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Record identifier : 569099
Personal Name - Primary Intelectual Responsibility : Strainer, James Anthony, Jr
Title and statement of responsibility : Teacher education faculty perceptions and support of a state assessment program [Thesis]
Publication, Distribution,Etc. : University of South Carolina, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of South Carolina
Summary or Abstract : Since 1989 the State of South Carolina has been engaged in standards-based curriculum reform in physical education (South Carolina State Department of Education, 1989, 2000). ACT 102, The Students Health and Fitness Act of 2005 (South Carolina General Assembly, 2005) mandated assessment of physical education standards in public schools. The purpose of this study was to describe the awareness and perceptions of physical education teacher education (PETE) faculty towards South Carolina Physical Education Assessment Program (SCPEAP). In particular, attention was directed to PETE faculty who instruct teaching methods classes and the extent to which SCPEAP content and supporting experiences are included in teaching methods classes. The study was framed by theories of occupational socialization (Lawson, 1983; Lortie, 1975) and simultaneous renewal (Goodlad, 1984, 1994). The primary data source was comprised of semi-structured formal interviews of PETE faculty who teach physical education methods classes. The secondary data sources were document analysis of PETE program class syllabi, instructional and program materials, and validation interviews of PETE students in their last year of a teacher education program. Participants' interviews and program materials were coded using constant comparison then sorted by category (Spradley, 1980). These data were organized using an Excel file and unique categories were reported as either negative or positive attributes, high/low awareness, and favorable/unfavorable perceptions. Carnegie Classification, number of teachers produced, and institutional demographics were variables analyzed by awareness, perceptions, and attribution categories. A second researcher read the transcripts of the coded interviews to facilitate peer debriefing of the initial coding, resulting in final categorize used in the analysis (Thomas, Nelson & Silverman 2005). Most of PETE programs studied made changes due to SCPEAP (67 ) which provides some evidence of support for SCPEAP specifically, and assessment in general. There are four conclusions that appear warranted, based on the findings of this study. First, the degree of PETE methods instructor support for SCPEAP varied by level of experience, awareness, and job demands. Second, faculty across the state had uneven understanding of the reform effort. Third, perceptions of the SCPEAP initiative appeared to be favorable--whether informed about the particulars of the reform effort or not. Exactly why this might be true is unclear. Fourth, institutions with high liberal arts requirements on degree programs appear to have a negative correlation with methods of teaching requirements..
Topical Name Used as Subject : Physical education
: Teacher education
: Higher education
Information of biblio record : TL
 
 
 
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