TITLE

Chapter 2: Student Performance Data, School Attributes, and Relationships

AUTHOR(S)
Mitchell, Murray; Castelli, Darla; Strainer, Skip
PUB. DATE
October 2003
SOURCE
Journal of Teaching in Physical Education;Oct2003, Vol. 22 Issue 5, p494
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Physical educators have generally been unwilling to assess outcomes and in most cases to minimally define those outcomes. Physical education as a school subject in the U.S. can be characterized as largely void of both consensus and accountability. There has been a sense that this lack of consensus somehow preserves the right of every teacher in every school to teach what they want to students — a right not granted to teachers in the core academic areas of the school curriculum. The rationale for this approach is that it provides opportunities for good teachers to be creative and to design appropriate curriculum. Instead, it could be argued that the lack of defined outcomes and accountability for their achievement has done nothing but ensure that many school programs accomplish very little.
ACCESSION #
11075379

 

Related Articles

  • Augmenting the aptitude of learning how to teach physical education: Situated learning and an application of the theory of planned behaviour. Hopper, Tim F.; Brown, Shane G.; Rhodes, Ryan E. // Physical & Health Education Journal;Autumn2005, Vol. 71 Issue 3, p44 

    Discusses the results of a study which investigated the influence of school-integrated teacher education (SITE) courses on elementary generalist teacher's aptitude to teach physical education (PE). Meaning of SITE; Theory that was used to assess students' motivation to teach PE; Findings of the...

  • What's in a name? Re-imagining Health and Physical Education in the primary school. Cosgriff, Marg; Petrie, Kirsten; Burrows, Lisette; Keown, Shane; Devcich, Joel; Duggan, Deirdre; Naera, Joanne // New Zealand Physical Educator;Oct2013, Vol. 46 Issue 3, p10 

    The article focuses on a Teaching and Learning Research Initiative (TLRI)-funded project titled "Everybody Counts: Understanding Health and Physical Education in Primary Schools" started in two primary schools at Tauranga and Hamilton in New Zealand in 2013. It summarizes the paradigm shifts...

  • An Enduring Issue: Who should teach physical education in New Zealand primary schools? Petrie, Kirsten // Physical Educator - Journal of Physical Education New Zealand;Feb2011, Vol. 44 Issue 1, p12 

    The author provides information why a Physical Education (PE) specialist offers more advantages than a generalist and an outside provider in teaching PE to children in primary school. She relates the different approaches needed in teaching PE to Year 2 children versus teaching PE to teenagers...

  • CUT to FIT. Cook, Glenn // American School Board Journal;Aug2005, Vol. 192 Issue 8, p16 

    This article explores several issues that affect the effective administration of physical education (PE) programs in U.S. schools as of August 2005. Specifically, this article focuses on the shortage of time and attention devoted to these programs, as well as the lack of funds allotted to...

  • Teacher Candidates' Implementation of the Personal and Social Responsibility Model in Field Experiences. Okseon Lee // Physical Educator;Spring2012, Vol. 69 Issue 2, p150 

    With the teacher concerns theory (Fuller, 1969) as a theoretical framework, this study has set out to examine how physical education teacher candidates perceive their implementation of the Personal and Social Responsibility Model (Hellison, 2003) and how they actually implement it during field...

  • Ten Common Practices in Elementary Physical Education and the Need for Change. Kentel, Jeanne // Physical & Health Education Journal;Spring2001, Vol. 67 Issue 1, p4 

    The article reports on the 10 common practices in elementary physical education and the alternatives that might increase student understanding and encourage a positive learning environment in Canada. Among the common errors at the elementary level are reaching high activities such as a whole...

  • Principals Promoting QDPE: Getting the Non-Specialist Teacher Involved. Leidl, Reg // Physical & Health Education Journal;Summer2008, Vol. 74 Issue 2, p32 

    The article presents advice for school principals to support generalist teachers in building a strong physical education program. The statistic is given that some schools rely on non-specialist teachers to implement physical education. Recommendations for non-specialist physical education...

  • Teachers' Perceptions, Teaching Practices, and Learning Opportunities for Inclusion. Ko, Bomna; Boswell, Boni // Physical Educator;Fall2013, Vol. 70 Issue 3, p223 

    Lack of expertise of general physical educators relative to teaching students with disabilities in inclusive general physical education (GPE) has been identified as a major challenge affecting the implementation of inclusion in the United States (Block & Obrusnikova, 2007). Several studies...

  • Where Good Intentions Meet Harsh Realities: Teaching Large Classes in Physical Education. Hastie, Peter A.; Sanders, Stephen W.; Rowland, R. Scott // Journal of Teaching in Physical Education;Apr1999, Vol. 18 Issue 3, p277 

    Examines the practices and experiences of elementary school physical education teachers in providing quality learning experiences to students. Performance of the teachers; Perception on marginalization; Existence of the feelings of powerlessness over situations.

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics