خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 566410
Personal Name - Primary Intelectual Responsibility : Hickson, Clive Nigel
Title and statement of responsibility : Teacher development: Enhancing effective teaching in elementary school physical education [Thesis]
Publication, Distribution,Etc. : University of Alberta (Canada), 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Alberta (Canada)
Summary or Abstract : Classroom research has been able to determine effective teaching practices that result in positive learning outcomes (Borich, 1996). However, research has demonstrated that teachers in a physical education environment often regard their lessons to be successful when children are busy, happy , and good (Placek, 1983) and that student learning is of a low priority (Hickson & Fishburne, 2002). This research study was conducted to gain an understanding of how effective physical education teaching practices can be developed in elementary school teachers. Three volunteer elementary teachers participated in a teacher development program. The teacher development program was introduced as an intervention strategy utilizing a single-case, multiple baseline research design. Student behaviours during physical education classes were recorded and analyzed through duration recording methods. In addition to the multiple baseline design, qualitative methods were used to determine the opinions of the teacher and student participants. Results indicated that the teacher development program changed student behaviours. After the introduction of the teacher development intervention program, student behavioural data indicated an increase in student engagement rates and a decrease in those behaviours contributing to non-engaged time. Opinion data from both teachers and students indicated that teaching was perceived to have become more productive, that learning became of a greater importance, and that time for activity had increased during lessons after the introduction of the teacher development intervention strategy..
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)