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Youth on the street: Abuse and neglect in the eighties 总被引：2，自引：0，他引：2
This paper discusses the findings of a study of runaways and homeless youth who were interviewed on the street the last week of every month on five week nights from late afternoon until 2 a.m. over a period of one year. The data derived from 489 interviews provided some interesting insights. Two distinct groups emerged from the analysis, generating a tentative hypothesis that the true "runners" tend to leave their homes with the intention of not returning and thus their runs are extended; the second group, designated "in and outers," use the run as a temporary coping mechanism. Their runs tend to be impulsive and of short duration. The study found that runaways (in particular the runners) are at great risk of being drawn into illegal activities. Major factors affecting this risk are distance from home and length of time on the run. A significant proportion of the youth interviewed had run from substitute care arrangements, and a disturbing implication emerging from the research is that adolescents in our society suffer from systemic abuse and neglect. One outcome of this piece of research was the opening of a safe house for early runners in January 1987. The operation of the house includes careful compilation of data to further advance understanding of the runaway population and its needs. 相似文献
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Increasing recognition of the constructivist nature of learning as well as the diversity of student learning styles highlights the need for teachers to use different teaching styles. Unfortunately, little is known about teachers’ use and perception of various teaching styles. The purpose of this study was to explore physical education teachers’ self-reported use and perceptions of various teaching styles. Participants were 212 physical education teachers representing a variety of elementary and secondary school settings. Teachers had significantly different experiences in the use and perceptions of the different teaching styles. Their perceptions also differed according to self-rated teaching ability related to using the styles. 相似文献
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McCaughtry N Barnard S Martin J Shen B Kulinna PH 《Research quarterly for exercise and sport》2006,77(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
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Kulinna PH McCaughtry N Martin J Cothran D 《Research quarterly for exercise and sport》2011,82(3):580-584
This study supports the important role teacher training programs can play in increasing physical education knowledge. In this project, teachers were able to increase students' understanding of critical physical activity/fitness knowledge through physical education instruction, without changing the physical education contact time. This link to student needs as well as the school's overall mission is a promising one for students and schools alike. 相似文献
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Nate McCaughtry Sara Barnard Jeffrey Martin Bo Shen Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2013,84(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
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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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This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations. 相似文献