In order to plan and enact appropriate learning environments in physical education (PE) teachers are increasingly directed to models based practice. The Sport Education model is one of these models for PE curriculum and teaching design that informs the content and pedagogical direction of sport teaching in PE. Despite Sport Education being well researched internationally, there are few examples of research consideration of this model in Australian PE in the last ten years. In this paper the aim is to appreciatively examine two secondary school PE teachers use of the Sport Education model in the context of their familiarisation of the new Australian Curriculum for Health and Physical Education. At the same time, exploring the use of Appreciative Inquiry to examine models based practice in PE was also an aim of the study. Data were collected from pre and post interviews with the teachers and an end of unit survey of the Year 9 students undertaking the Sport Education unit. The Sport Education model was found to be most suitable to teaching for student evidence of the personal and social skills elements of the Achievement Standard. Appreciative Inquiry was found to be suitable for foregrounding existing examples of teacher use of models based practice, highlighting what it is about the teachers that led them to stay with the model when the literature particular to Australian PE suggests mostly a continuation of the “traditional” physical education method.

The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher’s perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.

This research aims to develop Indonesian Language textbooks with multiculturalism and character education for traditional poetry writing learning. This research uses a research and development approach until the discovery of a proper textbook. The subjects involved in this study were 101 elementary school fourth-graders, 33 teachers, and 2 Indonesian language and literature learning experts. Data analysis techniques at the need analysis stage through interactive models, and data analysis at the product testing stage using quantitative techniques with non-independent t-test statistics. Preliminary studies found that teachers and students needed creative writing skills textbooks developed by integrating the values of multiculturalism and character education. Textbook development referred to aspects of content, language, presentation, and graphics. Limited textbook product testing using t-test showed that t-obtained= -4,265 and t-table on α = 5 % is 2,064, so H0 is rejected. Broad testing also resulted in    t-obtained= -6,426 and t-table = 2,004, so it can be decided that H0 is rejected. Students' traditional poetry writing skills after learning using textbooks are better than before learning using textbooks. Thus it is concluded that the textbooks developed are inferred worthy of use by teachers and students to improve their writing skills in elementary school.

The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students’ perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students’ attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students’ self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.