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Record identifier : 569500
Personal Name - Primary Intelectual Responsibility : Ko, Bomna
Title and statement of responsibility : An examination of teaching practices of elementary physical educators [Thesis]
Publication, Distribution,Etc. : The Ohio State University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The Ohio State University
Summary or 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 elementary physical educators' teaching practices 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 (<10 ) in the ALT-PE, concerned on their students and time management issues within the given context to choose their teaching practices. The Profile A of teachers' learning was featured on-going activities across their teaching career through integrating reflection process into their learning and teaching. In contrast, Profile B of teaching practices was characterized by low range of scores in three domains in the CLASS among four domains and relatively the highest time spent on the Management in the ALT-PE. The Profile B of teacher mainly utilized a book introduced to her 20 years ago to choose her teaching practices with limited reflection on the given context. This study highlighted that teachers' bottom-line of efforts to be engaged in the given opportunities and community may require for developing and integrating knowledge, skills, and dispositions responding to the context. In addition, this study supported the fact that how and what teachers teach depends on the teacher quality issue that, furthermore, is associated with the quality of schools (Feiman-Nemser, 2001)..
Topical Name Used as Subject : Physical education
Information of biblio record : TL
 
 
 
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