Exploring religious education and health and physical education key learning area connections in primary schools
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: The International Journal of Humanities Education Vol. 10, no. 2 (2013), p. 11-23
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Face to facebook: social media and the learning and teaching potential of symmetrical, sychronous communication
- Authors: Van Doorn, George , Eklund, Antoinette
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of University Teaching & Learning Practice Vol. 10, no. 1 (2013), p. 1-14
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- Description: Social networking offers teachers and learners exciting opportunities to communicate. Web 2.0 and its synchronous communications platforms provide new avenues for teachers to deliver curriculum and facilitate learning. Further, they provide new avenues for students to engage and intensify their own learning. Being able to chat in real-time with a teacher, usually via face-to-face discussions, is something that many students studying in on-campus (or day) mode take for granted, and is something that distance or off-campus students are generally unable to experience. In the evolving, flexible-learning tertiary environment, viable and effective computer mediated communication (CMC) alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students. This article considers student reactions to social media as a teaching tool, probing its benefits and limitations. Over the course of a semester, third year on- and off-campus students communicated with an academic, outside lecture times, via the social networking site facebook®. Students were allowed to ask any questions they had that related to the unit. At the end of the semester students were provided with a 10-item questionnaire asking them to evaluate their experience. This study looked at a specific aspect of social networking — synchronous text-based chat — and the students’ perceptions of its usefulness for their learning
Game sense: Pedagogy for performance, participation and enjoyment
- Authors: Light, Richard
- Date: 2013
- Type: Text , Book
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- Description: Game Sense is an exciting and innovative approach to coaching and physical education that places the game at the heart of the session. It encourages the player to develop skills in a realistic context, to become more tactically aware, to make better decisions and to have more fun. Game Sense is a comprehensive, research-informed introduction to the Game Sense approach that defines and explores key concepts and essential pedagogical theory, and that offers an extensive series of practical examples and plans for using Game Sense in real teaching and coaching situations
Gaming across cultures: experimenting with alternate pedagogies
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
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- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat
- Authors: Smith, Jeremy , Gervasoni, Ann , Howard, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 53, no. 2 (2013), p. 253-279
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- Description: his paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.
Investigating spiritual well-being among Islamic Divinity and religious education students in Turkey
- Authors: Coskun, Mehmet , Fisher, John
- Date: 2013
- Type: Text , Journal article
- Relation: Religious Education Journal of Australia Vol. 29, no. 2 (2013), p. 21-28
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- Description: In light of increased emphasis on universities being called to facilitate spiritual growth among students, the Spiritual Health And Life-Orientation Measure was used to assess four domains of spiritual well-being among 122 Divinity and 137 Religious Education students in Turkey. Students provided three responses to 20 items reflecting spiritual well-being, indicating their ideals for spiritual well-being, lived experience and how much university helped in each area. Another 16 potential factors were explored to help students develop their spiritual well-being, ranging from self-improvement to scripture. High scores on ideals for spiritual well-being, reported by both groups of students, underpin the lived experiences of Religious Education and Divinity students in each of four domains of spiritual well-being. Relating with God significantly influenced aspects of spiritual well-being but it appears that the highly religious students overstate the influence of religious activities, such as prayer and scripture, on their spiritual well-being. Universities provide small yet significant support in developing the four domains of spiritual well-being for these students. Overall, this study has shown many similarities, yet some significant variations in spiritual well-being between these Divinity and Religious Education students in Turkey. This project provides a sound base from which future studies can be launched to review, enhance and monitor university students' spiritual well-being and to determine the influence of these students' spiritual well-being on the clients they will serve after graduating and gaining employment.
Knowledge outcomes and retention of a university-based falls prevention education program (UniFPEP)
- Authors: Pascoe, Deborah , Stumieks, Daina , Close, Jacqueline , Teidemann, Anne , Lord, S , Twomey, Dara , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Focus on Health Professional Education: A Multi-disciplinary Journal Vol. 15, no. 2 (2013), p. 55-66
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- Description: Abstract: Aim: This paper reports the evaluation of a new evidence-based university curriculum aimed at addressing workforce capacity building in the allied health sector through addressing the educational needs of exercise science students in relation to falls prevention and exercise prescription for older people. Background: Exercise scientists have the capacity to play a key role in the falls injury prevention workforce. To fulfil this role and contribute to preventing injuries in older people, it is necessary that they have the appropriate knowledge and skills. Methods: Over a 13-week period in 2008, 44 third-year and 21 fourth year students from an Australian university participated in the delivery and evaluation of a falls and injury prevention curriculum. Students' knowledge of falls and falls prevention was formally assessed using a knowledge questionnaire administered before (pre), immediately after (post) and at 13 weeks following (follow-up) completion of the curriculum. Differences in knowledge between pre-, post- and follow-up assessments were determined by repeated measures analysis of variance (p<0.05). Results: Overall knowledge levels significantly increased from 46% correct (pre) to 74% correct (post, p<0.001) and were sustained at follow-up (78% correct, p<0.001). Students' self-reported ratings of confidence in delivering exercise programs for older people and falls prevention also increased significantly (p<0.001). Conclusions: Completion of a targeted falls prevention curriculum provides significant improvements in the knowledge, skills and confidence in the preparation of exercise science students as members of the allied health workforce providing exercise prescription for falls prevention.
Learning the business of teacher education research: Editorial work as capacity building
- Authors: Reid, Joanne , McDonough, Sharon , Bown, Kathryn , Santoro, Ninetta , Mayer, Diane , Singh, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 41, no. 4 (November 2013), p. 345-349
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- Description: C4
Linking physical education with community sport and recreation : A program for adolescent girls
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
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- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
Performing under pressure in private : Activation of self-focus traits
- Authors: Geukes, Katharina , Mesagno, Christopher , Hanrahan, Stephanie , Kellmann, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 11, no. 1 (2013), p. 11-23
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- Description: Self-focus and self-presentation traits have been found to predict performance under pressure. The interactionist principle of trait activation indicates that situational demands encourage different traits to be relevant to performance in high-pressure situations. Thus, the purpose of the current study was to investigate the relationship of self-focus and self-presentation traits with performance in a private high-pressure setting. Because the private high-pressure situation offered motivational incentives but only minimal self-presentation cues, only a self-focus trait (private self-consciousness), but not self-presentation traits (public self-consciousness and narcissism), was hypothesized to predict performance under pressure in a private setting. After completing personality questionnaires, future physical education university students (N = 59) with experience in sport competitions performed eight throws at a target in low-pressure and high-pressure conditions. The conditions were identical with the exception that the high-pressure condition involved a monetary incentive and a cover story. Participants' state anxiety increased from low to high pressure. Neither self-focus nor self-presentation traits predicted performance under low pressure. Only the self-focus trait, but not self-presentation traits, negatively contributed to the prediction of high-pressure performance. Hence, findings support the applicability of the trait activation principle and underline that the situational demands of private high-pressure situations activate self-focus personality traits. © 2013 Copyright International Society of Sport Psychology.
- Description: 2003010822
Physical education curriculum reform in China : a perspective from physical education teachers
- Authors: Jin, Aijing
- Date: 2013
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 18, no. 1 (2013), p. 15-27
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- Description: Background: Among the many changes occurring across Chinese society in the early years of the 21st century has been the construction and implementation of a new national curriculum which includes physical education (PE) as one of the main subject areas. Unlike the old PE curriculum with its sports performance-oriented criteria, the new curriculum puts the emphasis upon health and fitness, which is reflected in the change of name from 'physical education' to 'physical education and health' (HPE). The concept of the new HPE curriculum challenges many aspects of traditional PE theory and practices, and requires PE teachers to change their professional perspectives and pedagogic approaches. As a result, the curriculum reform progresses with difficulty.Purpose: The purpose of this study was to investigate how PE teachers understand, interpret, perceive and respond to the curriculum reform and to identify some key blockers that might prevent PE teachers from actively implementing the new HPE curriculum.Participants: Eighteen primary and secondary school PE teachers participated in the study. They were all full-time teachers with at least ten years' teaching experience. Participants were chosen with a view to establishing a degree of gender balance and providing a diversity of school contexts spanning the different socio-economic strata that exist across the area of China in which the research was conducted.Research design: The research was conducted using a qualitative, case-study research framework. Eighteen practicing PE teachers in a coastal city in the Northeast of China were interviewed. This is one of the designated experimental zones for Chinese curriculum reform.Data collection: Data collection included analysis of government educational reform policies and other curriculum reform documents, as well as a review of the relevant academic literature. Informal talks were held with PE teachers and a series of semi-structured interviews were conducted with the participants. All interviews were audio-taped with the consent of the informants and each interview took approximately 60 to 90 minutes, depending on the interest of the participants and the natural pace with which the interview moved.Data analysis: The key issues and themes were identified from the interview data through a process of coding. The themes emerged from a search for regularities, recurring ideas, experiences and thoughts mentioned and shared by groups of participants.Findings: All eighteen PE teachers expressed their support for the fundamental goal of putting more emphasis upon health promotion in the new HPE curriculum. It is fair to say that the interviewed teachers, viewed as a group, overwhelmingly endorsed the broad direction of the new HPE curriculum. However, the data reveals a number of structural, personal and cultural factors that might prevent PE teachers from actively implementing the new HPE curriculum. © 2013 Copyright Association for Physical Education.
Place matters: pedagogies of food, ecology and design
- Authors: Green, Monica
- Date: 2013
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 19, no. 2 (2013), p.
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- Description: This study uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. It assumes that food gardens and their school ground contexts are important ecopedagogical sites for renewing children’s relationships with proximal, everyday places. The study highlights how schools are engaging with socioenvironmental challenges through pedagogical frameworks that support education for sustainability. These frameworks are significant in that they position children as active agents who experience deep levels of embodied learning. A key premise of the thesis is that young learners are experientially capable of developing an ecoethical awareness if they are to become ecologically proactive subjects and citizens. Empirical work drew on case study approaches and arts-based auto-ethnographic methodologies to identify the pedagogical potential of food gardens and school ground ecologies. Fifty-three children aged 8–12 years, three gardening/environmental education teachers and three principals from three Australian primary schools (2×Victoria; 1×Tasmania) worked ethnographically with the researcher during 2007–2009. Data were primarily derived from semi-structured, face-to-face interviews. Other key sources included children’s mapping work, field notes, photos, and the researcher’s journal. Key features of the data collection were: many of the students participated in ‘walking interviews’ that encouraged garden- and school ground-based stories at sites of their choice, coupled with 15 days of participant observation of garden and classroom-based lessons to provide further contextualization. Analysis of interviews and lessons involved a ‘storyline’ approach to interpreting findings. Theoretically informed discussions of the empirical data highlight the following: across the three schools, recognizing the role and significance of teachers’ work and the value of integrated approaches to pedagogy are central requirements for designing, implementing, and evaluating place-oriented curricula. In each case study, relational pedagogies of connection and responsibility afford learning opportunities that can bring children into deepened contact with local places and people. Collectively, the initiatives undertaken by the schools and their wider communities are ‘positive’ and ‘hopeful’, and their examples show how school garden-based ecopedagogies can play a critical role in the renewal of more sustainable people–place relations.
Pre-apprenticeships in Australia : Differing orientations and their policy implications
- Authors: Dumbrell, Tom , Smith, Erica
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 65, no. 2 (2013), p. 161-176
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- Description: Little has been published in the Australian vocational education and training (VET) literature on the topic of pre-apprenticeships, which are a loose type of preparatory courses for apprenticeships available in some trades. Nevertheless, pre-apprenticeships have been in existence for several decades. With continuing concern over skill shortages in Australia, the research study on which this paper is based investigated the role of pre-apprenticeship courses in addressing skill shortages in the electrotechnology, automotive and engineering trades, some of the largest 'traditional trades' in Australia, and those with sizeable numbers in pre-apprenticeships. The principal objective of the overall study was to determine whether the use of pre-apprenticeships increased the size and suitability of the supply of entrants to the traditional apprenticeships and whether pre-apprenticeships do or might increase completion rates in apprenticeships. The paper uses findings from the study to develop a typology of pre-apprenticeship courses, proposing two fundamental orientations and discussing whether different orientations towards pre-apprenticeships are compatible with one another. © 2013 Copyright The Vocational Aspect of Education Ltd.
- Description: 2003011101
Promoting learner voice in VET: developimg democratic, transformative possibilities or further entrenching the status
- Authors: Foley, Annette , Golding, Barry , Angus, Lawrence , Lavender, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 65, no. 4 (2013), p. 560-574
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- Description: In order to critique the notion of ‘learner voice’ in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term ‘learner voice’ is used extensively throughout NVEAC documentation to describe the engagement of ‘disadvantaged’ students within the VET system. However, the concept of ‘voice’ being advocated, we argue, is a particularly ‘thin’ one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage.
Puberty, health and sexual education in Australian regional primary schools : Year 5 and 6 teacher perceptions
- Authors: Duffy, Bernadette , Fotinatos, Nina , Smith, Amanda , Burke, Jenene
- Date: 2013
- Type: Text , Journal article
- Relation: Sex Education Vol. 13, no. 2 (2013), p. 186-203
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- Description: The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered 'sensitive', such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003009651
Responding to professional learning: how effective teachers differentiate teaching and learning strategies to engage highly able adolescents
- Authors: Kronborg, Leonie , Plunkett, Margaret
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Gifted Education Vol. 22, no. 2 (2013), p. 52-63
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- Description: This paper outlines a study focusing on a review of professional learning provided to teachers in a new Australian selective high school for highly able students over a twoyear period. The aim was to investigate how the first two cohorts of teachers in this new selective environment perceived the characteristics and competencies required for teachers to be effective with highly academically able students. Considerable professional learning opportunities relating to these aspects had been provided to the teachers through a partnership with the Faculty of Education at Monash University and additionally by the leadership of the school and through collaboration with colleagues. Generally teachers had little prior experience with selective environments except at the leadership level. Findings illustrated that both cohorts had similar perceptions about required teaching qualities but differences existed in relation to the use of differentiated teaching strategies with the older, more experienced teachers reporting more frequent use of such strategies. As such, it was important to tailor professional learning to meet the needs of the less experienced teachers to assist their knowledge and understanding about the importance of differentiated instruction
School Centres for Teaching Excellence (SCTE): understanding new directions for schools and universities in health and physical education
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Health, Sport and Physical Education Vol. 4, no. 3 (2013), p. 249-266
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- Description: This paper critically analyzes a community collaborative approach for implementing Health and Physical Education (HPE) lessons within Gippsland primary schools (Victoria, Australia). The rural community collaborations reflected upon are embedded within the Victorian Department of Education and Early Childhood Development (DEECD) ‘School Centres for Teaching Excellence’ (SCTE) initiative and are timely with the current curriculum reform in Health and Physical Education. The purpose of this paper is to reflect on and share the experiential learning offered where the curriculum is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate for all stakeholders; namely university pre-service teachers, primary school children and primary teachers. It is envisaged that through sharing the various dynamics involved in a SCTE program, educators may benefit and subsequently consider the suitability and possibility of establishing similar collaborations within their context.
The Development of the Lunchtime Enjoyment of Activity and Play Questionnaire
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Ullah, Shahid , Benson, Amanda
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of School Health Vol. 83, no. 4 (2013), p. 256-264
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- Description: Background: Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. Methods: Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10days apart, to 176 children aged 8-12years, attending a government elementary school in regional Victoria, Australia. RESULTS: Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). Conclusions: This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities. © 2013, American School Health Association.
- Description: 2003010857
The potential use and abuse of thymosin-4 in sport and exercise science
- Authors: Davison, Gareth , Brown, Stephen
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 31, no. 9 (May 2013), p. 917-918
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- Description: C2
The Texas Earth and Space Science (TXESS) revolution : A model for the delivery of earth science professional development to minority-serving teachers
- Authors: Ellins, Katherine , Snow, Eleanour , Olson, Hilary , Stocks, Eric , Willis, M. , Olson, Jon , Odell, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Geoscience Education Vol. 61, no. 2 (2013), p. 187-201
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- Description: The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was designed around six principles that proved to be critical to in its success: (1) model best practices in workshop presentations, (2) use authentic Earth science data and cybertechnology to teach up-to-date content, (3) provide ongoing training to cohorts of learners over a 2-y period, (4) involve geoscience consortia and programs that can provide proven content for classrooms, (5) use ongoing evaluations to guide future workshops, and (6) provide opportunities for leadership development through participation in research and curriculum development projects. The project served 177 science teachers by supporting them with the pedagogical, technological, and scientific tools to teach modern geoscience. TXESS Revolution teachers directly impacted more than 29,000 students, of which about 69% are nonwhite, by exposing students in Texas to the geosciences and planting the seeds for them to pursue geoscience as a field of study. Using a train-the-trainer approach, TXESS Revolution teachers shared their professional development with other Texas teachers, strengthening Earth science education at all K-12 levels throughout the state, an impact that extends beyond preparation in Earth and space science. © 2013 National Association of Geoscience Teachers.