The principles of physical, intellectual, moral, and religious education.

Mode of access: Internet.

Psychiatry and medical education; report.

Mode of access: Internet.

Students' conceptions of sport and sport education

This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.

Male teachers, homophobia, misogyny and teacher education

Placing issues of homophobia and anti-lesbianism on the agenda of teacher education programmes often meets with resistance from some students, and others. Such resistance is indicative of broader attempts to maintain the straight face of schooling. However, one way in which it is possible to place such issues on the agenda in schooling and teacher education is to demonstrate how these discourses impact upon all students and teachers. A current opening for raising such matters within teacher education programmes is the problematisation of the calls for more male teachers, calls that are becoming pervasive in many Western education systems. Within the drives to attract more male teachers to the profession there is usually a silence relating to the ways in which homophobia and its counterpart, misogyny, work to construct normalised notions of teachers. This paper examines the ways in which these silences perpetuate existing gender regimes in schools to the detriment of female teachers, girls, and marginalised male teachers and boys. It then suggests that teacher education programmes use this topic to demonstrate the impact of homophobia and misogyny on all involved in education.

Promoting Learning for Sustainability: Principals' Perceptions of the Role of Outdoor and Environmental Education Centres

Outdoor and Environmental Education Centres provide programs that are designed to address a range of environmental education aims, and contribute broadly to student learning for sustainability. This paper examines the roles such Centres can play, and how they might contribute to the Australian Government’s initiative in relation to sustainable schools. Interviews with the principals of 23 such Centres in Queensland revealed three roles or models under which they operate: the destination model; the expert/advisor model; and the partnership model. Principals’ understandings of these roles are discussed and the factors that support or hinder their implementation are identified. It is concluded that while the provision of programs in the environment is still a vital role of outdoor and environmental education centres, these can also be seen as a point of entry to long-term partnerships with whole school communities.

Bridging the divide between theory and practice. Experiential learning approaches for tourism and hospitality education

Experiential learning approaches such as role-play have been found to be valuable methods of bridging the divide between academic knowledge and practical skills, a problem often cited in tourism and hospitality management education. Such approaches have been found to contribute towards deeper learning by enhancing students' interest, motivation, participation, knowledge and skill development. This paper reports on the implementation of an experiential learning approach designed to encourage and facilitate deeper learning approaches, with the contributing aims of providing students with a more interesting learning experience and a broader set of skills for future employment.