Quality learning in higher education is an impetus and major objective for educators and researchers. The student approaches to learning (SAL) framework, arising from the seminal work of Marton and Säljö (1976), has been researched extensively and used to predict and explain students' positive (e.g., critical reflection) and maladaptive behaviors (e.g., work avoidance). It is prudent for educators to cultivate and encourage students to actively construct and make sense of their own learning, rather than to simply memorize and reproduce contents for assessment purposes. In this review, we revisit and examine the SAL theorization within the contexts of higher education. We scope the importance of quality learning and propose three major elements in our discussion, which may foster deep, meaningful learning inclination: assessment strategies, the classroom milieu, and alignment of learning objectives. We conclude this theoretical article with an offering of issues for continuing research development. This focus, in our view, is significant as we believe the SAL framework is not robust in its explanation of students' learning behaviors in different sociocultural settings.

Conflict is one of the major obstacles to the achievement of Education for All (EFA) and the Millennium Development Goals (MDGs), particularly the sector goals of universal completion of basic education and achievement of gender equality in primary and secondary education. As conflicts are increasingly happening around the world, many countries recognised peace education as an important tool in conflict prevention and in the reconstruction of post-conflict societies. Hence, it warrants high priority in both post-conflict reconstruction and the future civilisation of peace. This paper focuses on understanding the indigenous context for peace education in Temotu Nendo, Solomon Islands. It examines the nature of Temotu Nendo indigenous knowledge and skills, the concept of nowe-peace and how this concept enables appropriate indigenous approaches to teaching and learning of the principles of peace. The paper concludes with implications for the peace education curriculum and highlights the author's peace education topic and questions that form his doctorial research.

This longitudinal study investigates whether there is a relationship between the quality of lesson planning and its subsequent successful implementation. Data were collected from 309 preservice students enrolled in a physical education unit from 2004 to 2006. Marks for lesson plans and the teaching of these plans were analysed using SPSS v.17. Correlational and regression analyses were used to establish nexus between the quality of lesson planning and the subsequent implementation of the planning. The findings reveal that there is a positive relationship between the quality of lesson planning and the quality of delivery. The findings support the importance of lesson planning in teacher education. This is particularly crucial in the professional development of prospective teachers. Quality lesson planning will, however, not necessarily mean automatic translation into successful implementation. Therefore, it is imperative that teacher education provides support to student teachers to make informed transition from a lesson plan to its successful delivery.