National Board Certified Physical Education Teachers Task Presentations and Learning Environments
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| Title: | National Board Certified Physical Education Teachers Task Presentations and Learning Environments |
|---|---|
| Language: | English |
| Authors: | Rhoades, Jesse Lee, Woods, Amelia Mays |
| Source: | Journal of Teaching in Physical Education. Jan 2012 31(1):4-20. |
| 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://www.humankinetics.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 17 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Grounded Theory, Physical Education, Socialization, Data Analysis, Time on Task, Certification, Physical Education Teachers, Teaching Methods, Interviews, Observation, Measures (Individuals), Educational Practices |
| ISSN: | 0273-5024 |
| Abstract: | This study examined National Board Certified Physical Education Teachers' (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 49 |
| Entry Date: | 2012 |
| Access URL: | https://journals.humankinetics.com/jtpe-back-issues/jtpe-volume-31-issue-1-january/national-board-certified-physical-education-teachers-task-presentations-and-learning-environments |
| Accession Number: | EJ978079 |
| Database: | ERIC |
| Abstract: | This study examined National Board Certified Physical Education Teachers' (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization. (Contains 3 tables.) |
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| ISSN: | 0273-5024 |
