This article reports on the evolution of breakdance. Given the inclusion of breakdancing in the 2024 Olympic Games in Paris, France, scholars have generated substantial international research related to breakdance teaching in recent years. However, few researchers have focused on the impact of formal formative assessment on breakdance teachers’ teaching and students’ learning. We wish to contribute to the quality of breakdance teaching and learning by identifying the positive impact of recent research on formative assessment on student learning and designing a formal formative assessment task related to breakdance. This article lays out a framework of formal formative assessment tasks and identifies the positive impact of formative assessment on dance education. Although our work is far from perfect, it does provide a general methodological framework for assessing breakdance students’ abilities in formal educational settings.

This mini-review explores the conceptual framework of distributed leadership and its application in middle school classrooms. Traditional teacher leadership in middle school classrooms has been found to be deficient in meeting the diverse needs of students. Therefore, this article investigates the potential advantages of distributed leadership in addressing the shortcomings of teacher leadership. The article examines the impact of distributed leadership on student achievement, particularly in promoting students’ academic performance and ability. Through a critical analysis of existing literature, the review highlights the need to establish effective communication channels, teamwork, and trust in distributed leadership. Furthermore, the article acknowledges the limited empirical research on the effectiveness of distributed leadership in middle school classrooms. Despite this, the article concludes that the adoption of distributed leadership in middle school classrooms can improve student learning outcomes, classroom teaching effectiveness, and school operation efficiency. Overall, this conceptual exploration suggests that distributed leadership has the potential to offer a more effective and inclusive approach to leadership in middle school classrooms.

Recently, hip-hop pedagogy or Hip-Hop Based Education (HHBE) have become buzz words in the academic and public debate around hip-hop. However, we found that most definitions of hip-hop pedagogy are missing the concept of pedagogy itself. One consequence of failing to adequately explain the concept of pedagogy is that it may lead future hip-hop researchers, students, and teachers inadvertently to disseminate misinformation or foster unclear thinking by using “hip-hop pedagogy” in inaccurate or vague ways. For these reasons, it is important to have a shared understanding of hip-hop pedagogy. In this article, we present three updated, expanded definitions of hip-hop pedagogy with the potential for widespread acceptance. These definitions aim to convey in the simplest terms what hip-hop pedagogy is for the purpose of informing educators and preparing them to use data.