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Perspectives in Physical and Health Education
Volume Editor:
This book is tailored for those navigating the diverse landscapes of doctoral work in physical and health education. Delve into the doctoral journey as our expert authors unveil the challenges unique to the realm of physical and health education. From research methodologies to innovative pedagogical approaches, the authors offer insights into overcoming obstacles and thriving in the academic arena. Immerse yourself in the narratives of seasoned scholars who have walked the same path. Their stories of resilience, breakthroughs, and personal growth serve as sources of inspiration, providing you with practical advice and mentorship toward your academic pursuits.

Contributors are: Daniel W. Balderson, Joe Barrett, Stephen Berg, Heidi Jancer Ferreira, Colin G. Pennington, Simon Schaerz, Eishin Teraoka and William Walters.
A View from the Inside (Second Edition)
What happens when a Canadian principal, guided by the teachings of Fullan and Hargreaves, takes on the role of school leader in an inner-city charter school in the United States? This inside story of a principal in the DC charter school system, reveals much about the desire for educators and students to experience more than a life of multiple-choice testing that tends to be so commonplace in these schools. While such a case adds to the mound of research that supports the ‘change takes time’ findings, it nevertheless demonstrates the reality, on a day-to-day basis, of what’s worth fighting for in schools. Student and teacher engagement and empowerment matter, and to get to such ends, a school must fiercely focus on targets well beyond test scores.
The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.

AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.

Abstract

Across multiple sectors, organizations are shifting from a desire to merely solve social problems to having enough influence to foment societal change (Seelos & Mair, 2018). Understanding how AECT has responded to this shift over the past two decades is an important reflection on the organization’s recent history. This chapter seeks to uncover when, how and who within AECT has responded to seven overlapping social justice movements of the twenty-first century. An exploration of AECT resources suggests that while individuals or divisions within the organization may be engaging in work to dismantle societal inequities, an organizational vision and plan for action has not yet emerged. The chapter concludes with recommendations to explicitly include social justice as a focus of research, scholarship, discussion, and policy-making as the organization enters its second hundred years.

In: AECT at 100

Abstract

The Association for Educational Communications and Technology (AECT) can trace its origins to the Visual Instruction Movement (1918–1928), a constituent part of visual education. Many of the hallmarks of educational technology as a discipline and the AECT as a professional organization arose during the Visual Instruction Movement, including early research in visual instruction, journals and professional organization, for-credit instruction at the post-secondary level, textbooks on visual education, and visual instruction departments and extension services. The present chapter explores the origin, development, and contributions of these hallmarks based on selected documents of the Visual Instruction Movement.

In: AECT at 100
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Abstract

The AECT Design and Development competition for graduate students has been held annually since 2004. The competition is held in three phases during the year. Mentors are added to the teams in phase two and the finalists present their solutions in person at the national conference in phase three. This chapter discusses how the competition was formed and the impact it has had over the years for students and the field.

In: AECT at 100

Abstract

This chapter describes the origin, purposes of the AECT Foundation, the charitable arm of the Association for Educational Communications and Technology. The major activities of the Foundation, including internships, awards, and the Foundation’s impact, are discussed.

In: AECT at 100

Abstract

The first half-century of the Association for Educational Communications and Technology (AECT) begins with its founding in 1923 as the Department of Visual Instruction (DVI) of the National Education Association (NEA). From the founding, through the Great Depression, and into the years of World War II, the organization struggled to gain members and build an infrastructure. The post-war boom period brought new energy to the Visual Education movement. Massive federal investments in the 1950s and 1960s provided the means for what had become the Department of Audiovisual Instruction (DAVI) to attain its largest membership and its greatest impact on the emerging field of educational technology.

In: AECT at 100

Abstract

The second half-century began with DAVI establishing a new identity as the Association for Educational Communications and Technology (AECT), staking claim to a broad range of concepts, tools, and techniques beyond audiovisual instruction. The new technologies of programmed instruction and instructional systems development shifted the focus from hardware to the underlying processes of teaching and learning. In the 1980s and 1990s, the proliferation of computers and then their connection through the Internet opened new horizons for expanding the reach of education. These developments led to a smaller and more diversified membership for AECT, providing a new platform for its second century.

In: AECT at 100
In: AECT at 100