排序方式： 共有29条查询结果，搜索用时 15 毫秒
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Unemployed PH.D. 《Religious education (Chicago, Ill.)》2013,108(4):264-272
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Julene Ensign Amelia Mays Woods Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2018,89(1):66-79
Purpose: Given the significant challenges facing today’s physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers. 相似文献
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The purpose of this study was to develop and calibrate health-relatedfitness portfolios for 1st-6th grade students using the many-faceted Rasch model, and examine advantages and disadvantages of a portfolio assessment system based on Rasch calibration. Nine hundred ninety-five studentsfrom 23 schools infirst-sixth grade, who completed three-six of nine health-related fitness portfolios, participated in this study. Ten physical education teachers performed the grading across various portfolios and grade levels. Students'portfolios were rated using 23 predeveloped rubrics, and their scores linked through several common portfolios that were used across schools. The rating scores were analyzed using the many-faceted Rasch model, with four defined facets: portfolio, rubric, student, and rater The model-data fit was very good, and a consistent grade difference wasfound, that is, older students scored higher in fitness knowledge than younger ones. With Rasch calibration, measurement problems in conventional portfolio assessments can be eliminated, and a valid and reliable assessment system can be developed. In addition, several other measurement advantages are provided by Rasch calibration (e.g., related facets can be examined and controlled simultaneously). A large sample size and a more complex process, however, are required in the calibration stage of developing such a system using the Rasch model. 相似文献
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ABSTRACTOver the last 40 years, the Conceptual Physical Education (CPE) movement has played an important role in the evolution of secondary school physical education (PE). In this article, we trace the history of CPE as well as fitness education (FE) programs that share common objectives with CPE. CPE at the college/university level is almost universal and has been shown to be a longstanding innovation. The information provided here suggests that CPE/FE programs at the secondary level are also an innovation, rather than a passing fad. Among the topics explored include factors precipitating the innovation, the stages of implementation, the current status of the innovation, factors leading to success, barriers to be overcome in program implementation, and suggestions for the future. Finally, evidence is provided to show that CPE, when conducted with fidelity, can be effective in promoting the overarching objective of quality PE programs—promoting lifelong physical activity. 相似文献
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Donetta Cothran Nate McCaughtry Roberta Faust Alex Garn Pamela Hodges Kulinna Jeffrey Martin 《Research quarterly for exercise and sport》2013,84(3):552-562
Mentoring can be a critical component of teachers' professional development and retention, yet logistical and fiscal challenges often limit the amount of contact a protégé can have with a mentor teacher. This investigation explored a school district initiative to address this need for more mentor interaction by supplementing traditional face-to-face mentoring with electronic mentoring. Thirty elementary physical education teachers participated in a year-long program that involved workshops, school visits, videotaped lessons, and electronic mentoring via chat rooms. Data were collected from chat room postings and analyzed for frequency of response and quality. In addition, a series of interviews were analyzed via constant comparison process to further understand teachers' perceptions of electronic mentoring. In general, teacher postings were minimal in frequency and quality. The limited use of the chat rooms was likely linked to the teachers' perceptions of electronic mentoring, which included several concerns with the technical and human dimensions of the process. 相似文献
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