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Distance education has become a popular method for delivering sport management programs because online learning provides opportunities for learners to continue their education in various settings. Despite increased interests in online learning, the literature shows that one of the largest challenges to higher education is student retention in online programs. This case analysis will analyze the methodologies of Media Richness Theory and Social Presence Theory in online course design and instruction and how they aid overall program retention. This study, conducted in a graduate sport management program, could prove to be a resource for similar programs looking to improve online interaction.

This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as "the bedroom tax" (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare "reform" (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation--as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational "problems", and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also--at times--how they can become the subject of--in the sense of reformulating--these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study--parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.

Physical education teachers are often focused on the many benefits of physical education to students, but there must also be a consideration of risk. How can the risks in physical education be minimized to maximize the benefits? One way to accomplish this goal is to increase physical educators' understanding of the legal risks related to instruction. Injuries occurring in physical education classes and related activities often are accidental, yet sometimes occur due to mistakes made by the instructor. In accidental situations, the threat of a lawsuit filed against the school and the instructor remains a possibility. Therefore, developing a plan that considers legal issues and minimizes injury risk is essential. This article highlights two legal concerns that physical education instructors should know and incorporate into their lesson plans: negligence/accidental injury and discrimination-based claims. A general overview of what is necessary for a successful defense is presented through related case examples so that physical education instructors can understand more about their individual liability and what can be done to minimize the risk of legal action against them.

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.

The article focuses on history of Title IX sexual assault legislation, including how courts decided on deliberate indifference standard. It mentions how deliberate indifference along with summarizing the success of a plaintiff's deliberate indifference claims and systemic failings Title IX leading to legal responsibility in civil courts. It also mentions Department of Education's administration is to provide schools and universities opportunity to correct lion-compliant policies and practices.