Author : Bomna Ko
Publisher :
ISBN 13 :
Total Pages : 425 pages
Book Rating : 4.:/5 (275 download)
Book Synopsis An Examination of Teaching Practices of Elementary Physical Educators by : Bomna Ko
Download or read book An Examination of Teaching Practices of Elementary Physical Educators written by Bomna Ko and published by . This book was released on 2008 with total page 425 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Responding to the current educational issue on improving teacher quality as a means to improve student achievement, the need for more learning opportunities for teachers is considered significant to improve teacher quality. The issue of physical educations exclusion as a core subject within No Child Left Behind (NCLB) has limited the scale of professional development (PD) programs that university and school districts have provided for physical educators. It is believed that teachers learn many of their teaching practices in the school context in order to survive and sustain their teaching career. The purposes of this study were to describe teaching practices of elementary physical educators using Academic Learning Time Physical Education (ALT-PE) and Classroom Assessment Scoring System (CLASS) instruments, to provide valuable insight into why teachers choose these practices in their context and to explore how they come to learn them. A concurrent mixed model design, which involves two strands of research, qualitative and quantitative, was used to identify teaching profiles of teachers. Two units of 4th grade physical education classes for each of six physical educators (a total of 45 lessons) were observed and videotaped to collect both qualitative (e.g., field notes, interview transcript) and quanitative (CLASS and ALT-PE instruments) data. Interviews were conducted with each teacher before and after each unit and between lessons. The interview and field note data was analyzed by constant comparative analysis and content analysis and member check, triangulation, peer review and debrief, and negative case analysis were utilized to improve credibility of the data and data imterpretation. Data of teaching practices coded with ALT-PE and CLASS were analyzed with descriptive analysis and reliability was established using inter-observer agreement (96%). Profiles of teaching practices within the ALT-PE and CLASS instruments were distinghished by Profile A and Profile B among 12 units. Profile A (n=7) of teachers who scored in the high range in both Classroom Management and Student Outcome domains in the CLASS and spent effective Management time (