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  Subjects -> EDUCATION (Total: 1769 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1479 journals)
    - HIGHER EDUCATION (119 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

SPECIAL EDUCATION AND REHABILITATION (34 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 9)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Clinical Psychology and Special Education     Open Access   (Followers: 2)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 2)
Exceptional Children     Full-text available via subscription   (Followers: 7)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal  
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 9)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 15)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 1)
Journal of Gifted Education Research     Open Access   (Followers: 7)
Journal of Language Teaching and Research     Open Access   (Followers: 29)
Journal of Nonformal Education     Open Access  
Journal of Special Education and Rehabilitation     Open Access   (Followers: 22)
Journal of Special Education Technology     Full-text available via subscription  
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 5)
Learning & Perception     Full-text available via subscription   (Followers: 5)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 4)
Learning Disability Quarterly     Hybrid Journal   (Followers: 18)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 2)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 28)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover Global Journal of Health and Physical Education Pedagogy
  [2 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 2165-2562
   Published by Sagamore Publishing LLC Homepage  [8 journals]
  • Global Forum for Physical Education Pedagogy 2014: A Resounding Success
    • Authors: Sagamore Editor
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Moving Into the Future: How Physical Education Teachers Can Use the
           Internet to Keep Up
    • Authors: Rolf Kretschmann
      Abstract: Pre-service physical education (PE) teachers are exposed to the latest developments in PE research and teaching practices throughout their study program. Once they become in-service teachers, and as years progress, they are likely to detach from contemporary academic PE discussion and debate. PE teachers are usually isolated and have to take care of their individual professional development themselves. The purpose of this article was to present strategies for PE teachers to remain up to date in the areas of research findings, technology integration, equipment, lesson plans and ideas, and continuing education by using the Internet. Links for useful websites and services are provided.
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Strengthening Disease Prevention Efforts: Conceptualization of Healthy
           Living
    • Authors: Oksana Matvienko
      Abstract: Chronic diseases affect nearly two thirds of the world population. A direct link between individual lifestyle and the risk of chronic diseases has been well established. Although considerable efforts and resources have been devoted to disease prevention, the prevalence of chronic diseases is still on the rise. One of the approaches to revert the trend is to educate the public about disease risk factors and components of a healthy lifestyle. Traditionally, health education has been focused on disseminating health messages and teaching behavior modification strategies. However, little is known about how individuals conceptualize healthy living and integrate it in their daily lives. The author focused on conceptualization of disease prevention by individuals and its relevance to strengthening disease prevention efforts. 
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Where Is the Truth? Students’ Real, Observed, and Perceived Physical
           Activity During Physical Education Lessons
    • Authors: Jan-Erik Romar, Jonas Nygård, Tomas Smedman, James Hannon
      Abstract: Heart rate telemetry and direct observation are commonly used to assess students’ physical activity during physical education lessons, and researchers have indicated a large variation in student activity. Therefore, the aims of this study were to investigate the association among measured, observed, and perceived physical activity and to assess physical activity levels during elementary physical education lessons. Seventeen fifth grade students and 14 sixth grade students were taught by a physical education specialist for three lessons each. Both classes had coed physical education lessons, and all students were systematically analyzed using heart rate measurement, systematic observation, and perceived exertion. These elementary students were engaged in moderate to vigorous physical activity about one third of the scheduled physical education time and perceived exertion as light. Boys were more active than girls. A large variation was found between individual students. Observational data were associated with average heart rate, and maximal heart rate was associated with perceived exertion. Higher physical activity values than heart rate measurements were found. Discrepancies in the strength of associations among physical activity measures highlight the value of combining instruments when students’ physical activity is measured and evaluated.
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • HIV Comorbidities, Treatment, and Physical Activity: Promoting Best Global
           Practice in Children and Adolescents
    • Authors: Joanna M. Snead, Jason R. Jaggers, Gregory A. Hand, J. Larry Durstine
      Abstract: Increased global life expectancy has led to a rise in chronic diseases including human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). Furthermore, HIV is also on the rise among children and adolescents and is associated with an increased risk for comorbidities such as cardiovascular disease (CVD), diabetes, hypertension, stroke, and depression. The purpose of this paper was to discuss these comorbidities, treatment side effects, and the benefits of physical activity (PA) in individuals who are HIV positive with a focus on children and adolescents. Individuals who are HIV positive also have an increased likelihood for side effects such as hypertension from the treatment options, and these side effects are often associated with an increased risk for CVD and early mortality. Multiple researchers have confirmed that individuals who are HIV positive exhibit lower aerobic functional capacity, as measured by peak oxygen consumption (VO2peak), compared to individuals who are not HIV positive of the same age and gender. Individuals who are HIV positive are also less physically active than individuals who are not HIV positive. These characteristics are especially detrimental in children because chronic diseases are associated with a sedentary lifestyle and increased risk for chronic diseases. Increased moderate to vigorous PA should be promoted in individuals who are HIV positive, especially children and adolescents, to reduce the risk of comorbidities and early mortality and to promote global best practice.
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • One Cause, Many Crises: The Kinetic Interpretation of Wellness
    • Authors: Grace O. Otinwa
      Abstract: Unhealthy lifestyle practices have advanced problems associated with noncommunicable diseases. Many of these have occurred as a result of increased physical inactivity, which has resulted in an energy balance that has led to greater incidence of obesity and overweight. The consequences of physical inactivity have increased the prospect of millions of people dying prematurely and suffering needlessly from hypokinetic behavior-related diseases such as chronic noncommunicable diseases (NCDs). Exercise may play a significant role in preventing and treating such diseases. A world movement known as “exercise is medicine” has emerged (American College of Sports Medicine, 2001). This concept grew out of the realization that exercise has many physiological benefits. Exercise has been known over the years to be of great value to physical health and the promotion of sound health (Otinwa, 2013). Prescribing exercise is the process of designing a regimen of physical activity in a systemic and individual manner. The successful integration of the science of exercise physiology with behavior change principles results in long-term compliance to a physical activity regimen. The goal of the exercise physiologist is therefore to prevent and manage injuries and chronic diseases through lifestyle, exercise, and behavior modification. Otinwa (2005a, 2005b) enumerated essential components in the administration of exercise as medicine: frequency, intensity, duration, mode, and progression. The costs of physical inactivity— the growing cost of medical care and the loss of productivity—weigh heavily on individuals and nations as a whole. Furthermore, obese children and adolescents experience psychosocial implications as they are often viewed as being socially inept, being lazy, and possessing a negative self-image. 
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Evaluation, Rationale, and Perceptions Regarding Fitness Testing in
           Physical Education Teacher Education Programs
    • Authors: Timothy Baghurst, Mwarumba Mwavita
      Abstract: Fitness testing in physical education teacher education (PETE) programs is a contentious issue. Some programs have fitness testing, whereas other programs do not, and there is little consensus regarding how and why testing occurs. Therefore, this study sought to investigate the measures used or not used to assess fitness levels of PETE students in 4-year colleges in the United States. A secondary aim was to determine physical education professionals’ opinions of the importance of fitness and fitness testing in general. Participants (N = 169) were from PETE degree–conferring programs and completed an online survey in which they were asked to indicate whether they did (n = 106) or did not (n = 63) fitness test, their rationale for or against fitness testing, and the procedures used for those that did fitness test. They also completed a series of opinion questions about fitness testing. Results suggest that fitness testing in PETE programs has increased over the past 5 years, and almost half of the participants said they use fitness testing in their programs for accreditation purposes. However, participants’ choice of assessment and passing standards varied, including some who had no passing requirements. A variety of personnel conducted fitness tests, and the requirements for retaking a fitness test differed, where some students were provided with remediation but not others. Participants who elected not to fitness test cited philosophical, ethical, and practical issues associated with testing. Overall, participants were supportive of physical educators being fit at all levels, but less so of fitness testing in PETE programs. We found that testing in its current form may not be achieving its intended purpose and suggested alternatives to current fitness testing.
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Exploring Secondary Physical Education Teachers’ Reading
    • Authors: Shane Pill
      Abstract:   Teacher quality is important in teaching for effective learning. Teaching for effective learning involves a complex repertoire of pedagogical content knowledge and professional learning engaging current learning theories to keep abreast of and critique theories of learning and teaching and their implications for practice. In this paper, I reported on an exploratory investigation dealing with secondary physical education (PE) teachers’ use and familiarity with academic literature. Fifty-three Australian PE teachers provided data for this pilot investigation via an online survey. The results indicate that the secondary PE teachers had limited knowledge of research, limited interest in reading academic writing, and sometimes mistrust of the motives behind research. Generally, PE teachers did not see academic writing as responsive to the needs of physical education practitioners in the field. Given the sample size, it is difficult to generalize the results and make conclusions about secondary PE teachers’ relationship with academic literature. However, small-scale preliminary studies are like a jigsaw puzzle: Piece by piece researchers reveal incrementally by description, explanation, and proposition the profession of teaching, leading the field toward better practice. Further research is required with a larger sample size, with other methodologies (e.g., participant interviews), and in other countries to test the themes that emerged from this research and to extend the limited data-driven research in this area of PE teachers’ continued professional learning.
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Kinderkinetics: Best Practice in South Africa
    • Authors: Dané Coetzee, Anita E. Pienaar
      Abstract: In 1996, physical education (PE) was removed from the school curriculum in South Africa. The cessation of this much-needed service delivery to children from professionals with specialized knowledge in the field of movement and physical activity led to the development of a new professional field called kinderkinetics in South Africa, which emerged from human movement science (Pienaar, 2009). Although PE was reintroduced in the South African school curriculum in 2012, after an absence of more than 10 years, the delivery of PE programs in South African schools is currently lacking and also in an unacceptable state of affairs, complicating the situation (De Ridder & Coetzee, 2013).Physical activity and participation in structured movement development programs are, however, critical to developing fundamental movement patterns, perceptual motor skills, and self-confidence in children (Pienaar, 2009) and to rectifying problems in this regard.They are also a critical aspect of children’s school readiness makeup as they are related to a positive cognitive outcome and associated with health consequences (Coe, Pivarnik, Womeck, Reeves, & Malina, 2006). 
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
  • Reflections of the 2014 Global Forum for Physical Education Pedagogy:
           Future Leaders’ Perspectives
    • Authors: Sandra N. Wushe, Jiala Shen, Marie-Christine Ghanbari, Xiafei (Emma) Nie
      Abstract: The Potchefstroom Campus of North-West University in South Africa was host to the 2014 Global Forum for Physical Education Pedagogy (GoFPEP 2014). The purpose of GoFPEP 2014 was to examine best practices in health and physical education. The overall goals of GoFPEP are to reexamine, rethink, and reshape physical education pedagogy and the preparation of physical education teachers (Edginton, Chin, Geadelmann, & Ahrabi-Fard, 2011). GoFPEP 2014 is the third forum to be held, with previous events having been staged in the United States and Germany on the topics of technology and the building of networks (Edginton, Chin, & Naul, 2012). The GoFPEP Future Leaders Program provided an opportunity for select young and upcoming individuals to participate in the event. The purpose of the Future Leaders program is to provide young professionals with an opportunity to network and engage in international professional development activities. More specifically, the goals of the program are to cultivate individual strengths and talents among Future Leaders from health, physical education, and pedagogy disciplines; to develop research and innovation skills; and to create a global network of young, diverse, and innovative thinkers. 
      PubDate: 2014-11-04
      Issue No: Vol. 3, No. 4 (2014)
       
 
 
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