changes in key study characteristics they expected from this new situation. Moreover, they reported the extent to which they believe they will be able to master this new study situation successfully. Two categories of independent variables were considered: context-related variables and person-related variables. Our results show that students did not have many learning opportunities to promote their digital literacy, suggesting that they were not appropriately prepared for this new situation. Results for digital literacy vary by competence area. However, there is a positive correlation between past formal learning opportunities and corresponding digital competences. Master students reported more learning opportunities and higher digital literacy only in one competence area compared to bachelor students. Regarding the expected change of key study characteristics, some characteristics were expected to worsen and fewer to improve. A multiple regression analysis explained 54% of the estimated probability of successful remote learning. Students’ age, state anxiety, positive state affect, general self-efficacy, the availability of an own workplace, past learning opportunities in digital content creation, and the estimated preparedness of lecturers for remote teaching were significant explaining factors. Our results provide valuable insights into the perspective of students on studying during the COVID-19 pandemic and beyond. We discuss important factors that should be addressed by educational measures in the future. (shrink)

This article argues that the academic values associated with intellectual freedom are incommensurable with those of industry which permeate recent related government initiatives associated with enterprise education and quality audit and assessment. It concludes that if industrial values are implanted in universities, they will destroy the academic values on which open intellectual enquiry and the disinterested pursuit of knowledge depend.

This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis, as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s extensions of Cultural Historical Activity Theory. The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding (...) and transforming the ways in which reading and writing were addressed in classrooms. The methodology used for organizing and carrying out the project was devised so as to allow for three activity systems that partially interact with their objects – that is, reading and writing as tools for teaching-learning in different areas in order to constitute students as citizens. However, for this paper, we will focus solely on the Teacher Education Activity System, which we termed Teacher Support Team. Three episodes are discussed in this paper: Two video sessions with the Teacher Support Team, the first of which took place in 2010, and the second in 2011; and a classroom reading class session that was videotaped in 2011 as part of the Teacher Support Team work. The theoretical and practical work developed was targeted at creating a mutual Zone of Proximal Development that supported teachers, coordinators, and the principal, through the appropriation of reading and writing as processes. The results show that the organization of the project as interrelated activity systems enhanced the entire school’s prospects of appropriating the reading and writing teaching-learning processes, by focusing on the same object, in the diverse systems that framed the project. (shrink)

In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ that become useful (...) to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected to discuss Cobern and Loving's ‘Defining “Science” in a Multicultural World: Implications for science education’ and Siegel's ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity. (shrink)

In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ (after ) that (...) become useful to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected ) ‘Defining “Science” in a Multicultural World: Implications for science education’ and ) ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity. (shrink)

This project assesses the ability of a game tutorial, “Goblin Threat” to increase university students’ ability to recognize plagiarized passages. The game tutorial covers information about how to cite properly, types and consequences of plagiarism, and the differences between paraphrasing and plagiarism. The game involves finding and clicking on “goblins” who ask questions about various aspects of plagiarism. Sound effects and entertaining visuals work to keep students’ attention. One group of 177 students enrolled in an online Psychology of Adolescence course (...) answered four multiple choice plagiarism recognition questions in the months after completing the online game tutorial while another group of over 400 students in the same online psychology course did not have access to the game tutorial, but answered the same multiple choice plagiarism recognition questions over the same period of time. The group who played the game tutorial showed an 11% improvement in recognizing plagiarized passages over the comparison group, a statistically significant difference. Results suggest the ability to keep students focused may be an important ingredient for plagiarism interventions. (shrink)

This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of ‘reasonable citizens’, that only serious parental failure to inculcate basic rules (...) can justify judicial intervention in the family that meets this criterion. It is concluded that political liberalism burdens the state with incompatible demands. (shrink)

This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of ‘reasonable citizens’, that only serious parental failure to inculcate basic rules (...) can justify judicial intervention in the family that meets this criterion. It is concluded that political liberalism burdens the state with incompatible demands. (shrink)

Today it is difficult to investigate how to deal with the interaction of heterogeneous societies living in common spaces of coexistence. Certainly, the intervention in this field of scientific knowledge requires to know and to be able to apply the concepts, models and paradigms of social relation that differ considerably according to the social context in which we are investigating. It is not the same, contextualizing this situation in the American society, or in the European, Asian or Latin American, (...) to give some examples. The education, through a new concept of sociocultural relations, specific to each context, will favour the establishment of ties to promote and encourage the coexistence of peoples. This coexistence in the social context of Latin America is based on the momentum generated by the Indigenous Peoples that have led to profound changes in educational paradigms and social relations. The new situation causes the interaction of such disparate concepts as intra- and transculturality through the incidence of identity in the context of globalization. (shrink)

In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière’s framework of a ‘will to will’ relationship between instructor and students, the core assignment—a visual journal—became a site of student positionality through mastery methods, rather than information gathering. The visual journal provided a record of the event of knowledge and served as a forum to verify that acts of student thinking (...) were done with attention, congruent with Rancière’s perspective that learning generates greater consciousness, feeling and action. Requiring both qualitative and quantitative criteria within the parameters of the visual journal functioned as a means to experiment with the potential convergences of mastery and emancipatory approaches. The visual journal then operated as a third space where ongoing, consistent engagement demonstrated the capacity of students to encounter more equitable relations with the instructor and with the content in ways that have implications for knowledge creation in teaching and learning. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified (...) learning domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)

It is assumed institutions of higher education are a means to upward socioeconomic mobility and in turn a way of addressing poverty that is tied to certain racialized/sexualized bodies. But this is not always the case, and this book examines the various dimensions of the education crisis and provides a sharper understanding of the crisis and the responses to the westernized university at multiple sites around the world.