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Chapter 8: Collective Action for Learning, Improvement, and Redesign

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Title: Chapter 8: Collective Action for Learning, Improvement, and Redesign
Language: English
Authors: Lawson, Hal A., Jones, Emily, Beddoes, Zac, Estes, Steven, Morris, Stephanie A., Mitchell, Murray F., van der Mars, Hans, Ward, Phillip
Source: Journal of Teaching in Physical Education. Jul 2021 40(3):412-422.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Physical Education, Teacher Education, Faculty Development, Barriers, Long Range Planning, Physical Education Teachers, Teacher Educators, Teacher Role, Communities of Practice, Social Networks, Partnerships in Education
DOI: 10.1123/jtpe.2020-0246
ISSN: 0273-5024
Abstract: The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a "physical education system"--with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)--this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318324
Database: ERIC
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  Availability: 1
  Value: <anid>AN0151227537;0do01jul.21;2021Jul06.01:47;v2.2.500</anid> <title id="AN0151227537-1">Chapter 8: Collective Action for Learning, Improvement, and Redesign </title> <p>The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a physical education system—with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)—this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations.</p> <p>Keywords: design science; networked community of practice; partnership; professional learning community; university–school partnerships</p> <p>Lawson is with the University at Albany SUNY, Albany, NY, USA. Jones is with the Illinois State University, Normal, IL, USA. Beddoes is with the University of Wisconsin-La Crosse, La Crosse, WI, USA. Estes is with the Middle Tennessee State University, Murfreesboro, TN, USA. Morris is with SHAPE America, Reston, VA, USA. Mitchell is with the Graduate School, University of South Carolina, Columbia, SC, USA. van der Mars is with Arizona State University, Tempe, AZ, USA. Ward is with the Ohio State University, Ohio, USA.</p> <aug> <p>By Hal A. Lawson; Emily Jones; Zac Beddoes; Steven Estes; Stephanie A. Morris; Murray F. Mitchell; Hans van der Mars and Phillip Ward</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> </aug>
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
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  Data: The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a "physical education system"--with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)--this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations.
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