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1
Oliveira, Nuno Matos. "Teachers' experiences with disengagement in physical education classes at secondary school level in the Perth Metropolitan Area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1274.
Full textAbstract:
Students’ disengagement from school has been one of the major concerns in educational research (Fredricks, Blumenfeld, & Paris, 2004). According to researchers (Alexander et al., 1997; Finn & National Center for Education Statistics, 1993; Finn & Rock, 1997; Finn & Voelkl, 1993; Fredricks & Blumenfeld et al., 2004) the more disengaged the students are, the more likely they will be to fail academically and ultimately drop out. Although researchers have already identified several risk factors that can influence students’ engagement (Fulton, 2007; Lee & Burkam, 2003; Newmann, 1992), very few studies have explored teachers’ views of this educational issue. The same seems to be the case in Physical Education where the curriculum has been identified as one of the major factors that influences students’ enagagement (Alexander, 2008; Cothran & Ennis, 1998; Garn & Cothran 2006; Rikard & Banville, 2006; Salee, 2000; Supaporn & Griffin, 1998; Smith & Parr, 2007), However, few studies have given voice to teachers in this matter. Thus, this research sought to explore the way Physical Education teachers experience students’ disengagement at the class level and to ascertain their awareness of some of the educational issues addressed in the literature.
This research used a qualitative approach within an interpretivist theoretical framework, studying a total of four public schools and fourteen PE teachers. The data collection was conducted through individual semi-structured interviews which were guided by a theme list and recorded in a digital format. The data analysis consisted of coding the transcripts into different categories, identifying meaningful patterns.
The analysis of the data collected resulted in three main findings. Firstly, results showed that participants failed to recognize some of the factors identified in the literature that typically influence engagement. This compromised their interventions and therefore their ability to re-engage students in PE. Secondly, participants focused their pedagogical adjustments at the lesson level and not at the curriculum level. Thirdly, teachers were more focused on the processes of learning than on learning outcomes themselves. They were aware of their short- and long-term goals but acknowledged that they could not achieve either of them due to a range of factors, including curriculum limitations.
2
Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
Full textAbstract:
An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
3
Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.
Full textAbstract:
This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform.
The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7).
In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge.
The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia.
The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing.
This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.
4
Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.
Full textAbstract:
This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform.
The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7).
In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge.
The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia.
The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing.
This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.
5
Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.
Full textAbstract:
The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.
6
Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquoTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
7
Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.
Full textAbstract:
Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.School of Physical Education
8
Steen, Thomas B. "A case study of teacher socialization in physical education during early training experiences : a qualitative analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409083.
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9
Gaujers, Regina D. "The impact of the expectations of significant others in the school setting on female leadership in physical education in Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/944.
Full textAbstract:
This study investigated the impact of the expectations of significant others in the school setting on the promotional aspirations of female physical education teachers in government secondary schools in Western Australia. It explored the ways in which meanings and expectations in the school environment are constructed in relation to wider societal values and ideologies, and how they are negotiated in social settings that are characterised by both constraints and opportunities for action. Despite the equitable proportion of females and males teaching the subject, and the absence of Education Department policy constraints on female promotion since 1972, females remain significantly underrepresented at Head of Department level. In 1995, women held only two (2.7%) of the 73 substantive appointments. The critical paradigm adopted for the study and the research methodology was qualitative. The research design comprised five interrelated and sequential phases. During phase 1, preliminary data was gathered on the perceived essential skills and qualities required by Heads of Department in physical education. Phase 2 involved in-depth interviews in order to document government school female teachers' own accounts of their lives, career aspirations and the expectations of significant others in the context of the school and wider social world; and the accounts of female teachers' significant others with regard to their perceptions and expectations concerning female leadership. During Phase 3, interviews were conducted with female Heads of Department in nongovernment schools to ascertain system differences which may have led to the greater number of these women in the leadership role. Follow-up interviews with the government school female teachers were conducted during phase 4 of the study, and served to clarify and validate findings. Female physical education teachers considering applying for promotion also emerged as a sample group during the course of the study, and these women participated in a group discussion forum. The sample comprised government school female and male physical education teachers and Heads of Department of physical education and nongovernment school female Heads of Department of physical education. The study aimed to build on the findings of my previous, exploratory research regarding factors contributing to the underrepresentation of females at Head of Department level in physical education (Bloat, 1992); to sensitise the participants to the nature, construction and impact of expectations regarding female leadership; and to develop recommendations to redress the imbalance of female Heads of Department in physical education in government schools. The findings of the study confirmed that the expectations of significant others in the school setting have a powerful impact on the promotional aspirations of female physical educators. Expectations regarding the appropriateness of female leadership in physical education were constructed on the basis of individuals' interactions with the social system, characterised by a male paradigm, male dominance and male power. These expectations were communicated to female teachers by means of chauvinism; exclusion; the lower status accorded women in Physical Education Departments; the lack of both encouragement towards promotion, and female role models to demonstrate the opportunities for women; and the fact that the leadership role is more difficult for females. They impacted on the carter development of female physical educators by constraining the women's promotional aspirations. Finally, recommendations based on the findings are made primarily to the Education Department, but also to teacher education institutions and female physical educators. The suggested measures to address the problem focus on the need to move beyond mere policy change. The recognition and valuing of feminine leadership; the establishment of targets for increasing female representation; the identification and sponsorship of potential female candidates; and the introduction of a five year contract for Heads of Department are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical educators.
10
Lawrence, Lesley Anne. "Understanding teachers' leisure aims and practices in secondary school physical education." Thesis, University of Brighton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293352.
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11
Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.
Full textAbstract:
The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).
12
Lane, Jeniffer M. "Preparing tomorrow's teachers today." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1608.
Full textAbstract:
This portfolio documents the learning journey of a preservice teacher educator in Western Australia. The problem investigated is how should we best to prepare preservice teachers for teaching in future contexts. This document has several sections, firstly the literature review discusses topics that have relevance for teacher educators preparing teachers of the future to work in a knowledge-based economy. Then four phases of research both quantitative and qualitative are presented interlinked by a personal narrative. The narrative describes how the studies and research impacted on the teaching practices of the researcher. The powerful findings of the research with teachers in phase 1 and preservice teachers in phase 2 precipitated the reconceptualisation of a number of courses for preservice teachers co-ordinated by the author. This lead to the transformation of the instructional model used and the incorporation of a range of flexible delivery modes to support student learning styles and needs and foster student engagement and retention. The portfolio also contains descriptions and results of a number of small research projects, five peer reviewed and published papers. Reference is made to a number of peer reviewed academic conference papers presented by the researcher linked to the theme of the portfolio. The portfolio culminates with two peer reviewed publications which describe the current state of preservice teacher education in Western Australia as well as presenting a future vision of how we could prepare our preservice teachers to work in a future digital world. The overriding conclusion reached in this portfolio is that preservice teacher educators need to experiment with flexible modes of delivery to meet the learning needs and styles of our students. In this way we will be modelling flexible modes of teaching to our students to prepare them to teach in future contexts.
13
Bukhala, Peter W. (Peter Wisiuba). "The perceived use of competency-based instruction by physical education teachers /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60028.
Full textAbstract:
The purpose of the present study was to investigate the extent to which physical education teachers perceive that they use competency-based instruction and to assess some of the factors that influence them to use competency-based instructional strategies. It was also the intent of this study to design the Perceived CBI questionnaire specifically for this study.The results indicated that physical educators did not utilize many of the CBI strategies frequently or all the time. Most evident was the lack of involvement of parents and volunteers in the instructional planning of individualized programs. Also evident was the limited use of the initial assessment information gathered from students to plan instructional programs that would meet the individual student's needs. A significant relationship between the perceived use of CBI by teachers and the years teachers have taught students with disabilities was noted. No significant relationship was noted between teachers perceived use of CBI and (1) the number of years they have taught physical education, (2) the number of courses taken in adapted physical education and (3) the number of courses in special education. Significant differences were noted between the perceived use of CBI by teachers and the level of education, and the type of school setting.
14
Huber, Patricia Ann. "A modified training program for pre-student teachers to optimize pupil motor engagement time /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939532.
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15
Alshammari, Obaid. "Teachers' perceptions of the goals of secondary schools physical education in state of Kuwait." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3430.
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Thesis (Ed. D.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains x, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 153-164).
16
Novak, Jeremy D. "Analysis of training protocols for challenge course instructors." Connect to Internet resource, 1999. http://murphylibrary.uwlax.edu/digital/thesis/1999/novak.pdf.
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Thesis (M.S.)--University of Wisconsin -- La Crosse, 1999.Digitized and made available by the University of Wisconsin--La Crosse, Murphy Library. Includes bibliographical references. Online version of print edition.
17
Hansen, Audrey Jo Crumpler Thomas P. "Going beyond accreditation what defines a quality athletic training education program? /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390312271&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202750911&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.
18
Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
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19
Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
Full textAbstract:
This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education.
Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
20
Balke, Martina. "A multi-case study of physical education resource teachers /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11847712.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph Weir. Includes bibliographical references (leaves 201-218).
21
Randall, Victoria Katherine. "Becoming a primary physical educator : sourcing professional knowledge and confidence." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/915/.
Full textAbstract:
Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming a primary physical educator at the initial stage of a teacher’s career. The aim of which is to consider the ways beginning teachers source their professional knowledge and the implications this has on their confidence to teach. The study argues for a clear articulation of the subject’s knowledge-base and proposes a framework for the development of knowledge in primary physical education initial teacher education. Participants were drawn from a range of providers in England and were in the final year of their programme. The research adopted a mixed method approach using an online survey to obtain quantitative data and interviews to elicit constructs about beliefs from four case-study participants. The study identified that beginning teachers had perceived high levels of confidence across the subject’s knowledge-base, but areas of most and least confidence were varied and personal to the individual. The sourcing of knowledge was mainly drawn from school and university settings, but in many cases personal interests and prior experiences formed a central role in sourcing content knowledge when no opportunity was presented. Despite the varying routes that exist to become a primary physical educator, this research argues that all beginning teachers require a breadth of knowledge during initial teacher preparation, with university and school partnerships offering explicit roles in developing professional knowledge to a secure level. It further argues that it is through a focus on individual teacher transformation, not merely reflection that will ensure inherent challenges faced by primary physical education will be addressed.
22
Chan, Lin. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627334.
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23
Berkowitz, Rebecca J. "Effects of inservice training on the technology practices and attitudes of physical education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781734997.
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24
Mohr, Derek J. "A qualitative analysis of the socialization factors experienced by induction phase physical education teachers fron one university." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1729.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains viii, 325 p. Includes abstract. Includes bibliographical references (p. 270-302).
25
Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.
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26
Cousineau, William J. "The relationship of teachers' expectations and academic learning time in grade six physical education classes." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26803.
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The purpose of this study was to investigate the relationship between teachers' expectations of performance, teacher training, and student gender, with student achieved Academic Learning Time (A.L.T.) of grade six students.
To examine the following relationships four main hypotheses were generated. It was hypothesized that:
1 There would be a positive relationship between A.L.T. and teachers' expectations of performance in Physical Education.
2 Teachers with Physical Education majors would have greater A.L.T. than those with Physical Education minors, or generalist classroom teachers.
3 There would be no difference in A.L.T. totals between student gender.
4 There would be less student off-task time in Physical Education majors classes, than in the Physical Education minors, and the generalist teachers'.
This study also examines the relationship between teachers' perception of student effort, student grades in physical education, and student achieved Academic Learning Time. Finally, it was possible to investigate how student expectations of performance are developed by teachers in Physical Education. Six, grade six, classes taught by male teachers were selected for observation in the study. Two P.E. majors, two P.E. minors, and two generalist teachers' classes were observed. Each of these teachers conducted a rank-ordering of students in their class, based on their expectation of student performance. From this rank ordering, six students from each class were selected for observation during the study. Each class was observed three times, using the Academic Learning Time Version II instrument to collect data. At the conclusion of the study, teachers were also asked to submit student grades for the first and second term, rate student effort over the three observed lessons, and complete a teacher demographic information sheet.
Results indicated that a positive relationship existed between teachers' expectancy and A.L.T.. It was found that P.E. majors had higher A.L.T. than did P.E. minors, or generalist teachers. No significant difference was found between student gender groups. Differences in off-task time levels were not noted between teacher training groups. A significant relationship was found between student perceived effort and student A.L.T.. Finally, it was indicated that teachers primarily use student ability and skill level in determining students' expectancy level.
Recommendations for future research on this topic suggest that a larger sample size be used and that lesson and activity structure be controlled in comparative A.L.T. studies. It appears that more research is needed to substantiate the relationship between A.L.T. and teacher training, and the relationship between student achievement and A.L.T..Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Leung, Pak-wai Ashley. "Decision making of physical education teachers : a case study of a Hong Kong primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248947.
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Kajiyama, Kentaro. "The effects of gender on preservice teachers' motivation on teaching physical education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3012.
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The project examines the effects of gender and academic achievement on motivation for teaching in physical education. A total of 57 (Female = 33; Male = 24) preservice teachers, randomly selected from a Physical Education Teacher Education (PETE) program in southern California participated in the study. Participants completed a Teacher Motivation for Teaching questionnaire (TMT-PE) and a demographic questionnaire. Results indicate that both male and female preservice teachers tend to be motivated for teaching by perceived feedback from other teachers, principals, and supervisors. Female teachers were more likely to be motivated by perceived feedback than male teachers.
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Choi, Won S. "The technology that current physical educators use in physical education." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355600.
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As teachers and society become more comfortable with various technologies, it is likely that technology will be implemented in all areas of the educational curriculum as well as physical education. The purpose of this study was to determine the extent to which individual physical education teachers in public schools were using technology as a tool for their students' education. Individuals who were currently teaching physical education in public schools in Indiana completed the Computer Usage Survey on the web (N = 400). To determine types of technology used, potential uses for technology, difference in the implementation of technology by gender and teaching experience, usage of the Internet, and physical educators' attitudes toward technology, statistics including descriptive statistics, Chi-square (X ), and One-way ANOVA were used (p < .05). The results of this study show that physical educators were more likely to use PC computers (both desktop and laptop) over Apple computers. Participant responses demonstrated a high usage of hardware devices such as Printers, hard drives, and CD drives, however, 5.25 floppy drives, external hard drives, Hand-held computers (i.e. Pocket PC or Companion PC), Personal Digital Assistants (PDAs), and smart boards were rarely used by physical educators. A significant positive relationship resulted between use of technology at school and at home. Significant differences were observed between male and female physical educators in types of technology used and purposes for using technology. Use of technology was significantly lower in the experienced physical educators group. Most of the physical educators use the Internet and they usually use it for research and teaching/assessment ideas. Physical educators in Indiana believed that technology has an important role and can enhance their teaching with implementation of technology. The findings of the present study demonstrated that use of technology among physical educators in Indiana has been changed dramatically within 10 years; however, the result emphasized importance of technology training programs for pre-service and in-service physical educators.School of Physical Education, Sport, and Exercise Science
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Turel, Shlomo. "Preactive and interactive decision-making patterns of less and more effective preservice physical education teachers." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367295.
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Ben-Zaken, Abraham. "Effect of attention focusing strategies on learning closed motor skills among preservice physical education teachers." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249785.
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Swan, Peter Arthur, and mikewood@deakin edu au. "Studentship and oppositional behaviour within physical education teacher education: A case study and Between the rings and under the gym mat: A narrative." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.101453.
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This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear.
The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses,
The following broad research questions were considered to enable the above analysis.
1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status?
2. How are studentship and oppositional behaviour related to students subjective warrants?
3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites.
The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge
within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent the data differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story.
Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not news from nowhere, but a theoretically structured story where both the story and its structure are part of my times. (p.6)
The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemmas confronted in this study. The remaining three chapters are the case record as I can best understand it.
In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of
stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE.
As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about Teaching Poorly by Choice. A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.
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Harari, Israel. "Relationships among knowledge, experience, and skill analysis ability in gymnastics /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984314687.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Wilson, Laurie M. "Sources of knowledge acquisition : perspectives of the high school teachercoach." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112596.
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The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured open-ended interview format. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories: (a) sources of knowledge acquisition, which highlighted the different ways coaches acquired their knowledge, including their physical education teacher training, observations and interactions with other coaches, as well as clinics and books; (b) personal and contextual factors, which included the internal and external factors influencing coaches' motivation and commitment to coach, including the challenges faced when teaching and/or coaching; (c) coaching tasks and duties which highlighted coaches' interactions with athletes, as well as their approach to training and competition. Interestingly, many of the findings in the current study were similar to those highlighted in previous studies pertaining to elite coach development, regardless of their undergraduate physical education teacher education (PETE) program or the fact that this sample was coaching high school athletes. However, results provided evidence to support the relative importance of practical coaching experience and interactions with other coaches as central in the development of these coaches. From a practical perspective, these findings could potentially enhance the quality and standard of formal coach education and PETE programs by incorporating more practical elements into the training of coaches and teacher/coaches.
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Ayvazo, Shiri. "Exploring the pedagogical content knowledge of effective teachers in physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180112758.
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King, Susan Elizabeth. "The enrollment and persistence of African-American doctoral students in physical education and related disciplines /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11226213.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.Includes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Linda Darling-Hammond. Includes bibliographical references (leaves 229-233).
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Adegbamigbe, Adesulue B. "Teachers' perceptions of quality teaching in junior secondary school : Physical education in Lagos State, Nigeria." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/718.
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This study investigates physical education (PE) teachers' perceptions of quality teaching as related to their teaching activities in junior secondary schools in Nigeria. The study also investigated how the perceived teaching quality of the teachers matched their teaching practices and the feasibility of supporting quality teaching in these schools. The research is underpinned by a conceptual framework, which identified quality teaching as an educational process influenced by the curriculum, teacher effectiveness, teacher reflection and belief systems, and teacher development process designed to enhance students' learning. The study incorporated a descriptive survey and interpretive case study for data collection. A pilot study, which involved ten PE teachers (not included in the study) trial tested the research instruments constituted phase one of the study. Initial data collected during phase two of the study, involved surveying all 60 PE teachers in the two Local Education Districts comprising 29 secondary schools. The survey data were analysed with descriptive statistics and some measures of association were applied to give a general picture of the PE teachers’ views about quality teaching. An analysis of curriculum documents complimented phase two of the study. Phase three involved an in-depth case study involving six teachers from six different schools. They were interviewed, observed and engaged in informal discussions that determined their views of quality teaching allowing comparison of their views with their teaching actions. Data collected were inductively analysed employing a thematic cross-case analysis process. Survey results suggested that teachers perceived quality teaching as a multidimensional teaching process that enhanced student learning. The two major themes of their quality teaching descriptions centred on effective teaching incorporating the achievement of lesson objectives, and pedagogical content knowledge (PCK). The teachers rated highly all Organisation for Economic Cooperation and Development's (OECD) dimensions of quality teaching and did not discriminate between the five dimensions. They viewed these dimensions: curriculum knowledge, pedagogic skills, reflection, commitment, and managerial competencies, as important and necessary ingredients for achieving quality teaching. The survey indicated that majority of the teachers considered physical education as a recognised subject and well regarded in their schools. The documents analysis of the study indicated that both the National and State curriculum documents constituted a highly prescriptive form of teacher control in terms of their strict adherence to their uses. A number of problems were identified as impeding the teacher's teaching quality; these were categorised into three areas of self, general resources and workplace conditions. The case study findings indicated that the six teachers' views about quality teaching reflected those of the survey teachers. Messrs Senator and Suru focussed their rhetoric of quality teaching on achievement of lesson objectives through effective teaching, while Ms Toyin, Ms Lilian, Ms Ayodeji and Mr Tony highlighted pedagogical content knowledge, and Ms Lilian combined achievement of lesson objectives with the PCK construct. When the teachers' rhetoric was compared with their teaching practices, a number of inconsistencies were recorded. Findings indicated that most teachers had little sense of transferring their perceptions of quality teaching to their practical PE lessons. The theory lessons observed indicated elements of teaching quality with teachers' rhetoric at times matching their practices. With the exception of two of the six teachers' observed practical lessons that fared better, other teachers suggested to implement quality teaching in their practical classes, which in most cases did not measure up. The study revealed that the teaching context did not support quality teaching. The two major problems impeding quality teaching were inadequate teaching resources and large class sizes. All teachers reported that they achieved quality in their teaching and that the results of their students in the various assessments and examinations, which were mostly knowledge based, reflected the achievement of quality' teaching. The study recommends that teachers should be empowered in the choice of PE content and set expectations realistic to the limiting teaching contexts. Teaching activities that support higher levels of students' involvement are necessary if quality teaching is to be achieved. Considerations to outcomes-based education should be given and the use of student-centred pedagogy by teachers. Further investigations were suggested in the areas of intervention programmes for PE teachers, production of cheap teaching resources and refocussing professional development efforts in both in-service and pre-service programmes.
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Li, Chung. "The teachers' view on the planning and implementation of the physical education curriculum for the secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626299.
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Bloot, Regina D. "Reasons for the underrepresentation of females at Head of Department level in physical education in government secondary schools in Western Australia: Perceptions of female physical education teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1130.
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This study focuses on reasons why so few females hold Head of Department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, females remain grossly underrepresented in leadership roles. In 1991, women held only five (7%) of the 70 substantive Head of Department appointments. Individual indepth interviews were used as the means of data collection to document female teachers' own accounts of their lives, career aspirations, and what they perceived to be the barriers and encouragements for promotion in physical education. A sample of female physical education teachers was selected and subdivided into three groups based on their years of teaching experience and occupancy of Head of Department positions. The intention of such a categorization was to obtain a broad spectrum of perceptions, and to facilitate comparison between the groups to indicate the varying effects that changing Ministry of Education policies and societal expectations have had on the promotional prospects and aspirations of female physical educators. The factors that emerged as constraints to the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender-roles, and comprised both external systemic and internalized psychological barriers. It is proposed that many of the perceived deterrents are in fact created in the minds of female teachers to mask their lack of self-confidence and/or ambition. For this reason, social settings from studentship, through teacher education, to the teaching environment can play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers. Finally, recommendations based on the findings are made to three key groups, namely, the Ministry of Education; teacher education institutions; and female physical education teachers. The suggested measures to address the problem focused on the need to do more than just change policy. Education regarding promotion; the identification and sponsorship of potential female candidates; the provision of networking and support groups; mentoring by female leaders; and a non-discriminatory selection process are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical education teachers.
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Armour, Kathleen Mary. "The ecology of physical education : an investigation into the 'life' of a physical education department and its impact upon the identities and opportunities of pupils and teachers." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241081.
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Leung, Sheung-ping. "The attitudes of secondary school form five students in Hong Kong towards physical education : implications for programme design /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876249.
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Swabey, Karen Joy. "The 1992 Australian Senate inquiry into physical and sport education : representations of the field /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19368.pdf.
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Liu, Jing Dong. "Teachers' interpersonal styles, students' psychological needs and adaptive/maladaptive outcomes in physical education." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1463.
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Vickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.
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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.
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Boyd, Glenda. "Early childhood teachers' perceptions of their leadership roles." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1077.
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Early childhood education has long been regarded as having the lowest status in the education system. Recent government reforms in Australia based on financial rather than education concerns means early childhood education will continue to face declines in status, conditions and appropriate resources, unless educators exercise leadership skills in advocating for appropriate programs and curriculum for young children. A new model of Early Childhood Teacher Leadership was created to measure leadership skills, including leadership in advocating for young children, and tested in Phase One of the study. The model involved General Leadership (Classroom Leadership, Self-directed Leadership, Program Leadership and School Leadership), Communication (from me to principal/parents /teachers and from principal /parents /teachers to me), and Influences (my influence on the school, my influence on the principal). In Phase Two of the study, twenty early childhood teachers were interviewed for approximately one hour in regard to how they conceptualised their leadership roles, what factors enhanced or constrained their leadership, and what strategies they used to communicate their philosophy and pedagogy. Phase One involved collecting data from 270 Early Childhood Teachers in Western Australia at government schools, using self-reports on ideal and real aspects of leadership obtained through a questionnaire. A Rasch measurement model computer program was used to create an interval level Scale of Early Childhood Teacher Leadership from the original 142 items (71 real and 71 ideal). The final interval-level scale consisted of 92 items (38 real and 54 ideal) that had a reasonable fit to the model, where the thresholds were ordered and the proportion of observed variance considered true was 94 percent. The Rasch analysis supported the structure of the leadership model and indicated some improvements could be made. Written responses to open-ended questions at the end of the questionnaire provided insights into how the teachers conceptualised their leadership roles. These insights provided the framework for the formulation of the face-to-face follow-up, interviews that comprised Phase Two of the study. The findings indicate that, as expected, teachers found it easier to hold higher ideal self-views for most aspects of leadership than to hold high real self-views. Teachers recognised the importance of leadership skills but experienced difficulty in enacting them. The Early Childhood Teachers reported various factors that helped or hindered them in fulfilling their leadership roles. The four global factors that could either help or hinder Early Childhood Teachers were 1) intrapersonal and interpersonal skills; 2) professional confidence; 3) others' understanding of and respect for early childhood education; and 4) time. The Early Childhood Teachers suggested strategies that could help them develop stronger leadership skills. The four main strategies suggested by the teachers were 1) professional development addressing leadership and interpersonal and intrapersonal skills training; 2) inclusion of leadership skills training at pre-service levels of teacher education; 3) opportunities to collaborate with othe1 staff; and 4) public promotion of early childhood education. The findings have implications for Early Childhood Teachers, administrators, teacher educators and for future research.
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Kimball, Jessica. "University students' perceptions of the influence of high school physical education on current levels of physical activity." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663116561&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
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Abu-Dalbouh, Mousa. "An investigation into secondary students' and teachers' attitudes towards the teaching and learning of physical education in Jordan." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1636/.
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Cameron, Jay L. "PETE reactions to standards in New York State : a qualitative inquiry." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82692.
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The purpose of this study was to explore changes that occurred in physical education since the introduction of the New York State Standards in 1996 and ways teacher educators perceive related changes in both school and Physical Education Teacher Education (PETE) programs. With the release of State and National Standards (NASPE, 1995), associated educational reform, assessment, and accountability have become important in physical education. Semi-structured individual interviews were conducted with six participants considered experts in state standards. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the qualitative data. The results of the analysis yielded three categories: (a) reasoning behind standards, which included rationales, developments, and comparisons, (b) impacts of standards, which involved PE effects, PETE reactions, and negative responses, and (c) actions resulting from standards which focused on implementation, leadership, assessments and accountability, and forward directions. Relationships between the properties within each category produced four areas of greatest interest/importance: implementation, PE effects, rationales, and forward directions. The result of this study is a focused look at standards-based reforms in New York State upon which teachers, administrators, PETE professionals, and educational policy makers may reflect.