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Jeroen Koekoek and Annelies Knoppers

the group in a specific context. Theoretical Framework We place these negotiations of choices that underlie children’s constructions of others within a social constructivist learning perspective. Principles of social constructivism are based on meaningful learning through a deep and durable

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Chang Wan Woo and Michael K. Davis

Sports-related programs in higher education need to educate students in the professional use of evolving communication technologies. In addition, students need to develop soft skills, such as problem solving and critical thinking, while improving their practical use of technology. The purpose of this article is to introduce the use of fantasy sports in a sports management class, more specifically a sports public relations class, and discuss how students perceived the use of fantasy sports in course assignments. We explain how the use of fantasy sports assignments promoted social constructivist learning of students and helped students develop soft skills. We also identify the pedagogical challenges the fantasy sports assignments presented to students and instructors. We also offer summaries of students’ class reflections to demonstrate how such reflections echoed course learning outcomes.

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Bonnie L. Tjeerdsma

This study examined cooperating teacher (CT) experiences in and perceptions of the student teaching practicum, and the impact of the practicum on their beliefs about teaching in physical education and on their perceptions of the practicum. Constructivism, particularly social constructivism, provided the theoretical framework. The participants were 7 elementary physical education teachers serving as CTs. The primary data sources were standardized, open-ended interviews with the CTs and journals kept by the CTs throughout the practicum. The results showed that these CTs saw the practicum as a positive experience that caused them to increase reflection on and revitalize their teaching. Few changes were noted from pre- to postpracticum in the CTs’ beliefs about teaching physical education or their perceptions of the practicum. CTs with positive practicum perspectives have in common certain contextual factors and social interactions that differ from CTs with negative perspectives; these are discussed.

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Lijuan Wang

become ( Davis, 1997 ). For example, a student with visual impairment cannot be physically active because of the lack of sight. Distinguished from the medical model, the social constructivism model defines disability as a social creation, which is a relationship between people with disabilities and a

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Thomas J. Templin, Kim C. Graber and K. Andrew R. Richards

essential to recruitment. Relationship building between faculty/staff and PETE students was perceived as critical to retention, along with developing successful programs that bind students. Consistent with occupational socialization theory, PETE program faculty should seek to integrate the tenets of social

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Philip D. Imholte, Jedediah E. Blanton and Michelle M. McAlarnen

questions were broad to allow the participants to construct the meaning of their situations. In line with social constructivism, this allowed the researcher to generate theory in an inductive manner ( Creswell, 2013 ). The purpose of the case-study approach itself is to highlight and illustrate one

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Dana K. Voelker and Justine J. Reel

the assumption of social constructivism that knowledge is interpersonally constructed ( Crotty, 1998 ), the PI built rapport with participants by acknowledging having a background as a competitive figure skater which in turn created an environment for them to share their own experiences ( Eder

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Kyoung-yim Kim and Heejoon Chung

are not static entities but socially constructed. He also emphasizes the significance of discourse analysis for identifying contemporary environmental politics, due to the essential aspect of social constructivism around EM approach. Similarly, other EM critiques criticize that the environmental

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Haichun Sun and Tan Zhang

. Social constructivists argue that a learning environment with positive social interaction can facilitate students’ knowledge construction. According to social constructivism, learning relies heavily on social interactions and cultural influences. Yet, knowledge cannot exist without individuals

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Elizabeth J. Durden-Myers, Nigel R. Green and Margaret E. Whitehead

be seen to be nonlinear, emerging, and complex, where the notion of active learners relates to social constructivism. Introducing variability, where students are provided with a range of possibilities such as different start positions, hurdle heights, and distances between hurdles in an athletics