Progress in Education. Volume 57


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

Progress in Education. Volume 57 opens with a study wherein the aim is to investigate long-term effects on motor skills and scholastic performance of increased physical education and adapted motor skills training according to the Motor skills Development as Ground for Learning (MUGI) model. Additionally, the author sets out to describe the implementation and societal gains of the Swedish Bunkeflo Project–A Healthy Way of Living.

The authors offer a theoretical and practical approach regarding gamification in physical education. For this, the different types of gamification are analyzed, particularly focusing on the origin of gamification in the field of business.

The original method of distance learning by exam is discussed, principally the way students can revise their exam papers many times in order to increase their grades, suggesting that didactic encouragement included in the feedback has a motivating function.

The following study presents an exercise designed to support the understanding of green roofs as urban ecosystems through a conceptual model, acting as a facilitator for communication across different disciplines. This study shows how conceptual modelling may promote a better-integrated solution for socio-ecological problems.

Also presented in this compilation are the results of research concerning tutoring technology for physical education in special needs children. Technologies are employed for correcting motion and psycho-functional and physical capabilities, as well as for the diagnosis and monitoring of psycho-functional conditions.

In the 21st century, technological innovations have become increasingly important as we face the benefits and challenges of globalization and a knowledge-based economy. To succeed in this new information-based society, the authors propose that all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels beyond what was considered acceptable in the past.

In closing, the authors present arguments supporting how academic development enhances teaching and learning in rural universities. Scholars argue that staff development helps enhance the learners’ performance, in addition to improving the university teaching and learning environment.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Physical Education and MUGI Motor Skills Training: A Nine-Year Intervention Study with Societal Gains in Sweden
(Ingegerd Ericsson, PhD, Faculty of Education and Society, Malmö University, Malmö, Sweden)

Chapter 2. Gamification in Physical Education: Theoretical and Practical Concretion
(Cristina Honrubia Montesinos, Pedro Gil Madrona, PhD, Yahel González López and Iván Puebla Martín, Department of Didactic of Musical, Physical and Plastic Expression, University of Castilla-La Mancha (UCLM), Albacete, España)

Chapter 3. Didactic Encouragement as a Tool of Motivation in the Original Method of Distance Learning by Exam: Study Results
(Krzysztof H. Lewandowski, PhD, and Iwona M. Lewandowska, University of Ecology and Management, Warsaw, Poland)

Chapter 4. Education for Sustainability through Conceptual Modelling: Green Roofs as a Way of Integrating Buildings and Nature
(Cristina S. C. Calheiros, Luís Calafate, Maria Luísa Vasconcelos, Alexandra Cardoso
and Clara Vasconcelos, Interdisciplinary Centre of Marine and Environmental Research (CIIMAR/CIMAR), University of Porto, Porto, Portugal, and others)

Chapter 5. Tutor’s Support of Special Needs Children
(Elena Shmeleva, Pavel Kislyakov and Olga Silaeva, Russian State Social University, Moscow, Russia)

Chapter 6. The STEM Leadership Challenge
(Christopher C. Masullo Ed.D., Department of Mathematics, Passaic County Community College, Paterson, NJ, US)

Chapter 7. Enhancing Teaching and Learning through Academic Staff Development and Support at Rural Universities
(Phellecy N. Lavhelani, PhD, F. Ravhuhali, PhD, N. P. Mudzielwana, PhD, Centre for Higher Education Teaching and Learning, University of Venda, Limpopo Province, South Africa)


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