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Record identifier : 567316
Personal Name - Primary Intelectual Responsibility : Zahn, Harvey
Title and statement of responsibility : Developing strategies for addressing personal/social management issues in early and middle years physical education: A case study of three teachers [Thesis]
Publication, Distribution,Etc. : University of Manitoba (Canada, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : ME.D.
Body granting the degree : , University of Manitoba (Canada
Summary or Abstract : This study suggests that the role of the physical educator may be expanded to include curriculum designer as well as a student counselor. In 2001, Manitoba Education and Youth introduced the new physical education curriculum describing five general learning outcomes. One of these outcomes, 'personal and social management', occurs when students demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others . This qualitative study examined strategies that three physical educators used that might support the development of this learning outcome. The three teachers in the study were introduced to, and encouraged to, use the 'Time Method' as a means of developing relationships with their students so that they could begin the process of developing their students' personal social skills. Data was drawn from focus group discussions, journal entries, and a questionnaire resulting in 129 pages of data. The study concludes with the implications of implementing a number of strategies that could contribute to increasing the probability of developing personal/social management skills of early and middle years students. On the basis of the findings, teachers may want to consider: (1) developing a positive view of the nature of children because it is the basis of forming relationships, (2) establishing a specific time to observe and speak with students, (3) building relationships between teacher and student, (4) learning about students' lives outside of school and its effect on the emotional state of children, and (5) providing specific feedback and establishing consequences for regulating the behaviour of students who will then be more receptive to developing personal.
Information of biblio record : TL
 
 
 
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