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Sample records for physics teachers sharing

  1. Help Teachers Share Particle Physics and Research with Their Students

    NASA Astrophysics Data System (ADS)

    Bardeen, Marjorie

    2003-04-01

    The HEPAP Report The Science Ahead The Way to Discovery, states that, "Public education is both a responsibility and privilege of our field." As we do more in this area, we need to assist teachers as they share their experience, be it a research appointment, a workshop or a Saturday program, in the classroom. We will offer insights from our experience - what works and what does not - and provide a bibliography of current resources.

  2. Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

    ERIC Educational Resources Information Center

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  3. Teachers Need to Share Their Ideas

    ERIC Educational Resources Information Center

    Gardiner, Steve

    2008-01-01

    In this article, the author points out that teachers work in the most important research labs they have: classrooms. For the good of the profession, they should share their stories by publishing them. When teachers write articles and share them with their colleagues through publication, everyone wins: the journals, the students and their parents,…

  4. Physics Teachers' Future Teaching Plans

    ERIC Educational Resources Information Center

    Physics Teacher, 2012

    2012-01-01

    There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

  5. Retraining Teachers in Physics.

    ERIC Educational Resources Information Center

    McGervey, John D.; Heckathorn, Dick

    1990-01-01

    Provides an inservice workshop experience for underprepared physics or physical science teachers. Describes a demonstration showing conservation of momentum using an air track, gliders, and a model railway train. Includes a brief introduction to demonstrations of Newton's second law, scattering of laser light, and the effect of a telescope on…

  6. Retraining Teachers in Physics.

    ERIC Educational Resources Information Center

    McGervey, John D.; Heckathorn, Dick

    1990-01-01

    Provides an inservice workshop experience for underprepared physics or physical science teachers. Describes a demonstration showing conservation of momentum using an air track, gliders, and a model railway train. Includes a brief introduction to demonstrations of Newton's second law, scattering of laser light, and the effect of a telescope on…

  7. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    NASA Astrophysics Data System (ADS)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-06-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  8. Early Book Sharing: What Teachers Should Know.

    ERIC Educational Resources Information Center

    Kragler, Sherry; Martin, Linda

    1998-01-01

    Describes strategies that research indicates caregivers use while reading books with young children: strategies that simplify or extend book language; prosody; and management strategies so the book reading event is meaningful for children. Suggests how teachers can use these same strategies in preschool settings to plan meaningful book sharing.…

  9. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    ERIC Educational Resources Information Center

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  10. Teacher Efficacy of Turkish Physical Education Teachers

    ERIC Educational Resources Information Center

    Gencay, Okkes Alpaslan

    2015-01-01

    The main purpose of this study is to determine the validity and reliability of the Teacher Efficacy Scale in Physical Education (TESPE) in Turkey's conditions, and to test if there are any differences in gender and teaching experience of Turkish PE teachers. Turkish version of the scale was administered to 257 physical education teachers (184…

  11. News Outreach: Polish physics club reaches out with practical demonstrations Networking: Online workspace helps teachers to share ideas Mauritius: Telescope inspires science specification Fusion: EFDA sparks resources Olympiad: British team enjoys success at the International Physics Olympiad 2009 Nanoscience: 'Quietest' building in the world opens in Bristol, UK Conference: University of Leicester hosts the GIREP EPEC 2009 international conference

    NASA Astrophysics Data System (ADS)

    2009-11-01

    Outreach: Polish physics club reaches out with practical demonstrations Networking: Online workspace helps teachers to share ideas Mauritius: Telescope inspires science specification Fusion: EFDA sparks resources Olympiad: British team enjoys success at the International Physics Olympiad 2009 Nanoscience: 'Quietest' building in the world opens in Bristol, UK Conference: University of Leicester hosts the GIREP EPEC 2009 international conference

  12. Physics Teachers Workshop

    ScienceCinema

    Huggins, DaNel; Calhoun, John; Palmer, Alyson; Thorpe, Steve; Vanderveen, Anne

    2016-07-12

    INL is looking for the nation's top high school physics teachers to attend our July workshop in Idaho Falls. Participants get to learn from nuclear researchers, tour facilities including a research reactor and interact with peers from across the country. You can learn more about INL projects at http://www.facebook.com/idahonationallaboratory

  13. THE PHYSICS TEACHERS HANDBOOK.

    ERIC Educational Resources Information Center

    REDMAN, L.A.

    A VARIETY OF INFORMATION FOR PHYSICS TEACHERS IS CONTAINED IN THIS SOURCE BOOK. A MAJOR SECTION IS DEVOTED TO LISTINGS OF INSTRUCTIONAL MATERIALS AND TEACHING AIDS. SCIENCE TEXTBOOKS AND LIBRARY BOOKS ARE CATEGORIZED ACCORDING TO INSTITUTIONAL LEVEL AND SUBJECT. TEACHING AIDS INCLUDE (1) 16 MM SOUND FILMS AND FILM LOOPS, (2) 35 MM FILMSTRIPS, (3)…

  14. Physics Teachers Workshop

    SciTech Connect

    Huggins, DaNel; Calhoun, John; Palmer, Alyson; Thorpe, Steve; Vanderveen, Anne

    2011-01-01

    INL is looking for the nation's top high school physics teachers to attend our July workshop in Idaho Falls. Participants get to learn from nuclear researchers, tour facilities including a research reactor and interact with peers from across the country. You can learn more about INL projects at http://www.facebook.com/idahonationallaboratory

  15. Physical Education Teachers' Cultural Competency

    ERIC Educational Resources Information Center

    Harrison, Louis, Jr.; Carson, Russell L.; Burden, Joe, Jr.

    2010-01-01

    The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers' cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus…

  16. Learning to Share, Sharing to Learn: Fostering Organizational Learning through Teachers' Dissemination of Knowledge

    ERIC Educational Resources Information Center

    Collinson, Vivienne

    2004-01-01

    This paper argues that conditions supporting dissemination (sharing) of teachers' learning are necessary for school change and organizational learning. Based on a qualitative study that explored dissemination of teachers' learning within a multi-school computer technology project, the paper identifies 43 factors that motivate teachers' sharing and…

  17. Training College Physics and Physical Science Teachers

    ERIC Educational Resources Information Center

    Henderson, R. B.; And Others

    1974-01-01

    Summarizes survey data about the need and appropriate character of graduate degree programs designed to prepare two-year and four-year college physics and physical science teachers. Indicates that future employment favors two-year college teachers with a master's degree in the region west of the Mississippi River. (CC)

  18. Training College Physics and Physical Science Teachers

    ERIC Educational Resources Information Center

    Henderson, R. B.; And Others

    1974-01-01

    Summarizes survey data about the need and appropriate character of graduate degree programs designed to prepare two-year and four-year college physics and physical science teachers. Indicates that future employment favors two-year college teachers with a master's degree in the region west of the Mississippi River. (CC)

  19. The Physics Front: Resources for High School Physics & Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Ezrailson, Cathy M.

    2006-12-01

    The overarching goal of the Physics Front, (part of ComPADRE -Physics and Astronomy digital library) is to provide enhanced accessibility to quality physics teaching resources for all pre-college teachers of physics and the physical sciences with special materials for new and “cross-over” teachers. Some highlights/features of the site are: • A collection of physics-related topics with units of instruction including content, tutorials, labs and reference materials. • Descriptions of some PTRA manuals with example activities. • A “Welcome to the Profession” statement from the New Physics Teacher Manual. • Classroom techniques and best practices. • Simulations and images to enhance instruction for students. • Special features and help for the new physics teacher • Discussion Forums • Filing cabinet for sharing and organizing teaching materials Advantages of using The Physics Front: • Peer -reviewed materials • Connections with other physics teachers nation/worldwide • Content and pedagogy support • Venue for sharing, accessing and archiving exemplary teacher-designed materials • Opportunity to contribute to a dynamic and growing online physics teacher community

  20. Apps for Physical Education: Teacher Tested, Kid Approved!

    ERIC Educational Resources Information Center

    Phillips, Amber; Rodenbeck, Myshel; Clegg, Bethany

    2014-01-01

    Physical education teachers have been encouraged to use technology in their classes to enhance student motivation and learning. The purpose of this article is to share iOS applications (apps) that K-12 physical education teachers and students have found useful.

  1. Apps for Physical Education: Teacher Tested, Kid Approved!

    ERIC Educational Resources Information Center

    Phillips, Amber; Rodenbeck, Myshel; Clegg, Bethany

    2014-01-01

    Physical education teachers have been encouraged to use technology in their classes to enhance student motivation and learning. The purpose of this article is to share iOS applications (apps) that K-12 physical education teachers and students have found useful.

  2. Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

    ERIC Educational Resources Information Center

    Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

    2010-01-01

    This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

  3. Physical Education Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  4. Physical Education Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  5. Physical work load in physical education teachers.

    PubMed

    Sandmark, H; Wiktorin, C; Hogstedt, C; Klenell-Hatschek, E K; Vingard, E

    1999-10-01

    The main objective was to measure and quantify exposure to physical work load in physical education teachers. A further aim was to establish the reproducibility of a three-week test-retest interval of self-reported physical load and to evaluate the agreement between registered and self-rated physical load. Thirty teachers, both female and male, volunteered to participate in the study. The physical load on the lower extremities, as well as the back and the cardio-vascular strain was recorded during one working day. The results indicate that the physical work load in this occupational group is considerable due to the load on the lower extremities. The demands of the cardio-vascular system are also relatively high in comparison to other occupational groups. The teachers could assess their activity quite well regarding heavy lifting and time spent sitting.

  6. Teachers in the Lead: A District's Approach to Shared Leadership

    ERIC Educational Resources Information Center

    Stegall, David; Linton, Jayme

    2012-01-01

    Whether a principal builds a structure of shared decision making, shared leadership, or not, teachers will have ideas and conversations about what they feel may be more effective. These conversations impact the entire culture of a school. When teachers have the opportunity to take ownership of decision making and planning, the ultimate decisions…

  7. Teachers' approaches to teaching physics

    NASA Astrophysics Data System (ADS)

    2012-12-01

    Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

  8. Physics Teachers' Views on Their Initial Teacher Education

    ERIC Educational Resources Information Center

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  9. Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

    ERIC Educational Resources Information Center

    Korur, Fikret; Eryilmaz, Ali

    2012-01-01

    Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

  10. Transforming teacher knowledge: Modeling instruction in physics

    NASA Astrophysics Data System (ADS)

    Cabot, Lloyd H.

    I show that the Modeling physics curriculum is readily accommodated by most teachers in favor of traditional didactic pedagogies. This is so, at least in part, because Modeling focuses on a small set of connected models embedded in a self-consistent theoretical framework and thus is closely congruent with human cognition in this context which is to generate mental models of physical phenomena as both predictive and explanatory devices. Whether a teacher fully implements the Modeling pedagogy depends on the depth of the teacher's commitment to inquiry-based instruction, specifically Modeling instruction, as a means of promoting student understanding of Newtonian mechanics. Moreover, this commitment trumps all other characteristics: teacher educational background, content coverage issues, student achievement data, district or state learning standards, and district or state student assessments. Indeed, distinctive differences exist in how Modeling teachers deliver their curricula and some teachers are measurably more effective than others in their delivery, but they all share an unshakable belief in the efficacy of inquiry-based, constructivist-oriented instruction. The Modeling Workshops' pedagogy, duration, and social interactions impacts teachers' self-identification as members of a professional community. Finally, I discuss the consequences my research may have for the Modeling Instruction program designers and for designers of professional development programs generally.

  11. Helping Teachers Teach Plasma Physics

    NASA Astrophysics Data System (ADS)

    Correll, Donald

    2008-11-01

    Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

  12. Special Education Terminology Every Physical Education Teacher Should Know

    ERIC Educational Resources Information Center

    Columna, Luis; Lieberman, Lauren J.; Lytle, Rebecca; Arndt, Katrina

    2014-01-01

    An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by…

  13. Special Education Terminology Every Physical Education Teacher Should Know

    ERIC Educational Resources Information Center

    Columna, Luis; Lieberman, Lauren J.; Lytle, Rebecca; Arndt, Katrina

    2014-01-01

    An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by…

  14. Teaching Dispositions: Shared Understanding for Teacher Preparation

    ERIC Educational Resources Information Center

    DeMuth, Lynn

    2012-01-01

    This qualitative phenomenological study explored the perceptions of 16 high-performing teachers related to teaching dispositions, effects of dispositions on teaching and learning, and recommendations for assessment of teaching dispositions during teacher preparation. Participants' perceptions were gathered using six guided interview questions…

  15. Shared Reading, the Pupil, and the Teacher

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2011-01-01

    Pupil/teacher interaction provides opportunities for many kinds of learning experiences. Within the reading curriculum, there are a plethora of activities in oral communication and working together harmoniously. Thus from every day experiences, the teacher may communicate verbally what he/she has read in an interesting, informative manner on the…

  16. Teaching Dispositions: Shared Understanding for Teacher Preparation

    ERIC Educational Resources Information Center

    DeMuth, Lynn

    2012-01-01

    This qualitative phenomenological study explored the perceptions of 16 high-performing teachers related to teaching dispositions, effects of dispositions on teaching and learning, and recommendations for assessment of teaching dispositions during teacher preparation. Participants' perceptions were gathered using six guided interview questions…

  17. Collaboration through Knowledge Sharing between Cooperating Teachers and University Supervisors

    ERIC Educational Resources Information Center

    Portelance, Liliane; Caron, Josianne; Martineau, Stéphane

    2016-01-01

    Collaboration between student teacher trainers, the cooperating teacher, and the university supervisor, is directly connected with the sharing of respective knowledge (Gervais & Desrosiers, 2005). However, fruitful exchanges are not necessarily usual (Sanford & Hopper, 2000), which is considered the most detrimental factor in the student…

  18. Teachers from Five Nations Share Perspectives on Culture and Citizenship

    ERIC Educational Resources Information Center

    Sunal, Cynthia Szymanski; Christensen, Lois McFadyen; Shwery, Craig S.; Lovorn, Michael; Sunal, Dennis W.

    2010-01-01

    Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified…

  19. Knowledge Sharing and Creation in a Teachers' Professional Virtual Community

    ERIC Educational Resources Information Center

    Lin, Fu-ren; Lin, Sheng-cheng; Huang, Tzu-ping

    2008-01-01

    By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers' virtual community in order to understand the knowledge flows among…

  20. Knowledge Sharing and Creation in a Teachers' Professional Virtual Community

    ERIC Educational Resources Information Center

    Lin, Fu-ren; Lin, Sheng-cheng; Huang, Tzu-ping

    2008-01-01

    By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers' virtual community in order to understand the knowledge flows among…

  1. Teachers from Five Nations Share Perspectives on Culture and Citizenship

    ERIC Educational Resources Information Center

    Sunal, Cynthia Szymanski; Christensen, Lois McFadyen; Shwery, Craig S.; Lovorn, Michael; Sunal, Dennis W.

    2010-01-01

    Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified…

  2. What Will Classroom Teachers Do With Shared Research Results?

    NASA Astrophysics Data System (ADS)

    Passow, M. J.; Weissel, J. K.; Cormier, M.; Newman, K. R.

    2005-12-01

    Scientists are passionate about the research problems they investigate, and wish to share their discoveries as widely as possible. Similarly, classroom teachers who are passionate about their subject can better foster student learning. One way to enhance such passions involves bringing teachers and scientists together to discuss cutting-edge discoveries and develop curricular materials based on the respective strengths of educators and investigators. Our presentation describes one example of this approach based on research about gas blowout structures offshore Virginia and North Carolina. Methane venting processes along continental margins may have important climatic, geotechnical, hazard, and resource implications. In 2000, shipboard surveys documented that large structures offshore VA-NC resulted from massive gas expulsion. Gas appears to be trapped in shelf edge deltas and stresses resulting from downslope creep is favoring its release. Scientists undertook a new expedition in 2004 to determine if there is present-day discharge of methane-rich fluids through the floors or walls of the blowouts or whether these seepage sites are relict features, and to gain insight into the origin of the vented methane. In July 2005, 12 teachers from New York and New Jersey met with the co-PIs (Weissel and Cormier), graduate student (Newman), and educational specialist (Passow) over a 2-day workshop to learn about how scientific problems are identified, how a research cruise is organized, what was learned through the measurements and analysis, and what might be possible significant impacts from such understandings. Based on what they learned, participants began development of classroom activities, Internet-based investigations, and constructed-response assessment items utilizing data and concepts from the project and other sources. The resulting curriculum units are designed for use in middle and high school chemistry, physics, earth science, and technology courses. Curricular

  3. Work Ability of Finnish Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  4. Work Ability of Finnish Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  5. Power-sharing Partnerships: Teachers' Experiences of Participatory Methodology.

    PubMed

    Ferreira, Ronél; Ebersöhn, Liesel; Mbongwe, Bathsheba B

    2015-01-01

    This article reports on the experiences of teachers as coresearchers in a long-term partnership with university researchers, who participated in an asset-based intervention project known as Supportive Teachers, Assets and Resilience (STAR). In an attempt to inform participatory research methodology, the study investigated how coresearchers (teachers) experienced power relations. We utilized Gaventa's power cube as a theoretical framework and participatory research as our methodologic paradigm. Ten teachers of a primary school in the Eastern Cape and five teachers of a secondary school in a remote area in the Mpumalanga Province in South Africa participated (n=15). We employed multiple data generation techniques, namely Participatory Reflection and Action (PRA) activities, observation, focus group discussions, and semistructured interviews, using thematic analysis and categorical aggregation for data analysis. We identified three themes, related to the (1) nature of power in participatory partnerships, (2) coreasearchers' meaning making of power and partnerships, and their (3) role in taking agency. Based on these findings, we developed a framework of power sharing partnerships to extend Gaventa's power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way coresearchers shared their experiences of participatory research methodology. We theorise power-sharing partnerships as a complimentary platform hosting partners' shared strengths, skills, and experience, creating synergy in collaborative projects.

  6. Teacher Evaluations of Standardized Physical Education Curricula

    ERIC Educational Resources Information Center

    Kloeppel, Tiffany; Hodges-Kulinna, Pamela; Cothran, Donetta

    2012-01-01

    Relatively little is known about the use of structured physical education curricular models in physical education settings. The purpose of this study was to examine teachers' perspectives of various physical education curricular models. Teacher participants ranged from those involved in very structured curricular programs, to teachers that chose…

  7. Connotation, Shared Culture, and the Non-Native Teacher.

    ERIC Educational Resources Information Center

    Wharton, Sue

    1995-01-01

    Presents an exploratory study on the connotations of certain French words for a mixed-culture group of French teachers. This study indicated that many connotations were shared by nonnative-speaker as well as native-speaker group members. This phenomenon can be explained in terms of both encyclopedic knowledge and multiple group identities. (13…

  8. Teacher as Writer: Remembering the Agony, Sharing the Ecstasy.

    ERIC Educational Resources Information Center

    Augsburger, Deborah J.

    1998-01-01

    Argues that teachers who write are in a better position to guide students, provide useful feedback, and show the real value of writing. Discusses remembering the agony, sharing the ecstasy, giving authentic feedback, growing a community of writers, and remembering the reason people bother to write at all. (SR)

  9. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  10. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  11. Educating Primary Teachers to Teach Physical Education

    ERIC Educational Resources Information Center

    Tsangaridou, Niki

    2012-01-01

    Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

  12. Physical Education Teachers' and Teacher Candidates' Attitudes toward Cultural Pluralism

    ERIC Educational Resources Information Center

    Columna, Luis; Foley, John T.; Lytle, Rebecca K.

    2010-01-01

    The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433)were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen,…

  13. Physical Education Teacher Perceptions of Teacher Evaluation

    ERIC Educational Resources Information Center

    Norris, Jason; van der Mars, Hans; Kulinna, Pamela; Amrein-Beardsley, Audrey; Kwon, Jayoun; Hodges, Michael

    2017-01-01

    Purpose: The purpose of this study was to develop a better understanding of current PE teachers' perceptions of teacher evaluation systems. Method: A mixed methods approach was used and two sources of data collection were used: (a) a short survey of PE teachers (n = 22) in one urban school district and (b) a formal semistructured interview with 10…

  14. Sustained programs in physics teacher education

    NASA Astrophysics Data System (ADS)

    Scherr, Rachel

    2014-03-01

    For over a decade, physics teacher education programs have been transformed at a number of institutions around the country through support from the Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society in partnership with the American Association of Physics Teachers. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher education programs. Most PhysTEC legacy sites studied have sustained their production of physics teachers. A few sites studied have thriving physics teacher education programs, that is, programs that have continued to substantially increase their production of teachers since the PhysTEC award. All of the studied sites that sustained their production of physics teachers have a champion of physics teacher education and corresponding institutional motivation and commitment. The necessity of the champion was known from the Report of the Task Force on Teacher Education in Physics (T-TEP report) and borne out by this study. The necessity of institutional motivation and commitment is a finding of this study. At some sites, PhysTEC support has precipitated an institutional focus on physics teacher education, leveraging other resources (including both awards and personnel) benefiting physics teacher education. The study also documented the sustainability of components of physics teacher education programs, such as recruitment, early teaching experiences, and a teacher in residence. Sustained components tend to be those that have direct benefit to undergraduates in the physics department, whereas less-sustained components seem to be those that primarily benefit secondary teachers. The number of sustained components does not appear to correspond to teacher production; that is, sites that have sustained

  15. Trading Places: From Physical Education Teachers to Teacher Educators

    ERIC Educational Resources Information Center

    Casey, Ashley; Fletcher, Tim

    2012-01-01

    Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching…

  16. Teacher Induction: Implications for Physical Education Teacher Development and Retention

    ERIC Educational Resources Information Center

    Banville, Dominique; Rikard, G. Linda

    2009-01-01

    Data show that 46% of all teachers in public schools will leave the profession within their first 5 years of teaching (Ingersoll, 2003). These data refer to teachers from all disciplines including physical education. To address these problems school districts have developed teacher induction programs that show promising results. Our literature…

  17. Empirical Study of Motivators and Barriers of Teacher Online Knowledge Sharing

    ERIC Educational Resources Information Center

    Hew, Khe Foon; Hara, Noriko

    2007-01-01

    The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers…

  18. Physics teachers' perspectives on factors that affect urban physics participation and accessibility

    NASA Astrophysics Data System (ADS)

    Kelly, Angela M.

    2013-06-01

    The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.

  19. Physics Teacher SOS: Supporting New Teachers Without Pushing an Agenda

    NASA Astrophysics Data System (ADS)

    Baird, Dean

    2013-05-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies, government institutions, or power utilities. Support is entirely private, enough so that tuition is free.

  20. Career Intentions of Australian Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  1. Prides and Prejudices of a Physics Teacher.

    ERIC Educational Resources Information Center

    Miner, Thomas D.

    1980-01-01

    Discusses teacher-student communication in reference to the physics classroom. Suggestions are given to help teachers improve communication with their students, teaching style, and course content. Emphasizes the need for teachers to find their own style of teaching and communication with students and take pride in these teaching abilities. (DS)

  2. Prides and Prejudices of a Physics Teacher.

    ERIC Educational Resources Information Center

    Miner, Thomas D.

    1980-01-01

    Discusses teacher-student communication in reference to the physics classroom. Suggestions are given to help teachers improve communication with their students, teaching style, and course content. Emphasizes the need for teachers to find their own style of teaching and communication with students and take pride in these teaching abilities. (DS)

  3. Career Intentions of Australian Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  4. Teacher Reviews of Widely Used Physics Textbooks

    NASA Astrophysics Data System (ADS)

    2011-05-01

    Holt Physics (Serway & Faughn), Physics Principles and Problems (Zitzewitz), Conceptual Physics (Hewitt), and Physics: Principles with Applications (Giancoli) were the most widely used textbooks for regular high school physics courses during the 2008-09 academic year. Holt Physics and Zitzewitz were each used by about one-third of the teachers responding to our Nationwide Survey of High School Physics Teachers. Hewitt's text was used by approximately one-fourth of the teachers who responded, and 6% of the respondents reported using Giancoli. We also asked the respondents to tell us how well the text worked for the course. The good news is that well over 80% of the teachers find that all four of these texts work quite well or somewhat well for teaching regular physics.

  5. Coherence of Pre-Service Physics Teachers' Views of the Relatedness of Physics Concepts

    ERIC Educational Resources Information Center

    Nousiainen, Maija

    2013-01-01

    In physics teacher education, one of the recurrent themes is the importance of fostering the formation of organised and coherent knowledge structures, but a simple shared understanding of what coherence actually means and how it can be recognised, is not easily found. This study suggests an approach in which the coherence of students' views about…

  6. Coherence of Pre-Service Physics Teachers' Views of the Relatedness of Physics Concepts

    ERIC Educational Resources Information Center

    Nousiainen, Maija

    2013-01-01

    In physics teacher education, one of the recurrent themes is the importance of fostering the formation of organised and coherent knowledge structures, but a simple shared understanding of what coherence actually means and how it can be recognised, is not easily found. This study suggests an approach in which the coherence of students' views about…

  7. Concerns of the Novice Physical Education Teacher

    ERIC Educational Resources Information Center

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  8. Student Teachers' Attitudes about Basic Physics Laboratory

    ERIC Educational Resources Information Center

    Yesilyurt, Mustafa

    2004-01-01

    In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

  9. Helping New Teachers Liven up Physical Education

    ERIC Educational Resources Information Center

    Stewart, Amanda; Elliott, Steve

    2005-01-01

    In this article, the authors offer strategies to help beginner physical education teachers increase the tempo of their classes. Most of these ideas are applicable to any physical education setting and grade level. After incorporating some of these strategies into daily lesson plans beginner teachers should see an increase in student energy levels…

  10. Physical Education Teacher Education (PETE) in Canada

    ERIC Educational Resources Information Center

    Melnychuk, Nancy; Robinson, Daniel; Lu, Chunlei; Chorney, David; Randall, Lynn

    2011-01-01

    The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher…

  11. Helping New Teachers Liven up Physical Education

    ERIC Educational Resources Information Center

    Stewart, Amanda; Elliott, Steve

    2005-01-01

    In this article, the authors offer strategies to help beginner physical education teachers increase the tempo of their classes. Most of these ideas are applicable to any physical education setting and grade level. After incorporating some of these strategies into daily lesson plans beginner teachers should see an increase in student energy levels…

  12. Teaching the Conceptual History of Physics to Physics Teachers

    NASA Astrophysics Data System (ADS)

    Garik, Peter; Garbayo, Luciana; Benétreau-Dupin, Yann; Winrich, Charles; Duffy, Andrew; Gross, Nicholas; Jariwala, Manher

    2015-05-01

    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the teachers of including the conceptual history of physics in the professional development courses. The teachers report greater confidence in their knowledge of the history of physics, that they reflect on this history for their teaching, and that they use of the history of physics for their classroom instruction. In this paper, we provide examples of our activities, the rationale for their design, and discuss the outcomes for the teachers of the instruction.

  13. High School Physics Teacher Outreach Programs at California State University Long Beach

    NASA Astrophysics Data System (ADS)

    Kwon, Chuhee; Pickett, Galen; Henriques, Laura

    2013-03-01

    One of the goals of the CSULB PhysTEC project has been to establish a physics teaching community that partners CSULB faculty, high school teachers, pre-service teachers, and physics students. In two years, we have created a solid sustainable Physics Teacher Network with local high school teachers. We will discuss the successful outreach programs for high school physics teachers at CSULB and the detailed logistics. Teacher-In-Residence (TIR), high school physics teachers working with the CSULB PhysTEC team, has provided invaluable input for designing and implementing outreach events. The department organizes biannual open house for local high school teachers and their students. The open house event is attended by pre-service teachers, physics undergraduate and graduate students, and faculty. We also host the monthly demo-sharing day that physics teachers bring and share topical demos, which has about 30 - 50 attendees each month. The CSULB PhysTEC project also distributes a monthly newsletter for local physics teachers with upcoming events and information about teaching, and this newsletter is organized and written by TIR. This work is supported by the PhysTEC grant.

  14. Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

    ERIC Educational Resources Information Center

    Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

    2017-01-01

    The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

  15. Evaluation Of Novice Physics Teachers' Teaching Skills

    NASA Astrophysics Data System (ADS)

    Karamustafaoǧlu, Orhan

    2007-04-01

    The purpose of this study is to evaluate novice physics teachers' teaching skills they developed through teaching programs. This work has been carried out by employing ease study approach. The findings were collected from the semi-structured observations and interviews made by three novice physics teachers whose teaching experiences are 2 or 3 years. Initially, the professional activities of these physics teachers working at different types of secondary schools in Amasya, are observed using an observation chart. Afterwards, interviews are carried out to obtain ideas, expectations and comments of these novice physics teachers. The obtained data indicated that the novice teachers are not offered ample opportunity in schools to demonstrate their skills, to utilize laboratory and education technology and to create simple tool-equipments for the sake of reaching the objectives of the curriculum.

  16. How Does a Physical Education Teacher Become a Health and Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lynch, Timothy

    2017-01-01

    The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…

  17. Student Perceptions of College Physics and Physics Teachers.

    ERIC Educational Resources Information Center

    Elliott, Walter E.

    This study sought answers to the question: In what ways were selected attitudes and other characteristics of college physics students related to their perceptions of physics and mathematics courses and of physics and mathematics teachers? The students were those enrolled in all sections of both the calculus and non-calculus oriented, three quarter…

  18. Ideas Exchange: Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?

    ERIC Educational Resources Information Center

    Carson, Russell L.; Magnotta, John; Lauer, Larry; Wetzel, Richard D.; Nguyen, Nhu; Morrison, Jaime; Kamla, Jim; Barnd, Sue; Whittingham, Michele; Dentino, Kathy; Lorenzi, David G.

    2009-01-01

    This article presents opinions/ideas of professionals when asked this question, "Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?" The professionals share the pros and cons of having physical education teachers and coaches pass a…

  19. Ideas Exchange: Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?

    ERIC Educational Resources Information Center

    Carson, Russell L.; Magnotta, John; Lauer, Larry; Wetzel, Richard D.; Nguyen, Nhu; Morrison, Jaime; Kamla, Jim; Barnd, Sue; Whittingham, Michele; Dentino, Kathy; Lorenzi, David G.

    2009-01-01

    This article presents opinions/ideas of professionals when asked this question, "Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?" The professionals share the pros and cons of having physical education teachers and coaches pass a…

  20. Gender Encounters: Becoming Teachers of Physical Education

    ERIC Educational Resources Information Center

    Wrench, Alison; Garrett, Robyne

    2017-01-01

    Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of…

  1. Experienced Physical Education Teachers Reaching Their "Use-by Date:" Powerless and Disrespected

    ERIC Educational Resources Information Center

    Whipp, Peter R.; Tan, Gregory; Yeo, Poh Tin

    2007-01-01

    With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions…

  2. Experienced Physical Education Teachers Reaching Their "Use-by Date:" Powerless and Disrespected

    ERIC Educational Resources Information Center

    Whipp, Peter R.; Tan, Gregory; Yeo, Poh Tin

    2007-01-01

    With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions…

  3. Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

    ERIC Educational Resources Information Center

    Kern, Ben D.; Graber, Kim C.

    2017-01-01

    Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

  4. Henry Crew, a successful teacher of physics

    NASA Astrophysics Data System (ADS)

    Qiaozhen, Xu; Michaelson, Robert C.

    1987-09-01

    Henry Crew had a long career in teaching physics at Johns Hopkins University, Haverford College, and Northwestern University. In those decades, Crew made great contributions to physics education. He published 13 books including popular textbooks and well-known translations. His 123 scientific articles included works on spectroscopy, physics education, history of science, biographies of physics, and so forth. He was awarded the highest honor for a physics teacher in the United States—the Oersted Medal. At the same time, he was an active scientist, and he participated as a founder of such academic societies as the American Physical Society, the American Association of University Professors, and the History of Science Society.

  5. Shared longitudinal predictors of physical peer and dating violence.

    PubMed

    Foshee, Vangie A; McNaughton Reyes, Luz; Tharp, Andra T; Chang, Ling-Yin; Ennett, Susan T; Simon, Thomas R; Latzman, Natasha E; Suchindran, Chiravath

    2015-01-01

    Peers and dates are common targets of adolescent violence. Prevention programs typically address either peer violence (PV) or dating violence (DV) but not both. However, if PV and DV share predictors, prevention strategies could target both behaviors, yielding economic and time efficiencies. Longitudinal data were examined to determine the extent to which physical PV and DV shared predictors. Guided by social learning and social control theories, both risk and protective factors were examined at multiple levels of the social ecology. Adolescents in the eighth through 10th grades in three North Carolina counties completed self-administered questionnaires in school in the fall 2003 (Wave 1) and again in spring 2004 (Wave 2) (n = 4,227). The sample was 48% male; 55% white, 33% black, and 12% of other race/ethnicity. A generalized estimating equations approach used adjusted standard errors to account for the correlation between the two violence outcomes. For both boys and girls, anger, family conflict, and having models of deviant behavior in the school were shared risk factors, and holding prosocial beliefs was a shared protective factor. For girls, anxiety and having models of deviant behavior in the neighborhood were additional shared risk factors. For boys, heavy alcohol use was an additional shared risk factor and parental monitoring was an additional shared protective factor. Findings can inform the development of comprehensive cross-cutting prevention strategies at multiple levels of the social ecology designed to prevent both types of violence. Copyright © 2015 Society for Adolescent Health and Medicine. All rights reserved.

  6. A physical layer perspective on access network sharing

    NASA Astrophysics Data System (ADS)

    Pfeiffer, Thomas

    2015-12-01

    Unlike in copper or wireless networks, there is no sharing of resources in fiber access networks yet, other than bit stream access or cable sharing, in which the fibers of a cable are let to one or multiple operators. Sharing optical resources on a single fiber among multiple operators or different services has not yet been applied. While this would allow for a better exploitation of installed infrastructures, there are operational issues which still need to be resolved, before this sharing model can be implemented in networks. Operating multiple optical systems and services over a common fiber plant, autonomously and independently from each other, can result in mutual distortions on the physical layer. These distortions will degrade the performance of the involved systems, unless precautions are taken in the infrastructure hardware to eliminate or to reduce them to an acceptable level. Moreover, the infrastructure needs to be designed such as to support different system technologies and to ensure a guaranteed quality of the end-to-end connections. In this paper, suitable means are proposed to be introduced in fiber access infrastructures that will allow for shared utilization of the fibers while safeguarding the operational needs and business interests of the involved parties.

  7. Inclusive Classes in Physical Education: Teachers' Difficulties

    ERIC Educational Resources Information Center

    Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura

    2016-01-01

    The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify,…

  8. Primary Teachers, Policy, and Physical Education

    ERIC Educational Resources Information Center

    Petrie, Kirsten; lisahunter,

    2011-01-01

    This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of…

  9. Inclusive Classes in Physical Education: Teachers' Difficulties

    ERIC Educational Resources Information Center

    Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura

    2016-01-01

    The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify,…

  10. Physical Educators as Teachers of Literacy

    ERIC Educational Resources Information Center

    Ballinger, Debra A.; Deeney, Theresa A.

    2006-01-01

    In the wake of No Child Left Behind, school districts increasingly are being held accountable for demonstrating improved student achievement in English language literacy. This article discusses the current state of literacy in the nation, why physical education teachers need to promote literacy practices, and creative ways that physical education…

  11. Teacher effectiveness in physical education-consensus?

    PubMed

    Rink, Judith

    2014-09-01

    This article synthesizes the series of manuscripts on teacher effectiveness in physical education recently published by the Research Quarterly for Exercise and Sport and highlights both the consensus and points of disagreement. Although there is much agreement as to the mission to develop a physically active lifestyle, there is a great deal of disagreement on how to get there, which makes the task of measuring effectiveness difficult. The current reform effort in education to measure teacher effectiveness makes it essential that professionals in physical education at all levels be participants in this process.

  12. Teaching the Conceptual History of Physics to Physics Teachers

    ERIC Educational Resources Information Center

    Garik, Peter; Garbayo, Luciana; Benétreau-Dupin, Yann; Winrich, Charles; Duffy, Andrew; Gross, Nicholas; Jariwala, Manher

    2015-01-01

    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers…

  13. Teaching the Conceptual History of Physics to Physics Teachers

    ERIC Educational Resources Information Center

    Garik, Peter; Garbayo, Luciana; Benétreau-Dupin, Yann; Winrich, Charles; Duffy, Andrew; Gross, Nicholas; Jariwala, Manher

    2015-01-01

    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers…

  14. Preschool Teachers' Implementation of Vocabulary Strategies during Shared Reading: A Comparative Study

    ERIC Educational Resources Information Center

    Lipsky, Miriam; Adelman, Andrea

    2016-01-01

    Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2…

  15. Tacit Knowledge Sharing Modes of University Teachers from the Perspectives of Psychological Risk and Value

    ERIC Educational Resources Information Center

    Yu, Dengke; Zhou, Rong

    2015-01-01

    Tacit knowledge sharing (TKS) is important to improve the teaching skill and researching knowledge of university teachers. In this paper, the tacit knowledge sharing of university teachers is catalogued as four modes from perspectives of the psychological risk and psychological value which are measured by two grades--high and low. The four modes…

  16. Secondary Preservice Teachers Share Their Writing with Individual Students in School: A Survey of Their Experiences

    ERIC Educational Resources Information Center

    Daisey, Peggy

    2014-01-01

    (Purpose) The purpose of this study was to describe the method, barriers, and positive effects when secondary preservice teachers of diverse subject areas shared their writing with individual middle and high school students in school. (Methodology) secondary preservice teachers (N = 77) shared their writing for two minutes before class each time…

  17. Organizational Culture as Determinant of Knowledge Sharing Practices of Teachers Working in Higher Education Sector

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2016-01-01

    The current study aims to explore the influence of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The data required for the…

  18. Impact of Organisational Factors on the Knowledge Sharing Practice of Teachers Working in Higher Education Sector

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2016-01-01

    The current study aims to explore the various organizational factors that influence the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various organizational factors on the knowledge sharing practices of teachers working in higher education sector. The data required for the study…

  19. Physics Teachers' Professional Development in the Project "physics in Context"

    NASA Astrophysics Data System (ADS)

    Mikelskis-Seifert, Silke; Duit, Reinders

    2013-06-01

    Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

  20. Physics Teachers' Professional Development in the Project "physics in Context"

    NASA Astrophysics Data System (ADS)

    Mikelskis-Seifert, Silke; Duit, Reinders

    2012-12-01

    Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

  1. Let's Lunch and Learn: Professional Knowledge Sharing in Teachers' Lounges and Other Congregational Spaces

    ERIC Educational Resources Information Center

    Mawhinney, Lynnette

    2010-01-01

    Teachers' lounges are often thought as places that breed negativity. This two-year ethnography conducted in the United States explored teachers' interactions within teachers' lounges and congregational spaces. This article discusses that an important occurrence in these spaces, professional knowledge sharing, took place instead of perpetual…

  2. Know How? Show How: Experienced Teachers Share Best Practices through Ontario Program

    ERIC Educational Resources Information Center

    Amato, Lindy; Anthony, Paul; Strachan, Jim

    2014-01-01

    Launched in 2007, the Teacher Learning and Leadership Program, out of Ontario, Canada, operates on the belief that classroom teachers know their learning needs and the needs of their students best. Additionally, the program assumes teachers have the greatest knowledge of how to build and foster multiple learning networks in order to share their…

  3. From Roots to Blossoms: A Description of the Shared Teaching Experiences of Jamaican Teacher Educators

    ERIC Educational Resources Information Center

    Mayne, Hope Antoinette

    2012-01-01

    The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed on its colonial past and the heavy reliance on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica,…

  4. Student and Teacher Attendance: The Role of Shared Goods in Reducing Absenteeism

    ERIC Educational Resources Information Center

    Banerjee, Ritwik; King, Elizabeth M.; Orazem, Peter F.; Paterno, Elizabeth M.

    2012-01-01

    A theoretical model is advanced that demonstrates that, if teacher and student attendance generate a shared good, then teacher and student attendance will be mutually reinforcing. Using data from the Northwest Frontier Province of Pakistan, empirical evidence supporting that proposition is advanced. Controlling for the endogeneity of teacher and…

  5. From Roots to Blossoms: A Description of the Shared Teaching Experiences of Jamaican Teacher Educators

    ERIC Educational Resources Information Center

    Mayne, Hope Antoinette

    2012-01-01

    The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed on its colonial past and the heavy reliance on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica,…

  6. Theater in Physics Teacher Education

    ERIC Educational Resources Information Center

    van den Berg, Ed

    2009-01-01

    Ten years ago I sat down with the first batch of students in our science/math teacher education program in the Philippines, then third-year students, and asked them what they could do for the opening of the new science building. One of them pulled a stack of papers out of his bag and put it in front of me: a complete script for a science play!…

  7. Exploring Resource Sharing between Secondary School Teachers of Agriculture and Science Departments Nationally.

    ERIC Educational Resources Information Center

    Dormody, Thomas J.

    1992-01-01

    A survey of 372 secondary agriculture teachers received 274 responses showing a majority of agriculture and science departments share resources, although at low levels. Many more predicted future sharing. Equipment and supplies were most often shared, instructional services least often. (SK)

  8. Exploring Resource Sharing between Secondary School Teachers of Agriculture and Science Departments Nationally.

    ERIC Educational Resources Information Center

    Dormody, Thomas J.

    1992-01-01

    A survey of 372 secondary agriculture teachers received 274 responses showing a majority of agriculture and science departments share resources, although at low levels. Many more predicted future sharing. Equipment and supplies were most often shared, instructional services least often. (SK)

  9. Summer Institute for Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Maheswaranathan, Ponn; Calloway, Cliff

    2007-04-01

    A summer institute for physical science teachers was conducted at Winthrop University, June 19-29, 2006. Ninth grade physical science teachers at schools within a 50-mile radius from Winthrop were targeted. We developed a graduate level physics professional development course covering selected topics from both the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included traditional lectures and the following new approaches in science teaching: hands-on experiments, group activities, computer based data collection, computer modeling, with group discussions & presentations. Two experienced master teachers assisted us during the delivery of the course. The institute was funded by the South Carolina Department of Education. The requested funds were used for the following: faculty salaries, the University contract course fee, some of the participants' room and board, startup equipment for each teacher, and indirect costs to Winthrop University. Startup equipment included a Pasco stand-alone, portable Xplorer GLX interface with sensors (temperature, voltage, pH, pressure, motion, and sound), and modeling software (Wavefunction's Spartan Student and Odyssey). What we learned and ideas for future K-12 teacher preparation initiatives will be presented.

  10. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    ERIC Educational Resources Information Center

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

  11. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    ERIC Educational Resources Information Center

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

  12. Teacher's Handbook for Advanced Physical Science 2.

    ERIC Educational Resources Information Center

    Chaffee, Everett

    This handbook is an adjunct to the "Laboratory Manual for Advanced Physical Science 2," and is intended to assist teachers in organizing laboratory experiences. Information for each experiment includes (1) Introduction, (2) Scheduling, (3) Time required, (4) Materials needed , (5) Precautions, (6) Laboratory hints, (7) Sample data, and…

  13. Performance Appraisal of Physical Education Teachers

    ERIC Educational Resources Information Center

    Bahadir, Ziya

    2013-01-01

    In this study, the aim was to determine views of school principals on how performance appraisal of physical education teachers who worked at primary schools should be done. The research was designed in a screening model. The research group composed of 152 school principals and deputy principals who worked at state primary schools located in…

  14. Performance Appraisal of Physical Education Teachers

    ERIC Educational Resources Information Center

    Bahadir, Ziya

    2013-01-01

    In this study, the aim was to determine views of school principals on how performance appraisal of physical education teachers who worked at primary schools should be done. The research was designed in a screening model. The research group composed of 152 school principals and deputy principals who worked at state primary schools located in…

  15. Project Physics Teacher Guide 6, The Nucleus.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    Teaching procedures of Project Physics Unit 6 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

  16. Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

    2017-06-01

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  17. Beginning Teacher Standards for Physical Education: Promoting a Democratic Ideal?

    ERIC Educational Resources Information Center

    Chroinin, D. Ni; Tormey, R.; O'Sullivan, M.

    2012-01-01

    The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators' (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators…

  18. Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

    ERIC Educational Resources Information Center

    Mulhall, Pamela; Gunstone, Richard

    2012-01-01

    Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

  19. Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

    ERIC Educational Resources Information Center

    Mulhall, Pamela; Gunstone, Richard

    2012-01-01

    Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

  20. The Highly Qualified Physical Education Teacher: Traveling the Professional Pathway

    ERIC Educational Resources Information Center

    Van Volkinburg, Pat; Marston, Rip; Napper-Owen, Gloria

    2008-01-01

    Defining the quantifiable elements of a highly qualified physical education teacher is challenging. For the past two years, a task force of the National Association for Sport and Physical Education (NASPE) has worked on describing characteristics associated with highly qualified physical education teachers. Highly qualified teachers are needed to…

  1. Shared neural mechanisms underlying social warmth and physical warmth.

    PubMed

    Inagaki, Tristen K; Eisenberger, Naomi I

    2013-11-01

    Many of people's closest bonds grow out of socially warm exchanges and the warm feelings associated with being socially connected. Indeed, the neurobiological mechanisms underlying thermoregulation may be shared by those that regulate social warmth, the experience of feeling connected to other people. To test this possibility, we placed participants in a functional MRI scanner and asked them to (a) read socially warm and neutral messages from friends and family and (b) hold warm and neutral-temperature objects (a warm pack and a ball, respectively). Findings showed an overlap between physical and social warmth: Participants felt warmer after reading the positive (compared with neutral) messages and more connected after holding the warm pack (compared with the ball). In addition, neural activity during social warmth overlapped with neural activity during physical warmth in the ventral striatum and middle insula, but neural activity did not overlap during another pleasant task (soft touch). Together, these results suggest that a common neural mechanism underlies physical and social warmth.

  2. Learning To Share, Sharing To Learn: Fostering Organizational Learning through Teachers' Dissemination of Knowledge.

    ERIC Educational Resources Information Center

    Collinson, Vivienne; Cook, Tanya Fedoruk

    This study examined the interplay between individual and organizational learning in school, noting factors that motivated and constrained the dissemination of teachers' learning. Information came from a larger qualitative study that explored how individual teachers' learning in a middle school instructional technology project was disseminated to…

  3. Teacher Practice Online: Sharing Wisdom, Opening Doors. School Reform Series

    ERIC Educational Resources Information Center

    Pointer Mace, Desiree H.

    2009-01-01

    Teachers know how complicated their work is. They constantly balance considerations of individual students with those of the group; they think about how past events affect today's lessons; and they constantly adapt and revise for future lessons. But few people ever get to see teachers' work in this way. The most energizing, relational,…

  4. Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences

    ERIC Educational Resources Information Center

    Raina, Jyoti

    2016-01-01

    Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the…

  5. Policy Interventions in Teacher Education: Sharing the English Experience

    ERIC Educational Resources Information Center

    Gilroy, Peter

    2014-01-01

    Over the last 40 years, teacher education in England has been the focus of a stream of "reforms" with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic…

  6. Policy Interventions in Teacher Education: Sharing the English Experience

    ERIC Educational Resources Information Center

    Gilroy, Peter

    2014-01-01

    Over the last 40 years, teacher education in England has been the focus of a stream of "reforms" with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic…

  7. Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences

    ERIC Educational Resources Information Center

    Raina, Jyoti

    2016-01-01

    Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the…

  8. Mediating Teachers as Learners: Conversations from Shared Experience

    ERIC Educational Resources Information Center

    Watkins, Paul

    2015-01-01

    Race to the Top mandates, much like other comprehensive reforms before, focuses on teacher quality and student outcomes. Measuring teacher quality, under Race to the Top reforms, remains a subject of uncertainty, particularly measuring for improvement. This article argues that a central purpose of classroom evaluation is to provide supportive,…

  9. Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies

    ERIC Educational Resources Information Center

    Redman, Christine; Vincent, John Terence

    2015-01-01

    Purpose: The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. Design/Methodology/Approach: Three primary/elementary teachers participated in a study designed to…

  10. Physics: Frightful, but Fun. Pupils' and Teachers' Views of Physics and Physics Teaching

    ERIC Educational Resources Information Center

    Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders

    2004-01-01

    There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects. Our…

  11. Physics: Frightful, but Fun. Pupils' and Teachers' Views of Physics and Physics Teaching

    ERIC Educational Resources Information Center

    Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders

    2004-01-01

    There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects. Our…

  12. Teacher Strategies in Shared Reading for Children with Hearing Impairment

    ERIC Educational Resources Information Center

    Girgin, Ümit

    2013-01-01

    Problem Statement: Utilization of shared reading practice in hearing impaired children's literacy instruction may yield quite beneficial. However an investigation of Turkish literature revealed no studies regarding application of shared reading within elementary settings for hearing or hearing-impaired children. Furthermore international…

  13. Secondary Preservice Teachers' Attitudes toward and Experiences with Sharing Their Reading with Students

    ERIC Educational Resources Information Center

    Daisey, Peggy

    2012-01-01

    Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a…

  14. Discerning the Shared Beliefs of Teachers in a Secondary School Mathematics Department

    ERIC Educational Resources Information Center

    Beswick, Kim

    2016-01-01

    This study examined the shared beliefs among mathematics teachers in one secondary school in the United Kingdom across the first term of a school year and almost 4 years subsequently. Leximancer software was used to analyse the language used as teachers responded to questions concerning their beliefs about mathematics, mathematics teaching,…

  15. Building Shared Instructional Leadership: Emerging Roles and Relationships of Teacher Leaders

    ERIC Educational Resources Information Center

    Evans-Pierce, Valeria

    2009-01-01

    The purpose of this study was to explore teacher leaders' and principals' perceptions of instructional leadership in a shared context. The multi-stage multiple-case study examined roles and relationships of teacher leaders and principal teams across four schools within a Midwestern urban school district engaging in what has been identified in…

  16. Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions

    ERIC Educational Resources Information Center

    Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A.

    2014-01-01

    Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to…

  17. Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions

    ERIC Educational Resources Information Center

    Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A.

    2014-01-01

    Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to…

  18. Secondary Preservice Teachers' Attitudes toward and Experiences with Sharing Their Writing with Students

    ERIC Educational Resources Information Center

    Daisey, Peggy

    2012-01-01

    Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a…

  19. Technical College Teachers Sharing Their Knowledge: Does Leadership, Institutional Factors or Barriers Predict Their Practices?

    ERIC Educational Resources Information Center

    Tahir, Lokman Mohd; Musah, Muhamad Berhanddin; Abdullah, Abdul Halim; Musta'amal, Aede Hatib; Abdullah, Mohd Hazim Asran

    2016-01-01

    This study determines the preferable leadership practised by colleges' directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors' viewpoints on knowledge sharing factors and barriers.…

  20. The Method and Significance of Secondary Preservice Teachers Sharing Reading with Individual Teenagers in School

    ERIC Educational Resources Information Center

    Daisey, Peggy

    2014-01-01

    (Purpose) The purpose of this study was to describe how secondary preservice teachers of diverse subject areas shared their reading with an individual student in school. A second purpose was to describe the barriers (if any) that they faced sharing their reading. A third purpose was to report their beliefs about the positive aspects of sharing…

  1. Technical College Teachers Sharing Their Knowledge: Does Leadership, Institutional Factors or Barriers Predict Their Practices?

    ERIC Educational Resources Information Center

    Tahir, Lokman Mohd; Musah, Muhamad Berhanddin; Abdullah, Abdul Halim; Musta'amal, Aede Hatib; Abdullah, Mohd Hazim Asran

    2016-01-01

    This study determines the preferable leadership practised by colleges' directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors' viewpoints on knowledge sharing factors and barriers.…

  2. An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

    ERIC Educational Resources Information Center

    Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

    2012-01-01

    Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…

  3. Analysis of Knowledge-Sharing Evolutionary Game in University Teacher Team

    ERIC Educational Resources Information Center

    Huo, Mingkui

    2013-01-01

    The knowledge-sharing activity is a major drive force behind the progress and innovation of university teacher team. Based on the evolutionary game theory, this article analyzes the knowledge-sharing process model of this team, studies the influencing mechanism of various factors such as knowledge aggregate gap, incentive coefficient and risk…

  4. "Physics and Life" for Europe's Science Teachers

    NASA Astrophysics Data System (ADS)

    2003-04-01

    The EIROforum Contribution to the European Science and Technology Week 2003 [Physics on Stage 3 Logo] What do you know about modern science? Was your school science teacher inspiring and enthusiastic? Or was physics class a good time to take a nap? Unfortunately, many young Europeans don't have the fondest memories of science in school, and the result is a widespread disinterest and lack of understanding of science among adults. This has become a real problem - especially at a time when science is having a growing impact on our daily lives, and when society needs more scientists than ever! What can be done? Some of Europe's leading research organisations, scientists and teachers have put their heads together and come up with a unique approach called "Physics on Stage" . This will be the third year that these institutes, with substantial support from the European Commission, are running this project - attacking the problem at its roots. EIROforum and "Physics on Stage 3" [EIROforum Logo] "Physics On Stage 3" is based on the very successful "Physics On Stage" concept that was introduced in 2000. It is directed towards science teachers and students in Europe's secondary schools. It is a part of the year-long build-up to the European Science and Technology Week 2003 (3-9 November), an initiative by the European Commission, and is run by seven of Europe's leading Intergovernmental Research Organizations (the EIROforum) [1]. The project addresses the content and format of science teaching in European schools , seeking to improve the quality of teaching and to find new ways to stimulate pupils to take an interest in science. Innovative and inspirational science teaching is seen as a key component to attract young people to deal with scientific issues, whether or not they finally choose a career in science. Hence, "Physics On Stage 3" aims to stimulate the interest of young people through the school teachers, who can play a key role in reversing the trend of falling

  5. [Safety in physical education - a teacher's perspective].

    PubMed

    Greier, K; Heinzle, A; Nepo, S; Ratschiller, J; Gafriller, R; Riechelmann, H

    2015-03-01

    A high percentage of all sports injuries occur during school sports. The aim of this study was to collect statements and opinions of sports teachers for safety in physical education. In a cross-sectional study, 296 teachers (202 with, 94 without a teaching qualification in "exercise and sports") at 77 Tyrolean "New Middle Schools" (former secondary schools) were interviewed. They judged various statements on school sports safety using a 5-point verbal rating scale. Irrespective of gender, teachers with a teaching qualification stated significantly more frequently (p = 0.015) that they have participated in continuing education on accident prevention than had their colleagues without qualification. The same applies to the checking of gymnastic and sports equipment before use (p < 0.001) and warming up at the beginning of the lesson (p < 0.001). Female sports teachers allowed their pupils more often (p = 0.002) to participate without adequate sportswear in physical education than did their male counterparts. Of all respondents, 57 % knew about technical faults in sports halls, which have also been reported to the school administration. In more than half (58 %) of these, reported defects were repaired completely and in one-third (36 %), a partial repair was reported. Participants estimated that the major risk for school sports injuries was due to the low motor skills of the pupils, inhomogeneous groups, large numbers of pupils, outdated sports equipment, and ball games. Since about a third of all surveyed teachers had no teaching qualification in exercise and sports, this group should come into the focus of regular continuing education in accident prevention. © Georg Thieme Verlag KG Stuttgart · New York.

  6. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    ERIC Educational Resources Information Center

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  7. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    ERIC Educational Resources Information Center

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  8. Teacher-Trainees Attitudes towards Physical Education in Kenya

    ERIC Educational Resources Information Center

    Gitonga, E. R.; Andanje, M.; Wanderi, P. M.; Bailasha, N.

    2012-01-01

    This study investigates the attitudes of teacher trainees towards physical education (PE). It was hypothesised that teacher-trainees have negative attitudes towards PE. A total of 132 teacher trainees were randomly selected from a teacher Training College in Kenya completed a questionnaire adapted from Wear's attitude scale with equivalent forms.…

  9. Assessing Student Achievement in Physical Education for Teacher Evaluation

    ERIC Educational Resources Information Center

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  10. Students' Individual and Social Behaviors with Physical Education Teachers' Personality

    ERIC Educational Resources Information Center

    Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi

    2016-01-01

    The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…

  11. Assessing Student Achievement in Physical Education for Teacher Evaluation

    ERIC Educational Resources Information Center

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  12. Influence of Children's Physical Attractiveness on Teacher Expectations.

    ERIC Educational Resources Information Center

    Kenealy, Pamela; And Others

    1988-01-01

    Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

  13. The Health Physics Society Science Teacher Workshops

    NASA Astrophysics Data System (ADS)

    Evans, Albert E.

    2001-03-01

    The South Texas Chapter of the Health Physics Society (STC) maintains a program of education for science teachers, grades 4-12. This program, originally funded by the U.S. Department of Energy but now supported by STC, is intended to teach fundamentals of radiation and radiation safety at a level suitable for comprehension by lay persons. Course topics include Fundamentals of Radiation, Cellular Biology and Radiation Health Effects, Exposure to Radiation in Modern Life, Radioactive Waste, and Radiation Safety. The 8-hour course is usually given on Saturdays at locations in Texas as requested by educational or other groups. Classes of up to 25 teacher-students are ideal. Lesson plans, reference materials, a video tape, software, and a radiation detector are provided to each participant. To schedule a workshop in your area, contact alevans@swbell.net or David Fogle, david.fogle@tdh.state.tx.us.

  14. Data Sharing to Drive the Improvement of Teacher Preparation Programs

    ERIC Educational Resources Information Center

    Bastian, Kevin C.; Fortner, C. Kevin; Chapman, Alisa; Fleener, M. Jayne; McIntyre, Ellen; Patriarca, Linda A.

    2016-01-01

    Background/Context: Teacher preparation programs (TPPs) face increasing pressure from the federal government, states, and accreditation agencies to improve the quality of their practices and graduates, yet they often do not possess enough data to make evidence-based reforms. Purpose/Objective: This manuscript has four objectives: (a) to present…

  15. "Should Nots" for School Principals: Teachers Share Their Views.

    ERIC Educational Resources Information Center

    Bulach, Clete; Boothe, Diane; Pickett, Winston

    1998-01-01

    Summarizes a study that gathered information from 375 teachers regarding the most harmful mistakes they believed their school principals made. The most significant mistakes included ineffective human relations, poor interpersonal communications, insufficient educational priorities, avoidance of conflict, failure to lead, lack of knowledge about…

  16. Data Sharing to Drive the Improvement of Teacher Preparation Programs

    ERIC Educational Resources Information Center

    Bastian, Kevin C.; Fortner, C. Kevin; Chapman, Alisa; Fleener, M. Jayne; McIntyre, Ellen; Patriarca, Linda A.

    2016-01-01

    Background/Context: Teacher preparation programs (TPPs) face increasing pressure from the federal government, states, and accreditation agencies to improve the quality of their practices and graduates, yet they often do not possess enough data to make evidence-based reforms. Purpose/Objective: This manuscript has four objectives: (a) to present…

  17. Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies

    ERIC Educational Resources Information Center

    Redman, Christine; Vincent, John

    2014-01-01

    This paper reports on a study designed to examine the dialogic processes teachers used to sustain focused discussions, using questioning techniques and Interactive Whiteboards (IWBs). IWBs and their related technologies such as plasma touch screens and projected tablets have passed through several phases of implementation as classroom objects,…

  18. Teachers Click with Shared Content and Anytime Access

    ERIC Educational Resources Information Center

    Pijanowski, Lissa

    2010-01-01

    Web 2.0 is a widely used term to describe web-based tools that rely on user input and collaboration. So what would professional learning 2.0 look like? When educators are asked to do more with less and still reach ever-rising benchmarks for student achievement, leaders must begin to think differently about how classroom teachers are supported. Now…

  19. Teachers and Speech and Language Therapists: A Shared Framework.

    ERIC Educational Resources Information Center

    Miller, Carol

    1999-01-01

    This article identifies the different approaches to speech and language difficulties commonly used by speech and language therapists and by teachers and suggests that an integration of these frameworks could provide more comprehensive support for a wider range of children with language and communication difficulties. (Author/CR)

  20. Teachers' Views about the Nuffield Advanced Physics Course.

    ERIC Educational Resources Information Center

    Tebbutt, M. J.

    1981-01-01

    Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

  1. Shared Understandings: Environmental Perspectives of Kenyan Community Members and Teachers

    ERIC Educational Resources Information Center

    Quigely, Cassie F.; Dogbey, James; Che, S. Megan; Hallo, Jeffrey

    2015-01-01

    Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the…

  2. Shared Understandings: Environmental Perspectives of Kenyan Community Members and Teachers

    ERIC Educational Resources Information Center

    Quigely, Cassie F.; Dogbey, James; Che, S. Megan; Hallo, Jeffrey

    2015-01-01

    Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the…

  3. Background and Professional Qualifications of High-School Physics Teachers.

    ERIC Educational Resources Information Center

    Neuschatz, Michael; McFarling, Mark

    2000-01-01

    Describes a study of the professional qualifications of high school physics teachers conducted by the American Institute of Physics (AIP). Concludes that high school physics teachers are better trained than they are given credit for, and that instances of utterly unqualified instructors are rare. (WRM)

  4. Facebook Connection Styles among Physical Education Teacher Candidates

    ERIC Educational Resources Information Center

    Erdogdu, Murat

    2016-01-01

    The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21 ± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic…

  5. What Constitutes a Highly Qualified Physical Education Teacher?

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, Recreation and Dance (NJ1), 2007

    2007-01-01

    It is the position of the National Association for Sport and Physical Education (NASPE) that is it critical to have highly qualified physical education teachers delivering a standards-based curriculum that will assist children in adopting and maintaining healthy lifestyles. NASPE acknowledges that highly qualified physical education teachers will…

  6. Background and Professional Qualifications of High-School Physics Teachers.

    ERIC Educational Resources Information Center

    Neuschatz, Michael; McFarling, Mark

    2000-01-01

    Describes a study of the professional qualifications of high school physics teachers conducted by the American Institute of Physics (AIP). Concludes that high school physics teachers are better trained than they are given credit for, and that instances of utterly unqualified instructors are rare. (WRM)

  7. Physical understanding through variational reasoning: electron sharing and covalent bonding.

    PubMed

    Ruedenberg, Klaus; Schmidt, Michael W

    2009-03-12

    Energy changes of stationary states resulting from geometric parameter changes in the Hamiltonian can be understood by variational reasoning in terms of the physical attributes of the kinetic and the potential energy functionals. In atoms as well as molecules, the energy minimization determines the ground state as the optimal compromise between the potential pull of the nuclear attractions and the localization-resisting kinetic pressure of the electron cloud. This variational competition is analyzed for the exact ab initio ground-state wave function of the hydrogen molecule ion to elucidate the formation of the bond. Its electronic wave function is shown to differ from the ground-state wave function of the hydrogen atom by polarization, sharing, and contraction, and the corresponding contributions to the binding energy are examined in detail. All told, the critical feature is that a molecular orbital, contracting (in the variational context) toward two nuclei simultaneously, can lower its potential energy while maintaining a certain degree of delocalization. As a consequence, its kinetic energy functional has a lower value than that of an orbital contracting toward a single nucleus equally closely. By contrast, the potential energy functional is lowered equally effectively whether the orbital contracts toward one nucleus or simultaneously toward two nuclei. Because of this weaker kinetic energy pressure, the electrostatic potential pull of the nuclei in the molecule is able to attach the orbital more tightly to each of the nuclei than the pull of the single nucleus in the atom is able to do. The role of the virial theorem is clarified. Generalizations to other molecules are discussed.

  8. Conceptual Model of Physics Teacher Preparation: Developing Habits of Mind and Practice through Apprenticeship in a Community

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia

    2017-01-01

    This talk will describe a conceptual framework aimed at providing a better understanding of the process of physics teacher formation. Literature on teacher preparation suggests that pre-service teachers (PSTs) learn best when they are immersed in a community, which shares a common vision of good teaching and helps PSTs develop requisite knowledge, skills, and dispositions consistent with that vision. However, often due to the time pressures and complexities of classroom environment a teacher cannot afford multiple considerations and deliberations with oneself before every decision. We therefore suggest that good teacher preparation programs should, in addition to the knowledge, skills and dispositions, strive to develop in PSTs productive habits. We group these habits into habits of mind, habits of practice and habits of maintenance and improvement. I will present examples of those and provide suggestions on how to structure physics teacher preparation program to help future physics teachers develop these habits.

  9. Research on U.S. physics teacher education

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2014-03-01

    College and university physics departments have long been the primary source of physics-specific education received by the nation's high school physics teachers, who now number nearly 30,000. Since the 1880s, U.S. physicists have set out specific expectations and recommendations for the education of physics teachers, and various methods and programs have been utilized to prepare these teachers. However, relatively little research has been done regarding the effectiveness of the various instructional methods. Only rarely have there been investigations of links between physics teacher education programs, and the learning outcomes of students taught by teachers who were educated in those programs. The available evidence suggests that physics teacher education programs that utilize materials and methods developed and validated through physics education research (PER) have been particularly effective in preparing well-qualified teachers. I will give an up-to-date review of the research in this area, and discuss relevant details of the investigation recently reported by the APS/AAPT/AIP Task Force on Teacher Education in Physics (T-TEP) [D. Meltzer, M. Plisch, and S. Vokos, editors, Transforming the Preparation of Physics Teachers: A Call to Action (APS, College Park, 2012)].

  10. High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    ERIC Educational Resources Information Center

    White, Susan; Tyler, John

    2015-01-01

    This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

  11. Sharing science: characteristics of effective scientist-teacher interactions.

    PubMed

    Pelaez, Nancy J; Gonzalez, Barbara L

    2002-12-01

    Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project's success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.

  12. Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

    ERIC Educational Resources Information Center

    Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

    2017-01-01

    The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

  13. Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading.

    PubMed

    Zucker, Tricia A; Justice, Laura M; Piasta, Shayne B

    2009-10-01

    The frequency with which adults reference print when reading with preschool-age children is associated with growth in children's print knowledge (e.g., L.M. Justice & H.K. Ezell, 2000, 2002). This study examined whether prekindergarten (pre-K) teachers naturally reference print during classroom shared reading and if verbal print references occur at similar rates across different types of books. The relation between frequency of print referencing and quality of teachers' language instruction was also studied. Seventeen pre-K teachers were randomly assigned to a regular reading condition as part of a larger study, and 92 videos of their large-group, shared-reading sessions were analyzed for print-referencing utterances and quality of language instruction. Teachers' verbal print references were compared across texts that were purposefully sampled to include different levels of print salience. Teachers discussed all domains of print studied; however, their rate of print referencing was relatively low. More verbal print references were observed when the teachers read books exhibiting higher amounts of print-salient features. When reading books, there was no apparent relation between teachers' use of print referencing and their quality of language instruction. It is unclear whether this low rate of explicit, verbal print referencing would impact children's print knowledge. Nonetheless, print-salient books appear to offer a natural context for discussions about print. Implications for educational practice are considered.

  14. Primary Teachers' Experience of a Physical Education Professional Development Programme

    ERIC Educational Resources Information Center

    Coulter, Maura; Woods, Catherine B.

    2012-01-01

    Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers' daily experiences. The purpose of the study was to explore primary teachers' experiences of a 6-week physical education professional development programme…

  15. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    ERIC Educational Resources Information Center

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  16. Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kloeppel, Tiffany; Kulinna, Pamela; van der Mars, Han

    2016-01-01

    Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

  17. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  18. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    ERIC Educational Resources Information Center

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  19. Habitual Physical Activity of Classroom Teachers: Does It Relate to Their Conduct of Physical Education Classes?

    ERIC Educational Resources Information Center

    LaMaster, Kathryn; McKenzie, Thom; Marshall, Simon; Sallis, James

    This study used systematic, direct observation of classes over 2 years to investigate whether physical education (PE) teachers' habitual physical activity related to their conduct of PE classes. Participants were 18 fourth and fifth grade classroom teachers employed in a California school district where classroom teachers typically were…

  20. Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kloeppel, Tiffany; Kulinna, Pamela; van der Mars, Han

    2016-01-01

    Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

  1. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  2. Latino/a Bilinguals and Their Teachers Developing a Shared Communicative Space

    ERIC Educational Resources Information Center

    Turner, Erin Elizabeth; Dominguez, Higinio; Empson, Susan; Maldonado, Luz Angelica

    2013-01-01

    In this study, a temporal analysis and the analytical category of intersubjectivity are used to investigate how teachers and Latino/a bilingual students constructed shared communicative spaces in group mathematical discussions in an after school mathematics program in a culturally, linguistically, and economically diverse primary school.…

  3. Teachers Rally around Writing: Shared Leadership Transforms Low-Performing Colorado Elementary

    ERIC Educational Resources Information Center

    Frazee, Dana; Frunzi, Kay; Hein, Heather

    2013-01-01

    To improve the quality of instruction and the achievement of all students, effective school leaders develop capacity, advocate, and create support systems for professional learning. Creating a team of teachers to share leadership, responsibility, and accountability for achieving collective goals is essential. This was the task of a first-time…

  4. Teachers Rally around Writing: Shared Leadership Transforms Low-Performing Colorado Elementary

    ERIC Educational Resources Information Center

    Frazee, Dana; Frunzi, Kay; Hein, Heather

    2013-01-01

    To improve the quality of instruction and the achievement of all students, effective school leaders develop capacity, advocate, and create support systems for professional learning. Creating a team of teachers to share leadership, responsibility, and accountability for achieving collective goals is essential. This was the task of a first-time…

  5. Children with Down Syndrome Sharing Past Personal Event Narratives with Their Teacher Aides: A Pilot Study

    ERIC Educational Resources Information Center

    van Bysterveldt, Anne K.; Westerveld, Marleen F.

    2017-01-01

    Personal narrative ability is crucial for social-emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be…

  6. An Argument Everyone Wins: Shared Learning Unites Teachers across Schools and Grade Levels

    ERIC Educational Resources Information Center

    Goldberg, Lauren; Siegel, Brad; Goldberg, Gravity

    2015-01-01

    The three authors of this article--a K-12 regional director of curriculum, instruction, and assessment responsible for orchestrating professional learning, a high school English teacher who participated in the professional learning, and an independent literacy consultant who supports four districts' professional learning--share their experiences…

  7. Latino/a Bilinguals and Their Teachers Developing a Shared Communicative Space

    ERIC Educational Resources Information Center

    Turner, Erin Elizabeth; Dominguez, Higinio; Empson, Susan; Maldonado, Luz Angelica

    2013-01-01

    In this study, a temporal analysis and the analytical category of intersubjectivity are used to investigate how teachers and Latino/a bilingual students constructed shared communicative spaces in group mathematical discussions in an after school mathematics program in a culturally, linguistically, and economically diverse primary school.…

  8. Exploring Stability and Change in Preschool Teachers' Shared Book Reading Verbal Language Profiles across One Semester

    ERIC Educational Resources Information Center

    Bales, Mary K. Cockburn

    2013-01-01

    This study explored preschool teachers' verbal language profiles during shared book reading sessions. The verbal language profiles were comprised of a combination of instructional and management strategies both at the fall and winter time points. Latent profile and transition analyses were used to explore the profiles identified in the study's…

  9. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  10. Exploring Stability and Change in Preschool Teachers' Shared Book Reading Verbal Language Profiles across One Semester

    ERIC Educational Resources Information Center

    Bales, Mary K. Cockburn

    2013-01-01

    This study explored preschool teachers' verbal language profiles during shared book reading sessions. The verbal language profiles were comprised of a combination of instructional and management strategies both at the fall and winter time points. Latent profile and transition analyses were used to explore the profiles identified in the study's…

  11. Prekindergarten Teachers' Verbal References to Print during Classroom-Based, Large-Group Shared Reading

    ERIC Educational Resources Information Center

    Zucker, Tricia A.; Justice, Laura M.; Piasta, Shayne B.

    2009-01-01

    Purpose: The frequency with which adults reference print when reading with preschool-age children is associated with growth in children's print knowledge (e.g., L.M. Justice & H.K. Ezell, 2000, 2002). This study examined whether prekindergarten (pre-K) teachers naturally reference print during classroom shared reading and if verbal print…

  12. An Argument Everyone Wins: Shared Learning Unites Teachers across Schools and Grade Levels

    ERIC Educational Resources Information Center

    Goldberg, Lauren; Siegel, Brad; Goldberg, Gravity

    2015-01-01

    The three authors of this article--a K-12 regional director of curriculum, instruction, and assessment responsible for orchestrating professional learning, a high school English teacher who participated in the professional learning, and an independent literacy consultant who supports four districts' professional learning--share their experiences…

  13. Residential Solar Power and the Physics Teacher

    NASA Astrophysics Data System (ADS)

    Carpenter, David

    2007-10-01

    The roof of my house sports one of the largest residential photovoltaic arrays in Ohio. It produces all of the electricity for my house and family of four. With state and federal incentives, it cost less to install than the price of a new car. It will pay for itself within the warrantee period. A picture of my house with solar panels is the background on my classroom computer. I am the physics teacher at Hayes High School in Delaware, Ohio. I don't need a formal curriculum. Sooner or later my students start asking questions. They even ask the exact same questions that adults do. The inverter for my PV system sends performance data to my computer. I post this on my website, which takes it into my classroom. This sparks conversation on a whole variety of topics, from sun angles to energy, electricity, technology and climate studies.

  14. Shared Use of Physical Activity Facilities Among North Carolina Faith Communities, 2013

    PubMed Central

    Edwards, Michael B.; Bocarro, Jason N.; Stein, Anna; Kanters, Michael A.; Sherman, Danielle Marie; Rhew, Lori K.; Stallings, Willona Marie; Bowen, Sarah K.

    2017-01-01

    Introduction Shared use of recreational facilities is a promising strategy for increasing access to places for physical activity. Little is known about shared use in faith-based settings. This study examined shared use practices and barriers in faith communities in North Carolina. Methods Faith communities in North Carolina (n = 234) completed an online survey (October–December 2013) designed to provide information about the extent and nature of shared use of recreational facilities. We used binary logistic regression to examine differences between congregations that shared use and those that did not share use. Results Most of the faith communities (82.9%) that completed the survey indicated that they share their facilities with outside individuals and organizations. Formal agreements were more common when faith communities shared indoor spaces such as gymnasiums and classroom meeting spaces than when they shared outdoor spaces such as playgrounds or athletic fields. Faith communities in the wealthiest counties were more likely to share their spaces than were faith communities in poorer counties. Faith communities in counties with the best health rankings were more likely to share facilities than faith communities in counties that had lower health rankings. The most frequently cited reasons faith communities did not share their facilities were that they did not know how to initiate the process of sharing their facilities or that no outside groups had ever asked. Conclusion Most faith communities shared their facilities for physical activity. Research is needed on the relationship between shared use and physical activity levels, including the effect of formalizing shared-use policies. PMID:28152362

  15. Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement

    ERIC Educational Resources Information Center

    Kaderavek, Joan N.; Pentimonti, Jill M.; Justice, Laura M.

    2014-01-01

    This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the teacher-led (group) and caregiver-led (one-on-one) shared book-reading sessions. Sixteen children…

  16. Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement

    ERIC Educational Resources Information Center

    Kaderavek, Joan N.; Pentimonti, Jill M.; Justice, Laura M.

    2014-01-01

    This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the teacher-led (group) and caregiver-led (one-on-one) shared book-reading sessions. Sixteen children…

  17. Communities of Molecules: A Physical Chemistry Module. Teacher's Guide.

    ERIC Educational Resources Information Center

    DeVoe, Howard; Hearle, Robert

    This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The…

  18. Turkish Pre-Service Physics Teachers' Preferred Learning Styles

    ERIC Educational Resources Information Center

    Kandil Ingec, Sebnem

    2015-01-01

    This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

  19. Conceptual Physics for Parents and Teachers. Volume 1: Mechanics.

    ERIC Educational Resources Information Center

    Hewitt, Paul G.

    For a variety of reasons, too many adults--especially parents and teachers--feel inadequate in science, particularly in physics. This book represents an attempt to help parents and elementary school teachers strengthen their conceptual knowledge of physics. Cartoons are used throughout the reading to illustrate and reinforce concepts. This…

  20. Turkish Pre-Service Physics Teachers' Preferred Learning Styles

    ERIC Educational Resources Information Center

    Kandil Ingec, Sebnem

    2015-01-01

    This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

  1. Prospective Physics Teachers' Awareness of Radiation and Radioactivity

    ERIC Educational Resources Information Center

    Tasoglu, Aslihan Kartal; Ates, Özlem; Bakaç, Mustafa

    2015-01-01

    The purpose of this study is to investigate prospective physics teachers' knowledge of and attitude towards radiation and radioactivity. Participants of this study are 56 prospective physics teachers. A questionnaire related with the knowledge about radiation and radiation fear was conducted. The results of this study showed that most of the…

  2. Assessing Quality of Pre-Service Physics Teachers' Written Arguments

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Gürçay, Deniz

    2013-01-01

    Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…

  3. Assessing Subdisciplinary Concept Knowledge of Preservice Physical Education Teachers.

    ERIC Educational Resources Information Center

    Ayers, Suzan F.

    The first step in assessing physical education student teachers' content-related knowledge base is to establish current levels of subdisciplinary knowledge in students and prospective teachers alike. Researchers developed seven multiple-choice tests, based on the National Physical Education Standards Education text, "Concepts of Physical…

  4. Assessing Quality of Pre-Service Physics Teachers' Written Arguments

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Gürçay, Deniz

    2013-01-01

    Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…

  5. Productive Pedagogies and Teachers' Professional Learning in Physical Education

    ERIC Educational Resources Information Center

    Bowes, Margot; Tinning, Richard

    2015-01-01

    This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

  6. Teacher Fidelity to One Physical Education Curricular Model

    ERIC Educational Resources Information Center

    Kloeppel, Tiffany; Kulinna, Pamela Hodges; Stylianou, Michalis; van der Mars, Hans

    2013-01-01

    This study addressed teachers' fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers' fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups.…

  7. Teacher Fidelity to One Physical Education Curricular Model

    ERIC Educational Resources Information Center

    Kloeppel, Tiffany; Kulinna, Pamela Hodges; Stylianou, Michalis; van der Mars, Hans

    2013-01-01

    This study addressed teachers' fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers' fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups.…

  8. The Career Trajectory of Physical Education Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Sum, Raymond Kim Wai; Dimmock, Clive

    2013-01-01

    This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers' career development in Hong Kong brought about by education and curriculum reforms. The specific research question is,…

  9. Teachers' Perspectives on Classroom Management in Elementary Physical Education.

    ERIC Educational Resources Information Center

    Garrahy, Deb; Cothran, Donetta; Kulinna, Pamela Hodges

    This study examined what elementary physical education teachers knew about classroom management, how that knowledge was gained, and how teacher knowledge changed over time. A total of 20 white, male and female physical educators completed individual interviews that examined their personal knowledge base about classroom management. Data analysis…

  10. Conceptual Physics for Parents and Teachers. Volume 1: Mechanics.

    ERIC Educational Resources Information Center

    Hewitt, Paul G.

    For a variety of reasons, too many adults--especially parents and teachers--feel inadequate in science, particularly in physics. This book represents an attempt to help parents and elementary school teachers strengthen their conceptual knowledge of physics. Cartoons are used throughout the reading to illustrate and reinforce concepts. This…

  11. Teacher Explanation of Physics Concepts: a Video Study

    NASA Astrophysics Data System (ADS)

    Geelan, David

    2012-11-01

    Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of analogies, storytelling and references to the history of science, the use of educational technology, and the use of humor. Considerable scope remains for further research into teacher explanations in physics.

  12. American Association of Physics Teachers Annual Report, 2009

    ERIC Educational Resources Information Center

    American Association of Physics Teachers (NJ1), 2009

    2009-01-01

    The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for…

  13. American Association of Physics Teachers Annual Report, 2008

    ERIC Educational Resources Information Center

    American Association of Physics Teachers (NJ1), 2008

    2008-01-01

    The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Aspiring to advance the greater good through physics, AAPT strives to be the leading voice, primary resource, advocate of choice, and driving force in physics education, serving professionals who teach physics…

  14. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    ERIC Educational Resources Information Center

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  15. Physical Education Teacher Educators' Views Regarding the Purpose(s) of School Physical Education

    ERIC Educational Resources Information Center

    McEvoy, Eileen; Heikinaro-Johansson, Pilvikki; MacPhail, Ann

    2017-01-01

    The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth…

  16. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    ERIC Educational Resources Information Center

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  17. Pre-Service Physics Teachers' Views on Designing and Developing Physics Digital Stories

    ERIC Educational Resources Information Center

    Kocakaya, Serhat; Kotluk, Nihat; Karakoyun, Ferit

    2016-01-01

    The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6…

  18. Pedagogical content knowledge and preparation of high school physics teachers

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia

    2010-07-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  19. School Teachers Bullied by Their Students: Teachers' Attributions and How They Share Their Experiences

    ERIC Educational Resources Information Center

    Kauppi, Teemu; Porhola, Maili

    2012-01-01

    Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying; and of how they cope with these experiences, is lacking. Using an Internet survey we examined the attributions made by Finnish elementary and lower…

  20. Teacher Knows Best: Adaptations to District-Adopted Math Program as Shared by Elementary Math Teachers

    ERIC Educational Resources Information Center

    Wallace, Anne Elizabeth

    2012-01-01

    Despite the resources and training provided, teachers make decisions to adapt from the written curriculum throughout their day. Some would argue that the teacher's ability to not only recognize when students are struggling, but to also be able to select adequate instructional strategies to reteach the concept, is their most valuable asset. The…

  1. School Teachers Bullied by Their Students: Teachers' Attributions and How They Share Their Experiences

    ERIC Educational Resources Information Center

    Kauppi, Teemu; Porhola, Maili

    2012-01-01

    Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying; and of how they cope with these experiences, is lacking. Using an Internet survey we examined the attributions made by Finnish elementary and lower…

  2. Perceptions about Teacher Leadership: Do Teacher Leaders and Administrators Share a Common Ground?

    ERIC Educational Resources Information Center

    Uribe-Flórez, Lida J.; Al-Rawashdeh, Amneh; Morales, Sara

    2014-01-01

    In 2010, the Mathematically Connected Communities Leadership Institute for Teachers (MC[superscript 2]-LIFT) started with a vision for preparing teachers to lead the construction of appropriate learning environments in their schools and districts (MC[superscript 2]-Lift Proposal, 2009). During this two-year program, MC[superscript 2]-LIFT prepared…

  3. Introducing Rubrics to Physical Education Teacher Candidates

    ERIC Educational Resources Information Center

    Shaw, Gerard F.

    2014-01-01

    The importance of using rubrics as an assessment tool has been well established. Rubrics communicate to students what is expected of them, scaffold learning, provide feedback to students and teachers concerning the teaching-learning process, and allow teachers and students to self- and peer-assess. They also help teachers evaluate consistently and…

  4. SoTRE's Speak Up: Students Share the Benefits of Teacher Researcher Experiences

    NASA Astrophysics Data System (ADS)

    Eubanks, E.; Allen, S.; Farmer, S.; Jones, K.

    2016-12-01

    Being Students of Teacher Researcher Experiences (SoTRE) gives students special advantages that most students do not get. Teachers Elizabeth Eubanks and Steve Allen share their knowledge gained via partnerships with Teacher Researcher Experiences (TRE's) such as the National Oceanographic and Atmospheric Administration Teacher at Sea program (NOAA- TAS), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships, The Maury Project and Mate. Students gain special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals Eubanks and Allen help students connect with scientists. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, oral presentation, networking and personal research presentation, all tools that they will carry with them for a lifetime.

  5. Childhood ODD and ADHD Behavior: The Effect of Classroom Sharing, Gender, Teacher Gender and Their Interactions.

    PubMed

    de Zeeuw, Eveline L; van Beijsterveldt, Catharina E M; Lubke, Gitta H; Glasner, Tina J; Boomsma, Dorret I

    2015-07-01

    One criterion for a diagnostic and statistical manual of mental disorders (DSM-IV) diagnosis of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) is that symptoms are present in at least two settings, and often teacher ratings are taken into account. The short Conners' Teacher Rating Scales-Revised (CTRS-R) is a widely used standardized instrument measuring ODD and ADHD behavior in a school setting. In the current study CTRS-R data were available for 7, 9 and 12-year-old twins from the Netherlands Twin Register. Measurement invariance (MI) across student gender and teacher gender was established for three of the four scales (Oppositional Behavior, Hyperactivity and ADHD Index) of the CTRS-R. The fourth scale (ATT) showed an unacceptable model fit even without constraints on the data and revision of this scale is recommended. Gene-environment (GxE) interaction models revealed that heritability was larger for children sharing a classroom. There were some gender differences in the heritability of ODD and ADHD behavior and there was a moderating effect of teacher's gender at some of the ages. Taken together, this indicates that there was evidence for GxE interaction for classroom sharing, gender of the student and gender of the teacher.

  6. Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Fletcher, Tim; Mandigo, James; Kosnik, Clare

    2013-01-01

    Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

  7. Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Fletcher, Tim; Mandigo, James; Kosnik, Clare

    2013-01-01

    Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

  8. A study of student perceptions of physics teacher behavior

    NASA Astrophysics Data System (ADS)

    Brekelmans, Mieke; Wubbels, Theo; Créton, Hans

    This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.

  9. Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

    ERIC Educational Resources Information Center

    Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

    2016-01-01

    This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

  10. Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

    NASA Astrophysics Data System (ADS)

    Berry, Ayora

    The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study

  11. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    ERIC Educational Resources Information Center

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  12. Are Grades 10-12 Physical Sciences Teachers Equipped to Teach Physics?

    ERIC Educational Resources Information Center

    Basson, Ilsa; Kriek, Jeanne

    2012-01-01

    South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher behaviour. The purpose of this study was to probe whether teachers could be considered equipped to teach the…

  13. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    ERIC Educational Resources Information Center

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  14. High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    ERIC Educational Resources Information Center

    Tesfaye, Casey Langer; White, Susan

    2014-01-01

    What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

  15. Teacher perceptions of a physical education statewide assessment program.

    PubMed

    Rink, Judith; Jones, Laura; Kirby, Kym; Mitchell, Murray; Doutis, Panayiotis

    2007-06-01

    A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.

  16. Attitude Changes of Specialist Students of Physical Education towards Physical Activity during Teacher-Training Courses.

    ERIC Educational Resources Information Center

    Barrell, G. V.; Holt, D.

    1982-01-01

    A longitudinal investigation of the attitudes towards physical activity of specialist students of physical education was undertaken during a course of training teachers. Significant changes of attitude with time were noted, particularly in the Vertigo and Ascetic dimensions. (Author)

  17. Attitude Changes of Specialist Students of Physical Education towards Physical Activity during Teacher-Training Courses.

    ERIC Educational Resources Information Center

    Barrell, G. V.; Holt, D.

    1982-01-01

    A longitudinal investigation of the attitudes towards physical activity of specialist students of physical education was undertaken during a course of training teachers. Significant changes of attitude with time were noted, particularly in the Vertigo and Ascetic dimensions. (Author)

  18. Sources of Legal Liability among Physical Education Teachers

    ERIC Educational Resources Information Center

    Babalola, Alla Joseph; Alayode, Ajibua Michael

    2012-01-01

    Legal issues in Physical Education are very germane to sport and physical activity development. Consequently, Physical Education teachers should be involved in studying laws that relates to P.E in the course of their professional preparation. It is worth noting that today, people are becoming more aware of their rights under the law. This has…

  19. The Value of Performance in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Johnson, Tyler G.

    2013-01-01

    The current philosophical paradigm in higher education, where theory transcends practice, consigns physical education to the bottom of a hierarchy of educational content (Kretchmar, 2005). Leaders of physical education teacher education programs are left with three difficult choices: (a) accept physical education's lowly position in the…

  20. What Is a Highly Qualified Adapted Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lytle, Rebecca; Lavay, Barry; Rizzo, Terry

    2010-01-01

    This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified"…

  1. Middle School Physical Education Teachers' Perspectives on Overweight Students

    ERIC Educational Resources Information Center

    Doolittle, Sarah A.; Rukavina, Paul B.; Li, Weidong; Manson, Mara; Beale, Angela

    2016-01-01

    Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers' perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school…

  2. What Is a Highly Qualified Adapted Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lytle, Rebecca; Lavay, Barry; Rizzo, Terry

    2010-01-01

    This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified"…

  3. The Potential of the Physical Education Teacher as Play Leader.

    ERIC Educational Resources Information Center

    Jambor, Tom; Hancock, Kevin

    The optimal place to accentuate a sound physical fitness program for children at the elementary level is within a well-designed playground. The playground can offer natural fitness development and within this setting the physical education teacher can be the most influential with all children, not just with those who are physically active and…

  4. Comprehensive School Physical Activity Programs: Characteristics of Trained Teachers

    ERIC Educational Resources Information Center

    Centeio, Erin E.; Erwin, Heather; Castelli, Darla M.

    2014-01-01

    As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the…

  5. History of Physics in Science Teacher Training in Oldenburg.

    ERIC Educational Resources Information Center

    Riess, Falk

    2000-01-01

    Describes the courses in a study program called History of Physics for physics student teachers at Oldenburg University in Germany, some of which are modified from the ordinary physics curriculum with an emphasis on history and philosophy of science. Presents some examples of student achievements and points out the educational relevance. (ASK)

  6. Rural Adapted Physical Education Teacher Preparation Programs: A Pilot Study.

    ERIC Educational Resources Information Center

    Palma, Gloria M.; DePauw, Karen

    1990-01-01

    Among 22 teacher educators of adapted physical education, 10 reported that their institutions offered a degree program in adapted physical education; 4 of these required practical training in rural districts. Eighteen institutions required an undergraduate course in adapted physical education; 12 of these courses contained a rural-oriented…

  7. Psychological reality and the role of the teacher in early-education sharing time

    NASA Astrophysics Data System (ADS)

    Alsafi, Abdullah T.

    1994-01-01

    The study of children's language development has been strongly influenced since the 1950s by linguistic research. How well, however, has the education of young children incorporated the concept of psychological reality, which interrelates the child's perceptual and cognitive development with linguistic and non-linguistic events in his/her environment? In reply to this question, the paper concentrates on"sharing time", known also as"show and tell", which has both affective and cognitive value. Although sharing time is a student-centered activity, the teacher plays a pivotal role in establishing its context, structure and norms. Feedback from the teacher and peers promotes language development, and the growth of curiosity and inquisitiveness. The article is derived from experience in teaching kindergarten teachers to conduct sharing time periods in Saudi Arabia. Practical suggestions are made for the implementation of the activity, in the interests of encouraging spontaneous and personalized language rather than focusing on evaluation of students' competence in the formal aspects of language development.

  8. Affordances of computers in teacher-student interactions: The case of interactive physicsTM

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael

    The study reported here is part of a larger project designed to understand student learning during conversations with their teacher over and about a computer-based Newtonian microworld (Interactive PhysicsTM). At the focus of this report are affordances of the microworld to a teacher who engaged his students in conversations about representations of phenomenal objects and conceptual entities that constitute the microworld. The study shows how the teacher used the context of Interactive PhysicsTM to identify students' ways of seeing and talking science. He then implemented a series of strategies to make forces visible to students. Data are provided to illustrate that students' learning was not local but persistent, so that they used appropriate canonical science talk without teacher support. The conclusion focuses on Interactive PhysicsTM as a tool that does not embed meaning as such, but takes on meaning as part of the specific (scientific) practices in the context of which it was used.This view of science as a discourse helps us to see scientific literacy not as the acquisition of specific facts and procedures or even as the refinement of a mental model, but as a socially and culturally produced way to thinking and knowing, with its own ways of talking, reasoning, and acting; its own norms, beliefs, and values; its own institutions; its shared history; and even its shared mythologies (Roseberry, Warren, & Conant, 1992, p. 65).Received: 2 February 1994; Revised: 8 July 1994;

  9. Physics Teachers' Perceptions of the Difficulty of Teaching Electricity

    ERIC Educational Resources Information Center

    Gunstone, Richard; Mulhall, Pamela; McKittrick, Brian

    2009-01-01

    As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning…

  10. Obstacles Perceived by Physical Education Teachers to Integrating ICT

    ERIC Educational Resources Information Center

    Villalba, Ana; González-Rivera, María Dolores; Díaz-Pulido, Belén

    2017-01-01

    Teachers find difficulties and barriers about integrating technology in the physical education classroom. Therefore, the aim of this study is to analyse the perception of PE teachers regarding obstacles to integrating ICT and its relation with their age. The methodology followed was quantitative and descriptive in nature. The participants were 400…

  11. Primary Student Teachers' Ideas about Teaching a Physics Topic

    ERIC Educational Resources Information Center

    Ahtee, Maija; Johnston, Jane

    2006-01-01

    This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

  12. General Education Teachers and Students with Physical Disabilities: A Revisit

    ERIC Educational Resources Information Center

    Singh, Delar K.; Sakofs, Mitchell

    2006-01-01

    This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban,…

  13. General Education Teachers and Students with Physical Disabilities

    ERIC Educational Resources Information Center

    Singh, Delar K.

    2007-01-01

    This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban,…

  14. Student Teachers' Use of Instructional Choice in Physical Education

    ERIC Educational Resources Information Center

    Xiang, Ping; Gao, Zan; McBride, Ron E.

    2011-01-01

    Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices…

  15. Physics Teachers' Perceptions of the Difficulty of Teaching Electricity

    ERIC Educational Resources Information Center

    Gunstone, Richard; Mulhall, Pamela; McKittrick, Brian

    2009-01-01

    As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning…

  16. Spaces and Physical Education Pre-Service Teachers' Narrative Identities

    ERIC Educational Resources Information Center

    Wrench, Alison

    2017-01-01

    Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers' narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which…

  17. High School Students' Perceptions of Their Physics Teachers in Cyprus

    ERIC Educational Resources Information Center

    Koutsoulis, Michalis; Avraamidou, Lucy

    2010-01-01

    This paper reports findings of a research study that aimed to examine a group of high school students' perceptions of their physics teachers. A secondary goal of the research was to determine whether students focus more on the specific characteristics of the teacher and if they perceive certain characteristics more important than others. The study…

  18. Open Guided Inquiry Laboratory in Physics Teacher Education

    ERIC Educational Resources Information Center

    Nivalainen, Ville; Asikainen, Mervi A.; Hirvonen, Pekka E.

    2013-01-01

    This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing…

  19. Describing Physics Student Teachers' Orientations through Lesson Planning

    ERIC Educational Resources Information Center

    Karal, Isik Saliha

    2017-01-01

    Recent educational reforms realized in teacher education programs (TEPs) and secondary physics syllabus were aimed at placing the learning and teaching approaches in a constructivist framework. For this reason, student teachers in pre-service TEPs are expected to develop orientations adopting student-centred teaching approaches. The purpose of…

  20. PE: It's Just Me: Physically Active and Healthy Teacher Bodies

    ERIC Educational Resources Information Center

    Wrench, Alison; Garrett, Robyne

    2015-01-01

    This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be…

  1. Emotional Intelligence and Self-Efficacy among Physical Education Teachers

    ERIC Educational Resources Information Center

    Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

    2013-01-01

    Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of…

  2. Teacher Explanation of Physics Concepts: A Video Study

    ERIC Educational Resources Information Center

    Geelan, David

    2013-01-01

    Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of…

  3. Skill Levels of Prospective Physics Teachers on Problem Posing

    ERIC Educational Resources Information Center

    Cildir, Sema; Sezen, Nazan

    2011-01-01

    Problem posing is one of the topics which the educators thoroughly accentuate. Problem posing skill is defined as an introvert activity of a student's learning. In this study, skill levels of prospective physics teachers on problem posing were determined and their views on problem posing were evaluated. To this end, prospective teachers were given…

  4. Early Career Experiences of Physical Education Teachers in Urban Schools

    ERIC Educational Resources Information Center

    Flory, Sara B.

    2015-01-01

    The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged…

  5. Emotional Connections and Caring: Ethical Teachers of Physical Education

    ERIC Educational Resources Information Center

    Wrench, Alison; Garrett, Robyne

    2015-01-01

    The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also…

  6. Emotional Intelligence and Self-Efficacy among Physical Education Teachers

    ERIC Educational Resources Information Center

    Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

    2013-01-01

    Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of…

  7. Japanese Physical Education Teachers' Beliefs about Teaching Students with Disabilities

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.; Murata, Nathan M.; Maeda, Julienne K.

    2007-01-01

    The purpose of this study was to describe Japanese physical education (PE) teachers' beliefs about teaching students with disabilities in integrated classes. Participants were five Japanese PE teachers (one women and four men). The research was descriptive and qualitative, using an interviewing method. Data were gathered in interviews, analysed…

  8. Emotional Connections and Caring: Ethical Teachers of Physical Education

    ERIC Educational Resources Information Center

    Wrench, Alison; Garrett, Robyne

    2015-01-01

    The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also…

  9. Emotional Arousal of Beginning Physics Teachers during Extended Experimental Investigations

    ERIC Educational Resources Information Center

    Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant; Henderson, Senka; Roth, Wolff-Michael

    2013-01-01

    Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations…

  10. Pre-Service Physics Teachers' Conceptions of Nature of Science

    ERIC Educational Resources Information Center

    Buaraphan, Khajornsak

    2011-01-01

    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  11. PE: It's Just Me: Physically Active and Healthy Teacher Bodies

    ERIC Educational Resources Information Center

    Wrench, Alison; Garrett, Robyne

    2015-01-01

    This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be…

  12. Teacher Perceptions of a Physical Education Statewide Assessment Program

    ERIC Educational Resources Information Center

    Rink, Judith; Jones, Laura; Kirby, Kym; Mitchell, Murray; Doutis, Panayiotis

    2007-01-01

    A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical…

  13. Early Career Experiences of Physical Education Teachers in Urban Schools

    ERIC Educational Resources Information Center

    Flory, Sara B.

    2015-01-01

    The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged…

  14. Teachers' Experiences with an Adapted Igcse Physics Syllabus in Botswana

    ERIC Educational Resources Information Center

    Koosimile, A.T.

    2005-01-01

    This paper focuses on teachers' experiences with implementing a modified International General Certificate of Secondary Education (IGCSE) physics syllabus in Botswana. The syllabus, characterised by a new organisational and pedagogic paradigm, is a significant shift from the traditional ''teacher-proof'' syllabus to one that is flexible,…

  15. Teacher Explanation of Physics Concepts: A Video Study

    ERIC Educational Resources Information Center

    Geelan, David

    2013-01-01

    Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of…

  16. WE-G-BRA-03: Enhancing Medical Imaging Physics Education on a Global Basis with Shared Resources.

    PubMed

    Sprawls, P

    2012-06-01

    To enhance and enrich medical imaging physics education by first translating personal professional experience into highly-effective educational resources and then sharing with both learners and medical physics educators on a global basis as an open and free resource. Effective medical imaging physics education that contributes to high-quality and safe clinical procedures requires medical physicists and students, anywhere in the world, having access to the science of contemporary imaging methods and procedures in a form that enriches both the teaching and learning activities. This is being achieved in two phases. The first (and continuing) phase is the translation of personal experience as a practicing clinical medical physicist in to a synergistic collection of educational resources including textbooks, online modules, and especially highly- effective visuals that can be used in classroom presentations and small group discussions. It is the availability of these visuals that enhances the performance of medical physicists as teachers who can devote their efforts to guiding the class learning activities and sharing their personal experiences and not be burdened with the production of extensive teaching materials. The second (and overlapping) phase is the development of a model and method for sharing as an open and free resource. This is achieved through a web site developed for that purpose, www.(blinded for review).org. These resources are used to support medical physics educators, programs, and individual learners both in the US and in over 100 different countries with an average of over 1000 users each day. The production and sharing of educational resources by an individual medical physicist complements and extends beyond the programs and activities of institutions and organizations. It is of significant value to learners anywhere in the world because the availability is not limited by costly course enrollment, membership, meeting registration, or geographic

  17. Examination of expert and novice teachers' constructivist-oriented teaching practices using a movement approach to elementary physical education.

    PubMed

    Chen, W; Rovegno, I

    2000-12-01

    The purpose of this study was to describe the characteristics of expert and novice teachers' constructivist-oriented teaching practices while using a movement approach to teach elementary physical education. Three expert and three novice teachers' constructivist-oriented teaching practices (18 lessons, 3 each) were evaluated using the Educational Games Observation Rubric (EGOR), a rubric specifically designed and validated for this study. Data sources included transcripts of two formal interviews with each teacher, transcripts of the 18 videotaped lessons, and coding from the EGOR. The expert teachers were more likely than the novice teachers to facilitate students' self-regulation and critical thinking about movement quality, to link new learning to students' prior knowledge and emerging relevance, and to guide students' social interaction. As with the expert teachers, the novice teachers encouraged students to engage in, elaborate on, and share ideas about movement variety tasks.

  18. A Physical Science Workshop for Elementary School Teachers.

    ERIC Educational Resources Information Center

    D'Amario, James J.; Rodano, Salvatore J.

    1978-01-01

    Describes a physical science workshop for elementary school teachers. Explains the need for and the benefits gained from such workshops where certain topics, experiments and projects are explored. (GA)

  19. Profile of Prospective Physics Teachers on Assessment Literacy

    NASA Astrophysics Data System (ADS)

    Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

    2017-02-01

    A study about assessment literacy of prospective Physics teachers was conducted with the involvement of 45 prospective physics teachers. Data collected by using test consisted of seven competencies. The profile of prospective physics teachers on assessment literacy determined in descriptive statistics, in the form of respondent average values. Research finding shows that prospective physics teachers were weak at all competency areas. The average values of the Choosing assessment methods appropriate for instructional decisions is the highest average values and the average values of the communicating assessment results to students, parents, other lay audiences, and other educators is the lowest average values. In depth study to detect the reason underlined the results was still in progress so far, as another aspect was planned to be administered on the next semester.

  20. Physical Activity during Physical Education Lessons: A Qualitative Investigation of Australian PE Teacher Perceptions

    ERIC Educational Resources Information Center

    Bennie, Andrew; Langan, Edel

    2015-01-01

    School physical education (PE) experiences play a critical role in adolescents' physical activity (PA) levels. Teachers are crucial to students' initial experiences in PA; however, limited research has explored teachers' perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current…

  1. Physical Education Teacher Educator's Attitudes toward and Understanding of Online Physical Education

    ERIC Educational Resources Information Center

    Daum, David Newman

    2012-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 22 states in the US (NASPE, 2006; 2010). Clearly, teachers play important roles in these online educational experiences, so gaining a better understanding of these teachers is critical. The purpose of this study was to examine physical education teacher…

  2. Physical Activity during Physical Education Lessons: A Qualitative Investigation of Australian PE Teacher Perceptions

    ERIC Educational Resources Information Center

    Bennie, Andrew; Langan, Edel

    2015-01-01

    School physical education (PE) experiences play a critical role in adolescents' physical activity (PA) levels. Teachers are crucial to students' initial experiences in PA; however, limited research has explored teachers' perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current…

  3. Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation

    ERIC Educational Resources Information Center

    Mercan, Fatih Caglayan

    2013-01-01

    The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…

  4. National Board Certification for Physical Education Teachers

    ERIC Educational Resources Information Center

    Houston, Jennifer; Kulinna, Pamela Hodges

    2013-01-01

    The mission of the National Board for Professional Teaching Standards (NBPTS) has three parts: (1) to establish high and rigorous standards for what accomplished teachers should know and be able to do; (2) to develop and operate a national, voluntary system to assess and certify teachers who meet these standards; and (3) to advance related…

  5. Novice Physical Education Teachers Learning to Teach

    ERIC Educational Resources Information Center

    Banville, Dominique

    2015-01-01

    Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing…

  6. Novice Physical Education Teachers Learning to Teach

    ERIC Educational Resources Information Center

    Banville, Dominique

    2015-01-01

    Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing…

  7. Evaluation of Pre-Service Teacher Preparation for Achieving the National Standards for Beginning Physical Education Teachers

    ERIC Educational Resources Information Center

    Chen, Weiyun

    2003-01-01

    The aim of this study was to investigate pre-service physical education teachers' self-assessment of their competent levels in achieving the national standards for beginning physical education teachers (National Association for Sport and Physical Education (NASPE), 1995). One hundred seventy-three pre-service teachers in 10 physical education…

  8. Physical and mental workloads in professional dance teachers.

    PubMed

    Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

    2015-03-01

    The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

  9. Teacher Education Physical Education: In Search of a Hybrid Space

    ERIC Educational Resources Information Center

    Lynch, Timothy

    2015-01-01

    It is argued that a learning environment underpinned by a strengths-based collaborative approach between universities and schools offers extended pre-service teacher learning opportunities and subsequently enhanced preparation. The term "hybrid space" describes the ideal environment of shared partnership where knowledge is jointly…

  10. Historical Survey of Research in Physics Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2017-01-01

    There have been efforts to provide specialized preparation for prospective physics teachers for over 100 years, both in the U.S. and elsewhere. However, systematic research investigations of these efforts are much more scarce, particularly in the U.S. I will review some highlights of research in physics teacher preparation reported in the U.S. and in several other countries as early as the 1920s. The more recent investigations (beginning around 1970) reveal a pattern of teacher preparation practices emphasizing multiple, extended experiences in analyzing physical systems-and making and testing hypotheses of experimental outcomes-by developing and reflecting on laboratory-based physics activities that are often subsequently taught (as simulated ``micro-teaching'' or in actual classrooms), all under close guidance and intensive coaching from expert physics-teacher educators. Outcomes reported include improvements in the quality of experiment design (emphasizing student-generated explanations rather than rote procedures), and in ability to communicate, better awareness of physics teachers' pedagogical knowledge, and improved learning gains by the teachers' students on tests of conceptual understanding. Supported in part by NSF DUE #1256333.

  11. Physical education teacher effectiveness in a public health context.

    PubMed

    McKenzie, Thomas L; Lounsbery, Monica A F

    2013-12-01

    The health benefits of physical activity are well documented, and the important role that schools and physical education (PE) can play in reducing sedentary behavior and contributing to population health has been identified. Although effective teaching is ultimately judged by student achievement, a major component of teacher and school effectiveness studies has been student engagement. Thus, in PE, it is important to assess the teaching and learning processes related to expected outcomes, including what students and teachers do and how lessons are delivered. Within a public health context, it is then important to assess how teachers provide students with ample health-enhancing physical activity to help them become physically fit and to learn generalizable movement and behavioral skills designed to promote physical activity and fitness outside of class time. In this article, we emphasize that the future of PE in our nation's schools will depend on the ability of schools to provide programs that are perceived to be of importance to the public; moreover, we believe that the future of PE rests on the effectiveness of PE teachers to operate within a public health context. In addition, we also provide a summary of teacher effectiveness research within a public health context and offer visions for the future assessment and evaluation of PE teacher effectiveness that move beyond the PE lesson to include components of the comprehensive school physical activity model.

  12. From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum

    ERIC Educational Resources Information Center

    Behrstock-Sherratt, Ellen; Bassett, Katherine; Olson, Derek; Jacques, Catherine

    2014-01-01

    For well over a decade, teachers have been recognized as the single most important school-level factor influencing student achievement (Darling-Hammond, 2000; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997). Tremendous public resources…

  13. Social pain and physical pain: shared paths to resilience

    PubMed Central

    Sturgeon, John A; Zautra, Alex J

    2016-01-01

    Although clinical models have traditionally defined pain by its consequences for the behavior and internal states of the sufferer, recent evidence has highlighted the importance of examining pain in the context of the broader social environment. Neuroscience research has highlighted commonalities of neural pathways connecting the experience of physical and social pain, suggesting a substantial overlap between these phenomena. Further, interpersonal ties, support and aspects of the social environment can impair or promote effective adaptation to chronic pain through changes in pain perception, coping and emotional states. The current paper reviews the role of social factors in extant psychological interventions for chronic pain, and discusses how greater attention to these factors may inform future research and clinical care. PMID:26678402

  14. Student teachers' use of instructional choice in physical education.

    PubMed

    Xiang, Ping; Gao, Zan; McBride, Ron E

    2011-09-01

    Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students' motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes.

  15. Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement.

    PubMed

    Dekker, Marielle C; Ziermans, Tim B; Spruijt, Andrea M; Swaab, Hanna

    2017-01-01

    Very little is known about the relative influence of cognitive performance-based executive functioning (EF) measures and behavioral EF ratings in explaining differences in children's school achievement. This study examined the shared and unique influence of these different EF measures on math and spelling outcome for a sample of 84 first and second graders. Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF), and children were tested with computer-based performance tests from the Amsterdam Neuropsychological Tasks (ANT). Mixed-model hierarchical regression analyses, including intelligence level and age, showed that cognitive performance and teacher's ratings of working memory and shifting concurrently explained differences in spelling. However, teacher's behavioral EF ratings did not explain any additional variance in math outcome above cognitive EF performance. Parent's behavioral EF ratings did not add any unique information for either outcome measure. This study provides support for the ecological validity of performance- and teacher rating-based EF measures, and shows that both measures could have a complementary role in identifying EF processes underlying spelling achievement problems. The early identification of strengths and weaknesses of a child's working memory and shifting capabilities, might help teachers to broaden their range of remedial intervention options to optimize school achievement.

  16. Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement

    PubMed Central

    Dekker, Marielle C.; Ziermans, Tim B.; Spruijt, Andrea M.; Swaab, Hanna

    2017-01-01

    Very little is known about the relative influence of cognitive performance-based executive functioning (EF) measures and behavioral EF ratings in explaining differences in children's school achievement. This study examined the shared and unique influence of these different EF measures on math and spelling outcome for a sample of 84 first and second graders. Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF), and children were tested with computer-based performance tests from the Amsterdam Neuropsychological Tasks (ANT). Mixed-model hierarchical regression analyses, including intelligence level and age, showed that cognitive performance and teacher's ratings of working memory and shifting concurrently explained differences in spelling. However, teacher's behavioral EF ratings did not explain any additional variance in math outcome above cognitive EF performance. Parent's behavioral EF ratings did not add any unique information for either outcome measure. This study provides support for the ecological validity of performance- and teacher rating-based EF measures, and shows that both measures could have a complementary role in identifying EF processes underlying spelling achievement problems. The early identification of strengths and weaknesses of a child's working memory and shifting capabilities, might help teachers to broaden their range of remedial intervention options to optimize school achievement. PMID:28194121

  17. "Teacher, Teacher, Tell Us about the Brain!" Sharing Decision Making about Curriculum in Preschool

    ERIC Educational Resources Information Center

    Verwys, Susan K.

    2007-01-01

    In this article, the author presents a discussion regarding the sharing of decision making regarding curriculum in preschool. The preschool where she teaches is housed in a diverse, faith-based elementary school in the heart of Grand Rapids, Michigan, a midsize, midwestern city. It offers full-day, half-day, and two-and-a-half-hour preschool…

  18. "Teacher, Teacher, Tell Us about the Brain!" Sharing Decision Making about Curriculum in Preschool

    ERIC Educational Resources Information Center

    Verwys, Susan K.

    2007-01-01

    In this article, the author presents a discussion regarding the sharing of decision making regarding curriculum in preschool. The preschool where she teaches is housed in a diverse, faith-based elementary school in the heart of Grand Rapids, Michigan, a midsize, midwestern city. It offers full-day, half-day, and two-and-a-half-hour preschool…

  19. Musculoskeletal injuries in physical education versus non-physical education teachers: a prospective study.

    PubMed

    Goossens, Lennert; Vercruysse, Sien; Cardon, Greet; Haerens, Leen; Witvrouw, Erik; De Clercq, Dirk

    2016-01-01

    Physical education (PE) teachers have a physically demanding job, putting them at a considerable risk for musculoskeletal injuries. To structurally develop tailored injury prevention programmes for PE teachers, a clear understanding of the extent, characteristics and underlying factors of their musculoskeletal injuries compared to referents is necessary. Therefore, the current study prospectively followed 103 PE teachers and 58 non-PE teachers, who registered musculoskeletal injuries and time of exposure to sports participation during one school year. Pearson χ(2)-tests and independent samples t-tests determined significant differences between PE and non-PE teachers regarding demographics and variables possibly related to injury occurrence. PE teachers had 1.23 and non-PE teachers 0.78 injuries/teacher/school year. This difference was significantly different after adjustment for hours spent weekly on intracurricular teaching during the career and for injury history during the preceding six months (P = 0.009; OR = 0.511; 95% CI = 0.308-0.846). PE teachers' most affected body parts were the knee and the back. PE teachers had a more extensive injury history (P < 0.001), a higher work- (P < 0.001) and sport index (P < 0.001), practiced more sports (P < 0.002) and taught more extracurricular sports (P = 0.001). Future injury prevention programmes should take account for the great injury history and heavy physical load in PE teachers.

  20. Open Guided Inquiry Laboratory in Physics Teacher Education

    NASA Astrophysics Data System (ADS)

    Nivalainen, Ville; Asikainen, Mervi A.; Hirvonen, Pekka E.

    2013-04-01

    This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing the course, and three pre-service teachers were interviewed four times during the course. The results show that the use of an open guided inquiry environment provides support for pre-service teachers to discover the limits of their understanding of subject matter knowledge, allowing them to construct knowledge in a different kind of environment from any they had possessed previously, and helping them to understand the possibilities of practical work in teaching. In the course of developing their competence in these aspects, pre-service teachers also gain an understanding of various aspects of teachers' knowledge.

  1. Teacher's Helper: Physical Fitness for Handicapped Students.

    ERIC Educational Resources Information Center

    Maryland Association for Health, Physical Education, Recreation, and Dance, Towson.

    The booklet, intended for physical and special educators, and occupational, physical, and recreation therapists, deals with physical fitness for handicapped students. Background information on the importance and attainment of fitness is followed by general principles of physical fitness development (such as overload, progression, specificity, and…

  2. Building Confident Teachers: Preservice Physical Education Teachers' Efficacy Beliefs

    ERIC Educational Resources Information Center

    Hand, Karen E.

    2014-01-01

    Understanding teachers' perceptions of their abilities across a variety of teaching strategies can provide insight for understanding teaching effectiveness and program review. Teaching efficacy reflects the degrees of confidence individuals have in their ability to successfully perform specific teaching proficiencies (Bandura, 1986). Additional…

  3. Analyzing the Relationship of Organizational Trust and Organizational Culture with Knowledge Sharing Behavior in Teachers of Second Intermediate Period

    ERIC Educational Resources Information Center

    Shahhosseini, Sakineh; Nadi, Mohammad Ali

    2015-01-01

    The present paper aims to study the relationship of organizational trust, organizational culture with knowledge sharing behavior among teachers of Second Intermediate Period in the City of Isfahan. Research method was correlation and statistical population included all teachers of Second Intermediate Period of Isfahan in academic year 2013-2014 (N…

  4. The Effect of Teachers' Shared Leadership Perception on Academic Optimism and Organizational Citizenship Behaviour: A Turkish Case

    ERIC Educational Resources Information Center

    Akin Kösterelioglu, Meltem

    2017-01-01

    Purpose: The present study investigates the capability of high school teachers' shared leadership perception to predict the academic optimism and organizational citizenship levels. Research methods: The population of the current descriptive study, which was conducted via screening model, consists of 321 high school teachers working for Amasya…

  5. Analyzing the Relationship of Organizational Trust and Organizational Culture with Knowledge Sharing Behavior in Teachers of Second Intermediate Period

    ERIC Educational Resources Information Center

    Shahhosseini, Sakineh; Nadi, Mohammad Ali

    2015-01-01

    The present paper aims to study the relationship of organizational trust, organizational culture with knowledge sharing behavior among teachers of Second Intermediate Period in the City of Isfahan. Research method was correlation and statistical population included all teachers of Second Intermediate Period of Isfahan in academic year 2013-2014 (N…

  6. An Evaluation of Shared Learning in Educational Programmes of Preparation for Nurse, Midwife and Health Visitor Teachers.

    ERIC Educational Resources Information Center

    Ni Mhaolrunaigh, Siobhan; And Others

    A study evaluated shared learning in educational programs preparing students for employment as nurses, midwives, and health visitor teachers in the United Kingdom. Data were collected from the following: descriptive survey of 17 centers preparing teachers in nursing/midwifery/health visiting (response rate, 12 centers); interviews with course…

  7. The Effect of Teachers' Shared Leadership Perception on Academic Optimism and Organizational Citizenship Behaviour: A Turkish Case

    ERIC Educational Resources Information Center

    Akin Kösterelioglu, Meltem

    2017-01-01

    Purpose: The present study investigates the capability of high school teachers' shared leadership perception to predict the academic optimism and organizational citizenship levels. Research methods: The population of the current descriptive study, which was conducted via screening model, consists of 321 high school teachers working for Amasya…

  8. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  9. The Role of Community Trust and Altruism in Knowledge Sharing: An Investigation of a Virtual Community of Teacher Professionals

    ERIC Educational Resources Information Center

    Chen, Hsiu-Ling; Fan, Hsueh-Liang; Tsai, Chin-Chung

    2014-01-01

    The knowledge sharing process within a virtual community of teacher professionals is viewed as a social exchange process in that the knowledge sharing intention and behavior of individuals are influenced by the exchange relationship among members. However, relatively little research has focused on this approach to exploring the factors that…

  10. Teacher-Led Change in Secondary School Physical Education

    ERIC Educational Resources Information Center

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  11. Teachers' and Students' Preliminary Stages in Physics Problem Solving

    ERIC Educational Resources Information Center

    Mansyur, Jusman

    2015-01-01

    This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…

  12. An Instructional System in Physical Science, Teacher's Guide and Keys.

    ERIC Educational Resources Information Center

    Washington State Univ., Pullman.

    This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

  13. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    ERIC Educational Resources Information Center

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  14. Physical Education Teacher Effectiveness in a Public Health Context

    ERIC Educational Resources Information Center

    McKenzie, Thomas L.; Lounsbery, Monica A. F.

    2013-01-01

    The health benefits of physical activity are well documented, and the important role that schools and physical education (PE) can play in reducing sedentary behavior and contributing to population health has been identified. Although effective teaching is ultimately judged by student achievement, a major component of teacher and school…

  15. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    ERIC Educational Resources Information Center

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

    The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

  16. Telling Physical Education Teacher Education Tales through Pedagogical Case Studies

    ERIC Educational Resources Information Center

    Stolz, Steven A.; Pill, Shane

    2016-01-01

    This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary…

  17. Physical Education Teacher Effectiveness in a Public Health Context

    ERIC Educational Resources Information Center

    McKenzie, Thomas L.; Lounsbery, Monica A. F.

    2013-01-01

    The health benefits of physical activity are well documented, and the important role that schools and physical education (PE) can play in reducing sedentary behavior and contributing to population health has been identified. Although effective teaching is ultimately judged by student achievement, a major component of teacher and school…

  18. Teacher Effectiveness in Physical Education: Profession Vs Discipline.

    ERIC Educational Resources Information Center

    Paese, Paul C.

    This study sought to determine if a professional course of study during teacher preparation in physical education had more influence on teaching effectiveness than a discipline-oriented course of study. The subjects were 41 undergraduates involved in two different physical education programs. The discipline-oriented course contained such subjects…

  19. Telling Physical Education Teacher Education Tales through Pedagogical Case Studies

    ERIC Educational Resources Information Center

    Stolz, Steven A.; Pill, Shane

    2016-01-01

    This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary…

  20. Alternate Conceptions and History of Science in Physics Teacher Education.

    ERIC Educational Resources Information Center

    Sequeira, Manuel; Leite, Laurinda

    1991-01-01

    Authors describe some alternative conceptions held by Portuguese physics students about mechanics and compare students' scientific conceptions with the evolution of historical ideas. Authors contend that teacher knowledge about the history of science can facilitate teaching for conceptual change in physics. (over 20 references) (Authors/PR)

  1. Teacher-Led Change in Secondary School Physical Education

    ERIC Educational Resources Information Center

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  2. Teachers' Conceptualization of Pupil Control in Elementary School Physical Education.

    ERIC Educational Resources Information Center

    Henkel, Steven A.

    1991-01-01

    Describes a framework of techniques teachers used to manage elementary physical education students and foster pupil self-control. Audiotapes and interviews resulted in development of the Physical Education Pupil Control Inventory. Facilitating self-control involved selecting tutorial control techniques, using indirect technique forms, and…

  3. Cyber Physical Systems for User Reliability Measurements in a Sharing Economy Environment

    PubMed Central

    Seo, Aria; Kim, Yeichang

    2017-01-01

    As the sharing economic market grows, the number of users is also increasing but many problems arise in terms of reliability between providers and users in the processing of services. The existing methods provide shared economic systems that judge the reliability of the provider from the viewpoint of the user. In this paper, we have developed a system for establishing mutual trust between providers and users in a shared economic environment to solve existing problems. In order to implement a system that can measure and control users’ situation in a shared economic environment, we analyzed the necessary factors in a cyber physical system (CPS). In addition, a user measurement system based on a CPS structure in a sharing economic environment is implemented through analysis of the factors to consider when constructing a CPS. PMID:28805709

  4. Cyber Physical Systems for User Reliability Measurements in a Sharing Economy Environment.

    PubMed

    Seo, Aria; Jeong, Junho; Kim, Yeichang

    2017-08-13

    As the sharing economic market grows, the number of users is also increasing but many problems arise in terms of reliability between providers and users in the processing of services. The existing methods provide shared economic systems that judge the reliability of the provider from the viewpoint of the user. In this paper, we have developed a system for establishing mutual trust between providers and users in a shared economic environment to solve existing problems. In order to implement a system that can measure and control users' situation in a shared economic environment, we analyzed the necessary factors in a cyber physical system (CPS). In addition, a user measurement system based on a CPS structure in a sharing economic environment is implemented through analysis of the factors to consider when constructing a CPS.

  5. Physical inactivity among older adults across Europe based on the SHARE database.

    PubMed

    Gomes, Marcos; Figueiredo, Daniela; Teixeira, Laetitia; Poveda, Verónica; Paúl, Constança; Santos-Silva, Alice; Costa, Elísio

    2017-01-20

    Regular physical activity is one of the key components of a healthy lifestyle. It is associated with better physical and cognitive functioning in later life and with increased life expectancy. The purpose of this study was to evaluate the prevalence of, and factors related to, physical inactivity among older adults across Europe. In this cross-sectional analysis, we used data from participants aged 55 or older in Wave 4 of the Survey of Health, Ageing, and Retirement in Europe (SHARE) database, a multidisciplinary and cross-national panel database covering health, socioeconomic status, and social and family networks. Individuals included in this study were classified as physically active or physically inactive. Clinical, psychosocial and sociodemographic variables were evaluated for their association with physical inactivity. From the total of 58,489 individuals in SHARE, we selected 19,298 people age 55 or older (mean age 67.8 ± 8.9 years; 11,430 (59.2%) female). The overall prevalence of inactivity among individuals age 55 or older in the 16 included countries was 12.5%. The prevalence of physical inactivity varied between countries, ranging from 4.9% (Sweden) to 29% (Portugal). Increasing age, depression, physical limitations, poor sense of meaning in life, social support and memory loss were significant variables associated with physical inactivity. Physical inactivity can be explained by physical, cognitive and psychological conditions. Interventions aimed at promoting physical activity among older people are needed to address this diversity of factors.

  6. Physical Education Teacher Education in Norway: The Perceptions of Student Teachers

    ERIC Educational Resources Information Center

    Mordal-Moen, Kjersti; Green, Ken

    2014-01-01

    A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to "shake or stir" (Evans et…

  7. Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher

    ERIC Educational Resources Information Center

    Freitas, Isabel M.; Jimenez, Roque; Mellado, Vicente

    2004-01-01

    The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a…

  8. Shared use agreements and leisure time physical activity in North Carolina public schools.

    PubMed

    Carlton, Troy A; Kanters, Michael A; Bocarro, Jason N; Floyd, Myron F; Edwards, Michael B; Suau, Luis J

    2017-02-01

    Although increasing community access to public schools through shared use agreements (SUAs) has been a recommended strategy for promoting physical activity (PA) among national, state and local organizations, empirical evidence examining the efficacy of SUAs is limited. This study examined the degree of usage and production of PA among schools with shared use, and how variation in PA output is related to characteristics of the school, type of activity, facility type, and when activity occurs. Data were collected in 20 schools across North Carolina using System for Observing Play and Recreation in Communities (SOPARC) and Structured Physical Activity Surveys (SPAS) to assess PA in school athletic facilities during out of school time. Findings indicated that although schools had a policy of shared or open use, most facilities were empty during non-school hours. Hierarchal linear regression models also showed that formal programming was positively associated with both use and PA levels. Given the abundance of empty facilities, community groups in need of space to facilitate structured PA programs should pursue avenues of sharing facilities with public schools. Furthermore, to increase the efficacy of shared use, structured physical activity programs may be needed. Future studies are encouraged to further explore the effects of the specific types of shared use programs on PA production as well other aspects of the built environment surrounding schools.

  9. Instructional Liability in Physical Education Teacher Education.

    ERIC Educational Resources Information Center

    Drowatzky, John N.

    A summary is presented of some of the ways that judicial decisions and laws have an impact on higher education and on public education. The sources of legal obligation that impose duties and responsibilities on teachers are discussed. These are: common law, contractual obligations, state laws, and federal laws. The legal definitions are given of…

  10. What Should a Physical Education Teacher Know? An Analysis of Learning Outcomes for Future Physical Education Teachers in Sweden

    ERIC Educational Resources Information Center

    Backman, Erik; Larsson, Håkan

    2016-01-01

    Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological…

  11. What Should a Physical Education Teacher Know? An Analysis of Learning Outcomes for Future Physical Education Teachers in Sweden

    ERIC Educational Resources Information Center

    Backman, Erik; Larsson, Håkan

    2016-01-01

    Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological…

  12. Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development

    ERIC Educational Resources Information Center

    Hazari, Zahra; Cass, Cheryl; Beattie, Carrie

    2015-01-01

    In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…

  13. Pre-Service Physics Teachers' Argumentation in a Model Rocketry Physics Experience

    ERIC Educational Resources Information Center

    Gürel, Cem; Süzük, Erol

    2017-01-01

    This study investigates the quality of argumentation developed by a group of pre-service physics teachers' (PSPT) as an indicator of subject matter knowledge on model rocketry physics. The structure of arguments and scientific credibility model was used as a design framework in the study. The inquiry of model rocketry physics was employed in…

  14. Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development

    ERIC Educational Resources Information Center

    Hazari, Zahra; Cass, Cheryl; Beattie, Carrie

    2015-01-01

    In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…

  15. Improving Teacher Content Knowledge about the Physical Basis of Climate Change

    NASA Astrophysics Data System (ADS)

    Gaboardi, M.

    2009-12-01

    In order for teachers to guide students to a deeper understanding of climate change science, teachers themselves must have a firm comprehension of: - the climate system, - how changes in climate can be measured over time, - how past changes are investigated. Improving teacher content knowledge about the physical basis of climate change, and the sources of paleoclimate data, was the primary focus of the 2009 Florida PROMiSE (Partnership to Rejuvenate and Optimize Mathematics and Science Education in Florida) Climate Change Institute. Our team of four, including two scientists, a district resource teacher, and a practicing classroom teacher, collaborated to create and implement 60 hours of professional development for teachers of grades 4-9. First we determined what primary learning outcome we expected: teachers should be able to unravel a basic multi-proxy paleoclimate record (ice core) and convey that in formation in terms of climate change on earth. We then constructed a concept map containing major concepts teachers would need to interpret their records. During the first week, each day was devoted to a major concept, and included: - stations, at which each group of four teachers openly explored components or misconceptions central to that concept; - a station debrief, during which all groups shared findings and were guided to understand the links between the different stations; - a whole group structured discussion, which helped to crystallize the main concept; - time for teachers to reflect on their own learning. Our district resource teacher and our classroom teacher led the development and instruction of stations; our scientists mainly led structured discussions, though all facilitators participated in all levels of development and implementation. The second week included less structure. Learners worked in groups of of four and were able to handle more complex inquiry. The week culminated in the day-long dissection of model ice cores, presentation of each

  16. Physical Education, Teacher's Guide, Elementary (Grades 1-5).

    ERIC Educational Resources Information Center

    Lefevre, M. D.; And Others

    This is a guide for teachers of physical education in the elementary schools of Vietnam. It consists of the following chapters: (1) Definition and Objectives of P.E. and the Teacher's Role; (2) Organization and Orientation of the P.E. program; (3) Methods for Teaching P.E.; (4) P.E. for grades 1 to 5; (5) P.E. for handicapped children; (6) Sports.…

  17. The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

    2017-02-01

    Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.

  18. Reversing the AAPT Photo Contest: A Physics Teacher Education Activity

    NASA Astrophysics Data System (ADS)

    Hechter, Richard P.

    2016-11-01

    This year while awaiting the arrival of the AAPT High School Physics Photo Contest poster, I developed an idea for my physics teacher education course that used the photo contest in a new context. While using an external source like a photograph to learn physics is not new to physics education, this article describes how we used the foundational idea of the AAPT photo contest as the context to facilitate new lessons and activities for secondary-level students. The blending of photography and physics education can also be done at the high school level and undergraduate level as a creative means for content review and communication of conceptual understanding.

  19. Are Australian Pre-Service Physical Education Teachers Prepared to Teach Inclusive Physical Education?

    ERIC Educational Resources Information Center

    Pedersen, Scott J.; Cooley, Paul D.; Hernandez, Keira

    2014-01-01

    Australian pre-service physical education (PE) teachers must be prepared for the reality of teaching in inclusive classrooms. Past studies have indicated that the amount of academic preparedness can affect pre-service PE teachers' intentions to successfully teach in inclusive settings. The current study measured these intentions in a sample of…

  20. Qualification of physics teachers at the lower secondary school level in Czech Republic and their attitudes towards physics tasks

    NASA Astrophysics Data System (ADS)

    Kříž, Jan; Kubínová, Štěpánka

    2017-01-01

    One of the most important problems of physics teaching at the lower secondary schools in the Czech Republic is the lack of good, or at least qualified, teachers. However, it is the physics teacher at the lower secondary school who fundamentally influences the attitude of pupils towards physics. We present the results of the survey conducted in 2015. The survey showed that more than one third of physics teachers at the lower secondary schools has not passed any kind of physics teachers training program. Moreover we have tested the attitudes of teachers towards the physics tasks.

  1. The Training of Physics Teachers in Cuba: A Historical Approach

    NASA Astrophysics Data System (ADS)

    de Jesús Alamino Ortega, Diego

    The regular, systematic training of physics teachers in Cuba is quite recent when compared to the long history of physics itself. However, its development may serve to illustrate some interesting solutions to a long-standing question: How should a physics teacher be trained in agreement with a certain society at a given moment? In the Cuban context the answer to this question involves quite an original sequence of continuities and breaks, following perhaps the thoughts of Bolívar's teacher, Simón Rodríguez, who wrote in the nineteenth century: "Beware! The mania of slavishly imitating the enlightened nations may well make America in its infancy play the role of an old lady."

  2. Task Force on Teacher Education in Physics: Findings and Recommendations

    NASA Astrophysics Data System (ADS)

    Otero, Valerie

    2010-03-01

    In response to the national crisis in science education, including low performance in high school physical science and a critical shortage of highly qualified physics teachers, a National Task Force was convened to investigate the state of physics education in the United States. The Task Force spent one year collecting data from over 900 universities and conducting site visits at 13 universities that were identified as ``high producers'' of physics teachers. The final report of the Task Force will be published early in 2010 and will highlight the findings and recommendations that resulted from the study. In this presentation, the main findings and recommendations will be presented along with selected case studies that illustrate exemplary practices in physics and education departments.

  3. Physics. Teacher's Guide. Investigations in Natural Science.

    ERIC Educational Resources Information Center

    Renner, John W.; And Others

    Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This teaching guide is designed for use with the 36 physics investigations found in the student manual. These investigations focus on concepts related to:…

  4. 75 Easy Physics Demonstrations. Teacher Book.

    ERIC Educational Resources Information Center

    Kardos, Thomas

    This book is a collection of classroom demonstrations in physics designed to present basic scientific ideas on a concrete level. The topics covered include: physical change and properties of matter; energy waves and energy forms; absorption of heat; radiant energy; vacuum bottles; kinetic molecular theory; states of matter; pressure of air; work…

  5. Physics. Teacher's Guide. Investigations in Natural Science.

    ERIC Educational Resources Information Center

    Renner, John W.; And Others

    Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This teaching guide is designed for use with the 36 physics investigations found in the student manual. These investigations focus on concepts related to:…

  6. 75 Easy Physics Demonstrations. Teacher Book.

    ERIC Educational Resources Information Center

    Kardos, Thomas

    This book is a collection of classroom demonstrations in physics designed to present basic scientific ideas on a concrete level. The topics covered include: physical change and properties of matter; energy waves and energy forms; absorption of heat; radiant energy; vacuum bottles; kinetic molecular theory; states of matter; pressure of air; work…

  7. Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

    PubMed

    Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

    2015-11-25

    Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

  8. PEOPLE IN PHYSICS: Interview with Zulfi Erken, Physics Teacher, Bashkortostan

    NASA Astrophysics Data System (ADS)

    Dobson, Conducted by Ken

    2000-07-01

    Zulfi Erken teaches physics in English at a Russian town between the Volga and the Urals. Here he reveals how his students can overcome difficulties such as insufficient equipment to learn physics in a foreign language and go on to study at universities abroad.

  9. What Can Physics Teachers Learn from Research in Physics Education?

    ERIC Educational Resources Information Center

    Jenkins, Edgar W.

    2000-01-01

    Argues that although findings of the educational research are very valuable in physics education it is not the most important element to improve education. Discusses comparisons of students' academic achievement from an international perspective, students' understanding of scientific concepts, and research and practice in physics education.…

  10. The influence of physics teacher gender on college students' pursuit of careers in the physical sciences

    NASA Astrophysics Data System (ADS)

    Lung, Florin; Potvin, Geoff; Sadler, Philip M.; Sonnert, Gerhard

    2012-03-01

    In science disciplines, students develop career goals based in part on their high school experiences. Science teachers and their personal characteristics are a part of this experience. In the case of physics, teacher gender is believed to modulate the interplay between student's own gender and their gender-related perceptions of physics. Using national data from college students (PRiSE Project, N=7505), we analyze the physics teacher gender effects on the choice of a career in the physical sciences by both male and female students. We examine three sub-samples of the data: students who have not taken any high school physics courses (about 60 percent of the total), those who have taken one physics course (teacher female or male), and those who have taken two physics courses (two female, two male, or one female and one male teacher). A correspondence analysis reveals an exploratory picture of the association between primary and confounding factors. Subsequently, a linear regression on students' physical science career choices is used as a confirmatory analysis of this picture.

  11. Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy

    ERIC Educational Resources Information Center

    Conlin, Luke D.

    2012-01-01

    Collaborative inquiry learning environments, such as "The Tutorials in Physics Sensemaking," are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the…

  12. Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy

    ERIC Educational Resources Information Center

    Conlin, Luke D.

    2012-01-01

    Collaborative inquiry learning environments, such as "The Tutorials in Physics Sensemaking," are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the…

  13. Student Teachers' Understanding and Application of Assessment for Learning during a Physical Education Teacher Education Course

    ERIC Educational Resources Information Center

    Lorente-Catalán, Eloisa; Kirk, David

    2016-01-01

    There is widespread consensus on the need for assessment for learning (AfL) in both university courses and school programmes. Given the prevalence of traditional practices in school physical education where assessment is basic or non-existent, we might ask whether AfL is present in physical education teacher education (PETE) courses. Where it is,…

  14. Student Teachers' Understanding and Application of Assessment for Learning during a Physical Education Teacher Education Course

    ERIC Educational Resources Information Center

    Lorente-Catalán, Eloisa; Kirk, David

    2016-01-01

    There is widespread consensus on the need for assessment for learning (AfL) in both university courses and school programmes. Given the prevalence of traditional practices in school physical education where assessment is basic or non-existent, we might ask whether AfL is present in physical education teacher education (PETE) courses. Where it is,…

  15. Mainstreaming in Physical Education: Teacher Strategies.

    ERIC Educational Resources Information Center

    Windham, Geraldine M.; And Others

    1980-01-01

    The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)

  16. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    ERIC Educational Resources Information Center

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

  17. The New Explorers teacher`s guide: Rock and roll physics

    SciTech Connect

    1997-09-01

    This New Explorers Teacher Guide has been designed to accompany the Rock and Roll Physics episode. It has been designed by a team of junior high science teachers, physics teachers and physicists to be used with junior high students. In some cases it may be useful for physics students in high school. The activities included in this Guide are focused on what physicists call Mechanics and make use of everyday experiences to assist the teaching. The field trips that are suggested at the end of the book are an adaptation of the Great America Physics Day that was started by the two stars of this episode. In the Chicago area very large numbers of physics students and their teachers converge on this amusement park and have a day of taking rides and applying physics. At the beginning of the field trip section one will find a time line and planning list which will be very valuable for the planning of a field trip to either an amusement park or a local park. The next section gives the background necessary to create a device for measuring the height of objects that one cannot approach and another type of vertical accelerometer. The background for a teacher for the field trip is included as are copies of student pages for the field trip itself. Also included in the field trip are some questions and studies that can be applied to ordinary playlots that are found all around the country. Teachers are even encouraged to have their students spend one day in a nearby playlot learning about the physics of these simpler rides before designing a field trip to a more sophisticated site. It is definitely possible to have the whole field trip be at the playlot and areas around the school. Physics is all around us and does not require difficult and expensive field trips to be effective.

  18. Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Yilmaz, Idris

    2013-01-01

    The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

  19. Teacher Educators' Perspectives on the Implementation of Beginning Teacher Standards for Physical Education in Ireland: Developing and Regulating the Profession?

    ERIC Educational Resources Information Center

    Chróinín, Déirdre Ní; O'Sullivan, Mary; Tormey, Roland

    2013-01-01

    The physical education teacher education community in Ireland has developed Beginning Teacher Standards for Physical Education (BTSfPE) at the post-primary (secondary) level. This study explored teacher educators' perspectives on how the BTSfPE could be implemented and considered the possible impact on the profession within the discourses of…

  20. Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Yilmaz, Idris

    2013-01-01

    The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

  1. Influence of a Physical Education Teacher's Disability on Middle School Pupils' Learning and Perceptions of Teacher Competence

    ERIC Educational Resources Information Center

    Bryant, Lance G.; Curtner-Smith, Matthew D.

    2009-01-01

    Limited research has investigated the problems encountered by physical education teachers who have disabilities and instruct able-bodied pupils. The purpose of this study was to examine the influence of a physical education teacher's disability on middle school pupils' perceptions of the teacher's competence and their learning. Participants were…

  2. Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

    NASA Astrophysics Data System (ADS)

    Close, Eleanor; Vokos, S.; Seeley, L.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

  3. GalileoMobile, sharing astronomy with students and teachers around the world

    NASA Astrophysics Data System (ADS)

    Benitez-Herrera, S.; GalileoMobile Team

    2017-03-01

    GalileoMobile is a non-profit itinerant science outreach initiative that brings Astronomy closer to young people in areas with little or no access to outreach programs. We perform astronomy-related activities in schools and communities we visit and encourage follow-up activities through teacher training workshops and the donation of telescopes and other educational resources. GalileoMobile is an unprecedented initiative promoting science knowledge and the interaction beyond borders through Astronomy while raising awareness for the diversity of human cultures, conveying the message of unity under the same sky. We take advantage of the local astronomical culture of the visited communities to establish a dialogue between different ways of understanding the world and to share different types of knowledge (historic, scientific, anthropological...), encouraging a process of mutual learning. GalileoMobile is composed of 15 volunteer team members and more than 40 collaborators from different countries. Since its creation in 2008, we have organised expeditions in Chile, Bolivia and Peru (2009), Bolivia (2012), India (2012) and Uganda (2013), Brazil and Bolivia (2014), Colombia (2014) and extended actions in Portugal (2012, 2013), Nepal (2013), Guatemala (2013), Dominican Republic (2013), the United States (2013) and Haiti (2014). Our initiative for 2015, Constellation (www.constellationproject.org), aimed to establish a South American network of schools committed to the long-term organisation of astronomical outreach activities amongst their pupils and local communities. This project was supported by the Cosmic Light Project of the International Astronomical Union (IAU) and partially funded by the Office for Astronomy Development. In total, we have reached over 15,000 students; 1,400 teachers and 6,000 people in different communities over the past eight years. Our efforts and activities have been shared with the public in over 80 conferences and talks, including a TEDx talk

  4. Conceptual Integration of Chemical Equilibrium by Prospective Physical Sciences Teachers

    ERIC Educational Resources Information Center

    Ganaras, Kostas; Dumon, Alain; Larcher, Claudine

    2008-01-01

    This article describes an empirical study concerning the mastering of the chemical equilibrium concept by prospective physical sciences teachers. The main objective was to check whether the concept of chemical equilibrium had become an integrating and unifying concept for them, that is to say an operational and functional knowledge to explain and…

  5. Using Social Media within Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Kinchin, Gary D.; Bryant, Lance G.

    2015-01-01

    This article reports on a project investigating the use of social media within physical education teacher education (PETE). It specifically describes how a professional Facebook group was set up and used by PETE students in one university in England and another in the United States. The article outlines some of the professional topics the…

  6. Physical Education Teachers' Self-Reported Communication of Content Relevance

    ERIC Educational Resources Information Center

    Webster, Collin A.; Villora, Sixto Gonzalez; Harvey, Rachel

    2012-01-01

    Communicating how class content can satisfy students' personal interests and goals--referred to as content relevance--is an important teaching behavior that has been linked to numerous indices of student success in school. However, no known studies have examined teachers' communication of content relevance in K-12 physical education. The purpose…

  7. Physics Lab Experiments and Correlated Computer Aids. Teacher Edition.

    ERIC Educational Resources Information Center

    Gottlieb, Herbert H.

    Forty-nine physics experiments are included in the teacher's edition of this laboratory manual. Suggestions are given in margins for preparing apparatus, organizing students, and anticipating difficulties likely to be encountered. Sample data, graphs, calculations, and sample answers to leading questions are also given for each experiment. It is…

  8. Prospective Physical Education Teachers' Attitudes Toward Teaching Students with Disabilities.

    ERIC Educational Resources Information Center

    Hodge, Samuel R.

    1998-01-01

    Investigated the attitudes of prospective physical education (PE) teachers toward teaching students with disabilities, before and after matriculation in introductory adapted PE (APE) courses and with and without practicum experiences. Surveys of students from seven universities nationwide indicated that participation in APE courses, with or…

  9. Project Physics Teacher Guide 2, Motion in the Heavens.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    Teaching procedures of Project Physics Unit 2 are presented to help teachers make effective use of learning materials. The unit contents are discussed in connection with teaching aid perspectives, multi-media schedules, schedule blocks, and resource charts. Analyses are made for transparencies, 16mm films, and reader articles. Included is…

  10. Pre-service physics teachers' understanding level about electric flux

    NASA Astrophysics Data System (ADS)

    Dinçer, Tuǧbanur; Özcan, Özgür

    2017-02-01

    In order to get some information about students' knowledge structure regarding to a particular concept, the examination of understanding level is an important issue. This qualitative study investigates the understanding level of pre-service physics teachers about the subject of electric flux. 21 pre-service physics teachers, who have already taken the electric and magnetism course I, participated in the study. Semi-structured interviews were conducted with the participants. The collected data were analyzed by using the content analysis method and the understanding level of the participants about the electric flux was revealed. According to the results the pre-service physics teachers' understanding levels were determined as; two participants were in "Sound Understanding", one participant was in "Partial Understanding", 10 participants were in "Partial Understanding with Specific Alternative Conception" levels. Additionally, three participants' understanding level was determined as "No Understanding" level, because of their incorrect, irrelevant or unclear responses toward the questions. On the other hand, five participants had also some alternative conceptions about the subject of electric flux. The alternative conceptions that the pre-service physics teachers had, were mostly about the relationship between the surface and electric flux.

  11. Using Social Media within Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Kinchin, Gary D.; Bryant, Lance G.

    2015-01-01

    This article reports on a project investigating the use of social media within physical education teacher education (PETE). It specifically describes how a professional Facebook group was set up and used by PETE students in one university in England and another in the United States. The article outlines some of the professional topics the…

  12. Project Physics Teacher Guide 3, The Triumph of Mechanics.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    Teaching procedures of Project Physics Unit 3 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid perspective, multi-media schedules, schedule blocks, and resource charts. Brief analyses are made for transparencies, 16mm films, and reader articles. Included is…

  13. Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

    ERIC Educational Resources Information Center

    Johnson, Tyler G.

    2015-01-01

    The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of…

  14. Prospective Physical Education Teachers' Attitudes Toward Teaching Students with Disabilities.

    ERIC Educational Resources Information Center

    Hodge, Samuel R.

    1998-01-01

    Investigated the attitudes of prospective physical education (PE) teachers toward teaching students with disabilities, before and after matriculation in introductory adapted PE (APE) courses and with and without practicum experiences. Surveys of students from seven universities nationwide indicated that participation in APE courses, with or…

  15. High School Physical Education Teacher Perceptions of Block Scheduling

    ERIC Educational Resources Information Center

    Rikard, G. Linda; Banville, Dominique

    2005-01-01

    In recent years, the blocked class schedule has replaced the shorter traditional schedule in high schools throughout the United States. In order to study this change, these researchers examined physical education teacher perceptions of their experience teaching on a block schedule compared to the traditional schedule. The views of fifteen physical…

  16. Conceptual Integration of Chemical Equilibrium by Prospective Physical Sciences Teachers

    ERIC Educational Resources Information Center

    Ganaras, Kostas; Dumon, Alain; Larcher, Claudine

    2008-01-01

    This article describes an empirical study concerning the mastering of the chemical equilibrium concept by prospective physical sciences teachers. The main objective was to check whether the concept of chemical equilibrium had become an integrating and unifying concept for them, that is to say an operational and functional knowledge to explain and…

  17. Physical Education Studies (Years 9 & 10): Teachers Guide.

    ERIC Educational Resources Information Center

    Tasmanian Education Dept., Hobart (Australia).

    This guide provides an outline of possible course content for a 2-year physical education studies program during years 9 and 10. Teachers will need to supplement the ideas and materials presented in the guide with ideas and information of their own, using the guide as a starting point and resource for developing their own programs. Most of the…

  18. Standards for Teachers of Students with Physical and Health Disabilities

    ERIC Educational Resources Information Center

    Baldwin, Joni L.

    2007-01-01

    The Council for Exceptional Children (CEC) has been involved in the development of standards for teachers of students with exceptional learning needs since 1922. These standards drive the curriculum of institutions of higher education and state licensing requirements. The Division for Physical and Health Disabilities assisted in developing…

  19. Physical Education Studies (Years 9 & 10): Teachers Guide.

    ERIC Educational Resources Information Center

    Tasmanian Education Dept., Hobart (Australia).

    This guide provides an outline of possible course content for a 2-year physical education studies program during years 9 and 10. Teachers will need to supplement the ideas and materials presented in the guide with ideas and information of their own, using the guide as a starting point and resource for developing their own programs. Most of the…

  20. Creating Confident, Motivated Teachers of Physical Education in Primary Schools

    ERIC Educational Resources Information Center

    Petrie, Kirsten

    2010-01-01

    This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service…

  1. Curriculum Alignment: A View from Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Bulger, Sean M.; Housner, Lynn D.; Lee, Amelia M.

    2008-01-01

    Kinesiological studies, broadly defined as the subdisciplines of human movement, have been prominent in the evolution of the profession and have been included in the national standards for both K-12 physical education and beginning and advanced teachers. Therefore, kinesiological studies should contribute substantively to the preparation of…

  2. Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

    ERIC Educational Resources Information Center

    Johnson, Tyler G.

    2015-01-01

    The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of…

  3. Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.

    2016-01-01

    The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

  4. Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.

    2016-01-01

    The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

  5. Project Physics Teacher Guide 5, Models of the Atom.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    Teaching procedures of Project Physics Unit 5 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

  6. The Value Profile of Physical Education Teachers in Taiwan, ROC

    ERIC Educational Resources Information Center

    Liu, Hsien-Yung; Silverman, Stephen

    2006-01-01

    The purpose of this study was to ascertain the educational value orientations of physical education teachers in Taiwan, and the relationships of gender, teaching experience, grade level, and the locations in which they work. Value orientations were measured with the Value Orientation Inventory-2, which was translated into complicated Chinese for…

  7. Project Physics Teacher Guide 4, Light and Electromagnetism.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    Teaching procedures of Project Physics Unit 4 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resources charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

  8. Relationship between Teacher Fidelity and Physical Education Student Outcomes

    ERIC Educational Resources Information Center

    Loflin, Jerry W.

    2015-01-01

    To evaluate the influence of scientifically based curricula intended for the physical education (PE) classroom, researchers should consider fidelity, or the extent to which teachers who are implementing a PE curricular intervention adhere to the model of curriculum and instruction inherent in the research design. The purpose of this study was to…

  9. Man and His Physical Environment: Teacher's Manual.

    ERIC Educational Resources Information Center

    Mank, Evans R.

    Building upon Course I, this teaching guide for the first of four units of Course II introduces the secondary student to geographic concepts and generalizations of the physical world to which man has related over time. All units of the second course emphasize the process of development whereby man, coping with given conditions in his physical…

  10. Physical Education Teacher Education: Creating a Foundation to Increase the Status of Physical Education in Schools

    ERIC Educational Resources Information Center

    Richardson, Karen Pagnano

    2011-01-01

    Physical education teacher education (PETE) programs have contributed to the marginalization of physical education in three significant ways. First, the nature of content knowledge is contested. Is content knowledge disciplinary knowledge, or is movement the content knowledge of our field? Second, PETE has failed to produce a critical mass of K-12…

  11. Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

    ERIC Educational Resources Information Center

    Yilmaz, Aynur; Esenturk, Oguz Kaan; Demir, Gonul Tekkursun; Ilhan, Ekrem Levent

    2017-01-01

    It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the…

  12. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    ERIC Educational Resources Information Center

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  13. Definitions of Physical Concepts: A Study of Physics Teachers' Knowledge and Views. Research Report

    ERIC Educational Resources Information Center

    Galili, Igal; Lehavi, Yaron

    2006-01-01

    A study was made of the ability of a population of high-school physics teachers to define physics concepts and of their views regarding the importance of such definitions. It was found possible to arrange the definitions accumulated in categories, and the classification so obtained was consonant with that of the philosophy of science. Although the…

  14. The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Johnson, Tyler G.

    2012-01-01

    Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

  15. Physics for Teachers: Understanding Physics: David Cassidy, Gerald Holton, & James Rutherford

    NASA Astrophysics Data System (ADS)

    Hubisz, John L.

    2009-11-01

    Physics for Teachers: Understanding Physics, by David Cassidy, Gerald Holton, & James Rutherford and published by Springer Verlag, New York, NY 10010 (2002), pp. xxiii + 851 80.00 hardback. ISBN 0-387-98756-8. Student Guide & Instructor Guide are also available. The text and Instructor Guide are available online at http://www.dcassidybooks.com/up.html

  16. Teacher Feedback and Interactions in Physical Education: Effects of Student Gender and Physical Activities

    ERIC Educational Resources Information Center

    Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn

    2007-01-01

    Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

  17. The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Johnson, Tyler G.

    2012-01-01

    Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

  18. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    ERIC Educational Resources Information Center

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  19. Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

    ERIC Educational Resources Information Center

    Freak, Annette; Miller, Judith

    2017-01-01

    Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

  20. Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

    ERIC Educational Resources Information Center

    Freak, Annette; Miller, Judith

    2017-01-01

    Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

  1. Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

    ERIC Educational Resources Information Center

    Derry, Julie A.; Phillips, D. Allen

    2004-01-01

    The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

  2. Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

    ERIC Educational Resources Information Center

    Derry, Julie A.; Phillips, D. Allen

    2004-01-01

    The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

  3. Physical Education Teachers: How Do I Sue Thee? Oh, Let Me Count the Ways!

    ERIC Educational Resources Information Center

    Henderson, Donald H.

    1985-01-01

    Physical education teachers face increased risks of tort liablity suits because athletic events tend to be dangerous due to physical contact. Areas that are most vulnerable to tort liablity cases of teacher negligence are discussed. (DF)

  4. Becoming a Health and Physical Education (HPE) Teacher: Student Teacher "Performances" in the Physical Education Subject Department Office

    ERIC Educational Resources Information Center

    Rossi, Tony; Sirna, Karen; Tinning, Richard

    2008-01-01

    This study considered how physical education teacher education students "perform" their "selves" within subject department offices during the practicum or "teaching practice". The research was framed by a conceptual framework informed by the work of Goffman on "performance" and "front". The findings revealed three common performances across the…

  5. Physical Education Teacher Education on the Education Market--Who's Defining What Physical Education Teachers Need to Know?

    ERIC Educational Resources Information Center

    Karhus, Svein

    2010-01-01

    Background: A major consequence of the neo-liberal ideology underpinning recent reforms in higher education in the Western world has been the significant increase in the competitiveness of institutions to recruit students in the marketplace of education and to keep them. Accordingly bachelor degrees relating to physical education teacher education…

  6. Becoming a Health and Physical Education (HPE) Teacher: Student Teacher "Performances" in the Physical Education Subject Department Office

    ERIC Educational Resources Information Center

    Rossi, Tony; Sirna, Karen; Tinning, Richard

    2008-01-01

    This study considered how physical education teacher education students "perform" their "selves" within subject department offices during the practicum or "teaching practice". The research was framed by a conceptual framework informed by the work of Goffman on "performance" and "front". The findings revealed three common performances across the…

  7. Shared Services for Rural and Small Schools.

    ERIC Educational Resources Information Center

    Hanuske, Sarah

    As school populations decline and costs rise due to inflation, rural and small schools are turning to shared services in order to keep community schools open, meet federal mandates, and improve educational opportunities. Sharing ventures may be for limited purposes, such as sharing a physics teacher or having a joint drama production, or for more…

  8. GalileoMobile, sharing astronomy with students and teachers around the world

    NASA Astrophysics Data System (ADS)

    Benitez-Herrera, Sandra; Spinelli, Patricia F.

    2016-10-01

    GalileoMobile is a non-profit, itinerant, science outreach initiative that brings Astronomy closer to young people in areas with little or no access to outreach programs. We perform astronomy-related activities in schools and communities we visit and encourage follow-up activities through teacher training workshops and the donation of telescopes and other educational resources. GalileoMobile also extends its impact to a worldwide audience through deliverable products. Our work is shared worldwide through the production of documentaries, books and a wide range of Internet resources (OfficialWebsite - www.galileo-mobile.org - and Blog, Facebook page, Google+,Twitter, Youtube and Vimeo). GalileoMobile is an unprecedented initiative promoting science knowledge and the interaction beyond borders through Astronomy while raising awareness for the diversity of human cultures, conveying the message of ``unity under the same sky''. We take advantage of the local astronomical culture of the visited communities to establish a dialogue between different ways of understanding the world and to share different types of knowledge (historic, scientific, anthropological . . .), encouraging a process of mutual learning.

  9. RESEARCH REPORT: Definitions of Physical Concepts: A study of physics teachers' knowledge and views

    NASA Astrophysics Data System (ADS)

    Galili, Igal; Lehavi, Yaron

    2006-04-01

    A study was made of the ability of a population of high-school physics teachers to define physics concepts and of their views regarding the importance of such definitions. It was found possible to arrange the definitions accumulated in categories, and the classification so obtained was consonant with that of the philosophy of science. Although the subjects of this study were experienced teachers, the definitions they supplied exhibited shortcomings. Despite this, however, the teachers attached great importance to a knowledge of concept definitions. The implications of these findings in connection with the ongoing debate regarding the importance of concept definitions in science education are discussed. The high educational value of concept definitions is argued and a deficiency in this knowledge points to the shortcoming in teacher training.

  10. Physical activity in physical education: teacher or technology effects.

    PubMed

    Grissom, Traci; Ward, Phillip; Martin, Beth; Leenders, Nicole Y J M

    2005-01-01

    This study assessed if wearing a heart rate monitor influenced student activity levels in elementary physical education. Data were analyzed for 4 students using an alternating treatment design to assess differential effects between accelerometer activity counts obtained from students when wearing the heart rate monitor and when they were not wearing the monitor. Results show that (a) there was no difference in activity counts between the 2 conditions, (b) boys had higher means than girls, and (c) the variance between more and less active boys was greater than the variance among the girls.

  11. Swinxsbee: A Shared Interactive Play Object to Stimulate Children's Social Play Behaviour and Physical Exercise

    NASA Astrophysics Data System (ADS)

    Jansen, Martijn; Bekker, Tilde

    This paper describes a study on the influence of personal and shared play objects on the amount of social interaction. The study makes use of Swinxs, a commercially available game console that uses the strength of digital games to facilitate physically active games that can be played indoor or outdoor. A Frisbee-like object called Swinxsbee has been designed to support new game possibilities for Swinxs and stimulate social interaction. The results of a user evaluation show that children playing with shared objects engage in more social interaction than children playing with personal objects. Furthermore we observed that when games require much physical activity, this might have a negative influence on the level of social interaction, while games demanding creativity might have a positive influence.

  12. The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Spittle, Sharna; Spittle, Michael

    2014-01-01

    This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

  13. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    ERIC Educational Resources Information Center

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  14. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    ERIC Educational Resources Information Center

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  15. Rockets: Physical science teacher's guide with activities

    NASA Technical Reports Server (NTRS)

    Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

    1993-01-01

    This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

  16. Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

    ERIC Educational Resources Information Center

    Mäntylä, T.; Nousiainen, M.

    2014-01-01

    In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

  17. Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

    ERIC Educational Resources Information Center

    Mäntylä, T.; Nousiainen, M.

    2014-01-01

    In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

  18. Is Special Training Needed to Teach "Physics For Elementary Teachers"?

    NASA Astrophysics Data System (ADS)

    Zitzewitz, Paul W.; Devlin, J. F.; Savage, R. M.; Swift, C. M.

    2006-12-01

    A group of 16 physics teachers spent five days in San Diego in the summer of 2004 learning about the newly developed Physics for Elementary Teachers (PET) curriculum. A large fraction of the time was spent honing skills in teaching this inquiry-based curriculum. How necessary is specialized training such as this week-long session to successfully teaching the PET curriculum? At the University of Michigan-Dearborn the PET curriculum is taught to five sections of 24 students each. Two sections are taught in the fall and winter terms, one section in the summer term. Between January 2005 and December 2006 ten sections were taught, five by PWZ who received the training, the remainder by the other authors of this poster. JFD had previously taught inquiry-based physics courses based on Powerful Ideas in Physical Science, CMS had previously taught inquiry-based courses in space/earth science. RMS is a high school teacher. All instructors made use of the text, video, and web-based resources supplied by the PET development team. There was also communication between instructors teaching different sections in the same term about daily progress and problems. There was, however, no program of class visitations or other means of coordinating teaching techniques. Comparisons of scores on diagnostic exams and student evaluations show that student learning and satisfaction with the course was not significantly different among the various instructors. We conclude that specialized training is not needed for a successful implementation of the PET curriculum.

  19. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    NASA Astrophysics Data System (ADS)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  20. A Qualitative Examination of Teacher-Student Power-Sharing in Chinese Classrooms: A Study in Hong Kong

    ERIC Educational Resources Information Center

    Wong, Mei-Yee

    2015-01-01

    This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People's Republic of China. Findings from 58 class observations…

  1. Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines

    ERIC Educational Resources Information Center

    Hall-Kenyon, Kendra M.; Smith, Leigh K.

    2013-01-01

    The aim of this self-study was to critically consider the authors' individual thinking and practices as they worked toward a shared understanding of connecting science and literacy during instruction. As teacher educators from different disciplines, this work required them to carefully and recurrently examine their individual understandings of the…

  2. Negotiating Co-Existence in Divided Societies: Teachers, Students and Parents' Perspectives at a Shared School in Cyprus

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2010-01-01

    This article describes a study conducted at a shared secondary school in Cyprus - that is, a school which co-educates children coming from two conflicting ethnic communities on the island. The study focuses on teachers', students' and parents' perspectives about the struggles to negotiate co-existence in this school. Drawing on a three-month…

  3. A Qualitative Examination of Teacher-Student Power-Sharing in Chinese Classrooms: A Study in Hong Kong

    ERIC Educational Resources Information Center

    Wong, Mei-Yee

    2015-01-01

    This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People's Republic of China. Findings from 58 class observations…

  4. Barriers to success: physical separation optimizes event-file retrieval in shared workspaces.

    PubMed

    Klempova, Bibiana; Liepelt, Roman

    2017-07-08

    Sharing tasks with other persons can simplify our work and life, but seeing and hearing other people's actions may also be very distracting. The joint Simon effect (JSE) is a standard measure of referential response coding when two persons share a Simon task. Sequential modulations of the joint Simon effect (smJSE) are interpreted as a measure of event-file processing containing stimulus information, response information and information about the just relevant control-state active in a given social situation. This study tested effects of physical (Experiment 1) and virtual (Experiment 2) separation of shared workspaces on referential coding and event-file processing using a joint Simon task. In Experiment 1, participants performed this task in individual (go-nogo), joint and standard Simon task conditions with and without a transparent curtain (physical separation) placed along the imagined vertical midline of the monitor. In Experiment 2, participants performed the same tasks with and without receiving background music (virtual separation). For response times, physical separation enhanced event-file retrieval indicated by an enlarged smJSE in the joint Simon task with curtain than without curtain (Experiment1), but did not change referential response coding. In line with this, we also found evidence for enhanced event-file processing through physical separation in the joint Simon task for error rates. Virtual separation did neither impact event-file processing, nor referential coding, but generally slowed down response times in the joint Simon task. For errors, virtual separation hampered event-file processing in the joint Simon task. For the cognitively more demanding standard two-choice Simon task, we found music to have a degrading effect on event-file retrieval for response times. Our findings suggest that adding a physical separation optimizes event-file processing in shared workspaces, while music seems to lead to a more relaxed task processing mode under

  5. Preservice Generalist Teachers Enlightened Approach to Teaching Physical Education through Teacher Biography

    ERIC Educational Resources Information Center

    Haynes, John E.; Miller, Judith A.; Varea, Valeria

    2016-01-01

    This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers' (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from…

  6. Pre-Service Teacher Perspectives of Case-Based Learning in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Hemphill, Michael A.; Richards, K. Andrew R.; Gaudreault, Karen Lux; Templin, Thomas J.

    2015-01-01

    Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students' cognitive growth…

  7. Being a Competent Athlete or a Competent Teacher? Aesthetic Experiences in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Maivorsdotter, Ninitha; Lundvall, Suzanne; Quennerstedt, Mikael

    2014-01-01

    The aim of this study was to explore physical education teacher education students' meaning-making of participating in lessons--in this case gymnastics and basketball--based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was…

  8. Being a Competent Athlete or a Competent Teacher? Aesthetic Experiences in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Maivorsdotter, Ninitha; Lundvall, Suzanne; Quennerstedt, Mikael

    2014-01-01

    The aim of this study was to explore physical education teacher education students' meaning-making of participating in lessons--in this case gymnastics and basketball--based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was…

  9. Analysis of exchanges between novice and cooperating teachers during internships using the NCATE/NASPE Standards for Teacher Preparation in Physical Education as guidelines.

    PubMed

    Banville, Dominique

    2006-06-01

    To be recognized as an accredited program, Physical Education Teacher Education (PETE) programs in the country must abide by guidelines put forward by the National Association for Sport and Physical Education (NASPE), in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). The guidelines are divided into nine standards and identify a number of outcomes (NASPE, 1998). The purpose of this study was to determine the nature of the exchanges between novice teachers (NTs) and cooperating teachers (CTs), when using the NASPE Standards (1998) as a reference point, and determine if the focus of the exchanges differed over time and according to data source. Six pairs of CTs and their NT participated in the study. Data were collected through recorded conversations between NTs and their CT as well as NTs' logs. Data showed that the majority of conversations focused on planning and instruction (Standard 6) and management and motivation (Standard 4), while few related to diverse learners (Standard 3), growth and development (Standard 2), and communication (Standard 5). The small amount of information shared by CTs in some standards indicates a need for PETE programs to share the guidelines with CTs to make them aware of the importance of offering a variety of topics to interns, because CTs are the primary source of information during this crucial experience.

  10. Determining Which Introductory Physics Topics Pre-Service Physics Teachers Have Difficulty Understanding and What Accounts for These Difficulties

    ERIC Educational Resources Information Center

    Sahin, Esin; Yagbasan, Rahmi

    2012-01-01

    This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who…

  11. Determining Which Introductory Physics Topics Pre-Service Physics Teachers Have Difficulty Understanding and What Accounts for These Difficulties

    ERIC Educational Resources Information Center

    Sahin, Esin; Yagbasan, Rahmi

    2012-01-01

    This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who…

  12. The Three Colorado Rivers: Comparing the Physical, Legal, and Economic Allocation of a Shared River

    NASA Astrophysics Data System (ADS)

    Rushforth, R.; Ruddell, B. L.

    2015-12-01

    : For many rivers, the legal allocation of surface water was settled decades ago. The process of apportioning surface water between multiple stakeholders is an arduous process with opposing interests competing for scarce resources. The political capital spent initially allocating a river often cannot be regained, stymieing future attempts for re-allocation. The Colorado River Compact (Compact), signed in 1922, has been "the law of the river" for over 90 years. Since its signing, the Colorado River Basin (CRB) population has increased tenfold, while average river flows have decreased due to threats unforeseeable to Compact signers, such as global climate change. Water sharing agreements, like the Compact, legally re-allocate physical river flows; however, water is increasingly shared through trade rather than aqueducts. Virtual water, or the water embodied by a good or service, is a trade adaption to resource scarcity, namely water and land. This study presents findings of a virtual water complement to the Compact. The goal of this study is to determine how the legal allocation of physical water resources are re-allocated as virtual water via economic trade in a shared river basin. Results are presented by at the sub-basin, state, and county-level, showing the geographic origin and destination of virtual water from CRB states and the Upper and Lower basins. A water stress index is calculated to show the indirect water stress of Colorado River water resources and network statistics are employed to rank the importance of virtual water sources in the CRB.

  13. Pre-Service Teachers' Entry onto a Physical Education Teacher Education Programme, and Associated Interests and Dispositions

    ERIC Educational Resources Information Center

    Ralph, Ann Marie; MacPhail, Ann

    2015-01-01

    Investigating the reasons for pre-service teachers (PSTs) who choose to undertake a physical education teacher education (PETE) programme can inform teacher educators on how best to define teaching tasks, organize knowledge relevant to student learning and shape the perceptions of PSTs about teaching and learning (Calderhead, 1987). In this study,…

  14. Value Orientations of Student Physical Education Teachers Learning to Teach on School-Based Initial Teacher Education Courses in England

    ERIC Educational Resources Information Center

    Capel, Susan

    2016-01-01

    There has been considerable interest in the socialisation of (student) physical education (PE) teachers, the beliefs and values developed as a result of this socialisation and the impact of these on teachers' learning, behaviours and practices and the curriculum. Many studies looking at the beliefs and values of PE teachers have used the values…

  15. Value Orientations of Student Physical Education Teachers Learning to Teach on School-Based Initial Teacher Education Courses in England

    ERIC Educational Resources Information Center

    Capel, Susan

    2016-01-01

    There has been considerable interest in the socialisation of (student) physical education (PE) teachers, the beliefs and values developed as a result of this socialisation and the impact of these on teachers' learning, behaviours and practices and the curriculum. Many studies looking at the beliefs and values of PE teachers have used the values…

  16. Responsibility for children's physical activity: parental, child, and teacher perspectives.

    PubMed

    Cox, Michele; Schofield, Grant; Kolt, Gregory S

    2010-01-01

    Some large-scale child physical activity campaigns have focused on the concept of responsibility, however, there are no measures which establish a link between responsible behavior and physical activity levels. To provide the basis of information required for the development of relevant measurement tools, this study examined the meaning of personal, parental, and third party responsibility for children's physical activity. Eight focus groups, comprising children aged 11-12 yrs, their parents, and teachers from two upper primary schools in Auckland, New Zealand, were conducted. Children (four groups; n=32), their parents (two groups; n=13), and teachers (two groups; n=15) were separated by socio-economic status, and children also by gender. The transcripts from the focus group interviews were then analysed using thematic induction methodology. Across the groups, participants commonly identified a number of behaviors that they felt were indicative of personal, parental, and third party responsibility for children's physical activity. These behaviors formed natural groups with common themes (e.g., self-management, safety), which in most cases were not impacted on by socio-economic status or gender. Responsibility was therefore found to be a concept that could be related to children's physical activity. It was suggested that these behaviors could be used as a starting point in understanding the relationship between responsibility and physical activity, and to assist with the development of measurement tools assessing the relationship between responsibility and levels of physical activity in the future. In turn, this may lead to the development of more targeted messages for large-scale physical activity campaigns. Copyright (c) 2009 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  17. The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

    PubMed Central

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of

  18. The relationship between teaching styles and motivation to teach among physical education teachers.

    PubMed

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive

  19. How Well Do We Build the Foundation of Physics? - The Report of the National Task Force on Physics Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Haase, David G.

    2012-03-01

    Only a third of US high school physics teachers have a major in physics or physics education. Each year about 400 teachers are hired with such qualifications, but this is only one-third of the number needed to replace teachers leaving the classroom. This state of affairs affects national science achievement, equitable access to science careers and national economic competitiveness. The AAPT, AIP and APS charged the National Task Force on Teacher Education in Physics (T-TEP) with investigating strategies for increasing the numbers of qualified high school physics teachers, identifying best practices in physics teacher preparation, and examining the research, policy and funding implications of expanding the number of qualified physics teachers. The Task Force consulted the research literature, partnered with other interested organizations, and surveyed or visited numerous campuses which educate physics teachers. The Task Force has produced findings about the current state of physics teacher preparation and recommendations concerning the commitment, quality and capacity of our physics teacher preparation. Although the current national picture is grim, we have identified thriving teacher preparation programs that can serve as models and resources for other institutions. We have also called upon the physics departments, the colleges of education, and the national science agencies to develop a coherent vision for discipline-specific teacher professional preparation and development. I will discuss the activities of the Task Force, its recommendations and findings, and how we as physicists should respond to this national concern. The activities and report of the Task Force are described at http://www.ptec.org/webdocs/TaskForce.cfm.

  20. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers

    PubMed Central

    Ha, Amy Sau Ching; Cheng, Chih Fu; Chung, Pak Kwong; Yiu, Kenny Tat Choi; Kuo, Che Chun; Yu, Chung Kai; Wang, Fong Jia

    2016-01-01

    The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. PMID:27195664

  1. Using Cultural Historical Activity Theory to Examine How Teachers Seek and Share Knowledge in a Peer-to-Peer Professional Development Network

    ERIC Educational Resources Information Center

    Trust, Torrey

    2017-01-01

    Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has…

  2. Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

    ERIC Educational Resources Information Center

    van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

    2013-01-01

    The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course,…

  3. Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts

    ERIC Educational Resources Information Center

    Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer; Ozturk, Gokhan; Yalvac, Bugrahan

    2016-01-01

    This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers…

  4. Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts

    ERIC Educational Resources Information Center

    Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer; Ozturk, Gokhan; Yalvac, Bugrahan

    2016-01-01

    This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers…

  5. How to Share Korean Language and Culture with Pre-Service Teachers in the United States

    ERIC Educational Resources Information Center

    Park, Yong Joon; Yang, Youjin

    2013-01-01

    Many teacher educators believe that pre-service teachers should be aware of their future classroom environment including students who have linguistically and culturally diverse backgrounds. This paper is a description of how two teacher educators helped pre-service teachers develop their multicultural awareness in preparation for careers in Early…

  6. Investigating a redesigned physics course for future elementary teachers

    NASA Astrophysics Data System (ADS)

    Fracchiolla, Claudia

    There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers. In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas. Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques. A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject. Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance. One of these areas is understanding children's ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students' knowledge of children's ideas and use of those ideas in instructional and assessment strategies. Results indicated that students who were explicitly exposed to knowledge of children's ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children's ideas, instructional strategies, and assessment strategies that incorporated those ideas. This research explores an instructional model for blending physics content and pedagogical content knowledge.

  7. Building shared understandings in introductory physics tutorials through risk, repair, conflict & comedy

    NASA Astrophysics Data System (ADS)

    Conlin, Luke D.

    Collaborative inquiry learning environments, such as The Tutorials in Physics Sensemaking, are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the mechanisms behind physical phenomena. In order to do so, they must also build a shared epistemological understanding of what they are doing together, such that their activity includes collaboratively making sense of mechanisms. Previous work (Conlin, Gupta, Scherr, & Hammer, 2007; Scherr & Hammer, 2009) has demonstrated that tutorial students do not settle upon only one way of understanding their activity together, but instead build multiple shared ways of understanding, or framing (Scherr & Hammer, 2009; Tannen, 1993a), their activity. I build upon this work by substantiating a preliminary finding that one of these shared ways of framing corresponds with increased evidence of the students' collaboratively making sense of physical mechanisms. What previous research has not yet addressed is how the students come to understand their activity as including collaborative sensemaking discussions in the first place, and how that understanding develops over the course of the semester. In this dissertation, I address both of these questions through an in-depth video analysis of three groups' discussions throughout the semester. To build shared understandings through scientific argumentation and collaborative sensemaking, the students need to continually make repairs of each other's understanding, but this comes with the risk of affective damage that can shut down further sensemaking discussions. By analyzing the discourse of the three groups' discussions throughout the semester, I show how each group is able to manage this essential tension as they each build and maintain a safe space to sensemake together. I find that the three groups differ in

  8. Teaching the Teachers: Physical Science for the Non-Scientific

    NASA Astrophysics Data System (ADS)

    Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

    2004-12-01

    The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.

  9. The creation of science projects in the physics teachers preparation

    NASA Astrophysics Data System (ADS)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

    Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

  10. The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

    ERIC Educational Resources Information Center

    Sato, Takahiro; Fisette, Jennifer; Walton, Theresa

    2013-01-01

    Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83% of all teachers in public schools are White Americans, whereas approximately 10% of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that…

  11. The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

    ERIC Educational Resources Information Center

    Sato, Takahiro; Fisette, Jennifer; Walton, Theresa

    2013-01-01

    Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83% of all teachers in public schools are White Americans, whereas approximately 10% of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that…

  12. Open data policy and data sharing in Astroparticle Physics: the case for high-energy multi-messenger astronomy

    NASA Astrophysics Data System (ADS)

    Spiro, M.

    2016-05-01

    This paper is a position paper on open data policy and data sharing in Astroparticle Physics, focusing on the case of high-energy multi-messenger astronomy. It is presented on behalf of ApPIC, Astroparticle Physics International Committee [1], IUPAP (International Union for Pure and Applied Physics) working group 10.

  13. Central District Physical Education Teacher Education Program Coordinators' Perceptions Regarding the NASPE Initial Teacher Standards

    ERIC Educational Resources Information Center

    Nelson, Tracy

    2012-01-01

    To receive National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) accreditation, Physical Education Teacher Education (PETE) programs must meet the six NASPE standards (NASPE, 2009). The NASPE/NCATE regulations ensure PETE programs provide a curriculum aligned with NASPE.…

  14. Central District Physical Education Teacher Education Program Coordinators' Perceptions Regarding the NASPE Initial Teacher Standards

    ERIC Educational Resources Information Center

    Nelson, Tracy

    2012-01-01

    To receive National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) accreditation, Physical Education Teacher Education (PETE) programs must meet the six NASPE standards (NASPE, 2009). The NASPE/NCATE regulations ensure PETE programs provide a curriculum aligned with NASPE.…

  15. Teaching future K-8 teachers the language of Newton: A case study of collaboration and change in university physics teaching

    NASA Astrophysics Data System (ADS)

    Briscoe, Carol; Prayaga, Chandra S.

    2004-11-01

    This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical ways of communicating physics concepts. We describe how the professor's beliefs influenced the pedagogy that he used to communicate the language of physics and the nature of what was communicated. We also report how our collaboration fostered change as we developed a shared language that allowed us to discuss how students learn and to explicate the referent beliefs that supported the professor's practices. We found that focused reflection on referent beliefs led to a change in the manner in which the professor communicated with the prospective teachers. Traditional lecture pedagogy focused the professor's concern on how he was teaching evolved toward a pedagogy that focused on how students were learning. Classroom interactions were increased with a primary goal of orchestrating a discourse of physics initiated in the language already accessible to the prospective teachers. This change in the manner that classroom interactions occurred provided opportunities for the prospective teachers' language to evolve toward eventually communicating their ideas in canonical physics language.

  16. Running in the rain: using a shared simulation to solve open-ended physics problems

    NASA Astrophysics Data System (ADS)

    Scanlon, Eileen; O'Shea, Tim; Smith, Randall; Taylor, Josie; O'Malley, Claire

    1993-03-01

    The five ways of using computer simulations for students learning physics are for `hypothetical' experiments, for `breaking' the laws of nature, for `tidy' experiments, for `instrumental' data capture and display and for direct mathematical `modelling'. This article describes a distributed computer simulation running on linked workstations and reports on students' attempts at solving the `running in the rain' problem. The simulation of the problem is implemented in SharedARK, a prototype technology for allowing students to work together at a distance from each other.

  17. Sharing our successes II: Changing the face of science and mathematics education through teacher-focused partnerships

    SciTech Connect

    1995-07-01

    Industry Initiatives for Science and Math Education (IISME) in the San Francisco Bay Area planned and convened the second national conference for representatives of scientific work experience programs for K-12 teachers (SWEPs) at Lawrence Hall of Science, University of California at Berkeley October 13-14, 1994. The goal of this conference was to further strengthen the growing community of SWEP managers and teacher participants by providing an opportunity for sharing expertise and strategies about the following: (1) How SWEPs can complement and stimulate systemic education reform efforts; (2) Assessment strategies piloted by the ambitious multi-site evaluation project funded by the U.S. Department of Energy (DOE) as well as smaller evaluation projects piloted by other SWEPs; (3) Expanding and strengthening the base of teachers served by SWEPs; (4) Ensuring that SWEPs adequately support teachers in affecting classroom transfer and offer {open_quotes}more than just a summerjob{close_quotes}; (5) Sustaining and expanding new programs. A special teacher strand focused on leadership development supporting teachers to become effective change agents in their classrooms and schools, and developing strong teacher communities.

  18. Exploring the "How" and "Why" of Value Orientations in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Gillespie, Lorna B.

    2011-01-01

    This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE).…

  19. Pre-Service Primary Teachers Negotiating Physical Education Identities during the Practicum

    ERIC Educational Resources Information Center

    Fletcher, Tim; Kosnik, Clare

    2016-01-01

    This research examined the ways in which pre-service primary teachers' experiences of physical education during the practicum influenced the development of their identities as teachers of physical education. Guided by a social constructivist view of identity, semi-structured interviews were conducted with 10 pre-service teachers over one academic…

  20. Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

    ERIC Educational Resources Information Center

    Dinkel, Danae M.; Lee, Jung-Min; Schaffer, Connie

    2016-01-01

    This study examined teachers' zone of proximal development for classroom physical activity breaks by assessing teachers' knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n = 346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square…

  1. First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery

    ERIC Educational Resources Information Center

    Till, Jude; Ferkins, Lesley

    2014-01-01

    The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'…

  2. First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery

    ERIC Educational Resources Information Center

    Till, Jude; Ferkins, Lesley

    2014-01-01

    The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'…

  3. Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

    ERIC Educational Resources Information Center

    Demirci, Neset

    2015-01-01

    The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

  4. Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor

    ERIC Educational Resources Information Center

    Gordon, Evelyn J.

    2017-01-01

    The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a "growth-in-connection" for the novice physical education teacher as well as the mentor. The relational cultural…

  5. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  6. Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

    ERIC Educational Resources Information Center

    Marsh, Louise; Williams, Sheila; McGee, Rob

    2009-01-01

    Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

  7. Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

    ERIC Educational Resources Information Center

    Jaakkola, Timo; Watt, Anthony

    2011-01-01

    The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

  8. Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

    ERIC Educational Resources Information Center

    Marsh, Louise; Williams, Sheila; McGee, Rob

    2009-01-01

    Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

  9. Experiences and Patterns of Change in a Physical Education Teacher Development Project

    ERIC Educational Resources Information Center

    Patton, Kevin; Griffin, Linda L.

    2008-01-01

    This article describes comparative case studies of 2 of 12 veteran middle school physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project. The goals of the project were to help teachers examine and reframe their assessment practices and to…

  10. Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

    ERIC Educational Resources Information Center

    Jaakkola, Timo; Watt, Anthony

    2011-01-01

    The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

  11. Teachers' Perceptions toward the Secondary Physical Education Program in the State of Kuwait

    ERIC Educational Resources Information Center

    Al-Kandari, Khaled A.

    2011-01-01

    The purpose of this research was to determine the perceptions of physical education teachers and supervisors toward the secondary physical education program in eight domains in the State of Kuwait. Stratified and cluster sampling were used to select two schools of female teachers and two schools of male teachers from each district (6 districts);…

  12. Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

    ERIC Educational Resources Information Center

    Demirci, Neset

    2015-01-01

    The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

  13. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  14. A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

    2015-01-01

    Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

  15. A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

    2015-01-01

    Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

  16. The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

    NASA Astrophysics Data System (ADS)

    Seeley, Lane

    2008-05-01

    The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

  17. Shared Use of School Facilities with Community Organizations and Afterschool Physical Activity Program Participation: A Cost-Benefit Assessment

    ERIC Educational Resources Information Center

    Kanters, Michael A.; Bocarro, Jason N.; Filardo, Mary; Edwards, Michael B.; McKenzie, Thomas L.; Floyd, Myron F.

    2014-01-01

    Background: Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined…

  18. Shared Use of School Facilities with Community Organizations and Afterschool Physical Activity Program Participation: A Cost-Benefit Assessment

    ERIC Educational Resources Information Center

    Kanters, Michael A.; Bocarro, Jason N.; Filardo, Mary; Edwards, Michael B.; McKenzie, Thomas L.; Floyd, Myron F.

    2014-01-01

    Background: Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined…

  19. Excellence in Physics Education Award: Graduate Programs for Professional Development of Physics Teachers

    NASA Astrophysics Data System (ADS)

    Jackson, Jane

    2014-03-01

    The landscape for high school physics is changing rapidly, especially with the need to merge physics into a coherent STEM curriculum that smoothly integrates it with chemistry and biology. Accordingly, there is an urgent need for graduate professional development programs to help in-service teachers cope with these changes. One such program was created in 2001 by the physics department at Arizona State University after a decade of NSF funding for the Modeling Instruction Program. We discuss what has been learned from that experience with recommendations for creating similar programs at other universities.

  20. Promoting Physical Activity Through the Shared Use of School Recreational Spaces: A Policy Statement From the American Heart Association

    PubMed Central

    Young, Deborah R.; Spengler, John O.; Frost, Natasha; Evenson, Kelly R.; Vincent, Jeffrey M.; Whitsel, Laurie

    2014-01-01

    Most Americans are not sufficiently physically active, even though regular physical activity improves health and reduces the risk of many chronic diseases. Those living in rural, non-White, and lower-income communities often have insufficient access to places to be active, which can contribute to their lower level of physical activity. The shared use of school recreational facilities can provide safe and affordable places for communities. Studies suggest that challenges to shared use include additional cost, liability protection, communication among constituencies interested in sharing space, and decision-making about scheduling and space allocation. This American Heart Association policy statement has provided recommendations for federal, state, and local decision-makers to support and expand opportunities for physical activity in communities through the shared use of school spaces. PMID:24134355

  1. Promoting physical activity through the shared use of school recreational spaces: a policy statement from the American Heart Association.

    PubMed

    Young, Deborah R; Spengler, John O; Frost, Natasha; Evenson, Kelly R; Vincent, Jeffrey M; Whitsel, Laurie

    2014-09-01

    Most Americans are not sufficiently physically active, even though regular physical activity improves health and reduces the risk of many chronic diseases. Those living in rural, non-White, and lower-income communities often have insufficient access to places to be active, which can contribute to their lower level of physical activity. The shared use of school recreational facilities can provide safe and affordable places for communities. Studies suggest that challenges to shared use include additional cost, liability protection, communication among constituencies interested in sharing space, and decision-making about scheduling and space allocation. This American Heart Association policy statement has provided recommendations for federal, state, and local decision-makers to support and expand opportunities for physical activity in communities through the shared use of school spaces.

  2. Problem solving workshop for physics teachers at Venezuelan High School

    NASA Astrophysics Data System (ADS)

    Andrés, Maria Maite

    1997-03-01

    The Venezuelan Physics Olympiad is aimed at high school students. The syllabus at the high school level includes mechanics, electricity and magnetism, vibrations and waves, optics, fluid statics, and energy and its transformations. The Venezuelan Physics Olympiad consists of three tests. The preliminary test has 20 problems. They are multiple choice questions with a choice of five options. The theory test has 8 or 10 open-ended problems and the experimental final test is a problem whose solution it is made at the laboratory. The results of the five Venezuelan Physics Olympiads, 1991-1995, were analyzed. It was found that students solve physics problems the same way they solve mathematics exercises (1, 2). They emphasized the mathematical processes too much and paid little attention to description and analysis of the physical situation involved. Also, we observed that students did not develop experimental skills at school and their experience with laboratory work is very poor. According to these results, we designed two workshops for in-service physics teachers. One workshop focuses on solving pencil-and-paper-type problems, and the other one provides knowledge and skills about experimental work. Both workshops are designed with a cognitive approach (3-7).

  3. Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

    NASA Astrophysics Data System (ADS)

    Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

    2017-02-01

    This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

  4. Risk behaviour in Swedish adolescents: is shared physical custody after divorce a risk or a protective factor?

    PubMed

    Carlsund, Asa; Eriksson, Ulrika; Löfstedt, Petra; Sellström, Eva

    2013-02-01

    The increase in shared physical custody in Sweden has been dramatic; 20 years ago only a small percentage of adolescents lived in shared physical custody, but currently ∼30% of the adolescents whose parents have separated or divorced divide their residence between parents. We hypothesized that living in shared physical custody or in a single-parent family is associated with a higher prevalence of adolescent risk behaviour than living in a two-parent family. Data on 15-year-old adolescents from the 2005/2006 to 2009/2010 Swedish Health Behaviour in School-aged Children (HBSC) survey were analysed using logistic regression. Adolescents living in shared physical custody had slightly higher rates of risk behaviour compared with adolescents from two-parent families, but significantly lower rates than their counterparts from single-parent families. Their odds of being a smoker or having been drunk were 60 and 50% higher, respectively, than those of their counterparts in two-parent families. Shared physical custody after marriage break-up seems to constitute a health protective factor for adolescents' health and problem behaviour. In order to deepen our understanding of the positive and negative aspects of shared physical custody, our study should be followed by qualitative analyses and longitudinal studies of adolescents' experiences.

  5. The Physics Teacher Education Coalition: a novel program for the preparation of K-12 science teachers

    NASA Astrophysics Data System (ADS)

    Stewart, Gay

    2003-04-01

    "Learning and Understanding," the report resulting from the NRC study committee on Advanced Study of Mathematics and Science concludes that such programs have an enormous influence on the U.S. education system. Some of these influences have worked to improve education, but serious shortcomings persist. To improve advanced study in science and make it more accessible to students, they made 10 recommendations. Seven of these DEPEND on a pool of well prepared teachers of science with a depth of understanding of their topic and familiarity with the emerging research about learning. PhysTEC, lead by the APS, AIP and AAPT, is a program to produce more and better-prepared physics/physical science teachers for grades K-12. At the six primary program institutions, representing a range of institution-types, development is occuring in six primary areas, which will be discussed. As one example, the PhysTEC program at the University of Arkansas will be used to show how a relatively small physics department at a state-supported research university can make an impact on the institution to strengthen its teacher preparation program. Examples from the other sites, appropriate to other types of institutions will also be presented. Barriers, some still standing, and successes, large and small, will also be discussed.

  6. Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction

    NASA Astrophysics Data System (ADS)

    Fredlund, Tobias; Airey, John; Linder, Cedric

    2012-05-01

    Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.

  7. Collective Efficacy in Sports and Physical Activities: Perceived Emotional Synchrony and Shared Flow

    PubMed Central

    Zumeta, Larraitz N.; Oriol, Xavier; Telletxea, Saioa; Amutio, Alberto; Basabe, Nekane

    2016-01-01

    This cross-sectional study analyzes the relationship between collective efficacy and two psychosocial processes involved in collective sport-physical activities. It argues that in-group identification and fusion with the group will affect collective efficacy (CE). A sample of 276 university students answered different scales regarding their participation in collective physical and sport activities. Multiple-mediation analyses showed that shared flow and perceived emotional synchrony mediate the relationship between in-group identification and CE, whereas the relationship between identity fusion and CE was only mediated by perceived emotional synchrony. Results suggest that both psychosocial processes explain the positive effects of in-group identification and identity fusion with the group in collective efficacy. Specifically, the role of perceived emotional synchrony in explaining the positive effects of participation in collective sport-physical activities is underlined. In sum, this study highlights the utility of collective actions and social identities to explain the psychosocial processes related to collective efficacy in physical and sports activities. Finally, practical implications are discussed. PMID:26779077

  8. Collective Efficacy in Sports and Physical Activities: Perceived Emotional Synchrony and Shared Flow.

    PubMed

    Zumeta, Larraitz N; Oriol, Xavier; Telletxea, Saioa; Amutio, Alberto; Basabe, Nekane

    2015-01-01

    This cross-sectional study analyzes the relationship between collective efficacy and two psychosocial processes involved in collective sport-physical activities. It argues that in-group identification and fusion with the group will affect collective efficacy (CE). A sample of 276 university students answered different scales regarding their participation in collective physical and sport activities. Multiple-mediation analyses showed that shared flow and perceived emotional synchrony mediate the relationship between in-group identification and CE, whereas the relationship between identity fusion and CE was only mediated by perceived emotional synchrony. Results suggest that both psychosocial processes explain the positive effects of in-group identification and identity fusion with the group in collective efficacy. Specifically, the role of perceived emotional synchrony in explaining the positive effects of participation in collective sport-physical activities is underlined. In sum, this study highlights the utility of collective actions and social identities to explain the psychosocial processes related to collective efficacy in physical and sports activities. Finally, practical implications are discussed.

  9. Quietly Sharing the Load? The Role of School Psychologists in Enabling Teacher Resilience

    ERIC Educational Resources Information Center

    Beltman, Susan; Mansfield, Caroline F.; Harris, Annabelle

    2016-01-01

    Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and well-being. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however,…

  10. Taking Teacher Learning to Scale: Sharing Knowledge and Spreading Ideas across Geographies

    ERIC Educational Resources Information Center

    Klein, Emily J.; Jaffe-Walter, Reva; Riordan, Megan

    2016-01-01

    This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling-up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multistate…

  11. "How I Did It!": 8 Teachers Share Their Top Tech Solutions

    ERIC Educational Resources Information Center

    Del Bruno, Ron

    2005-01-01

    All teachers probably want to save hours of planning per week, as well as create innovative lesson plans that connect with kids. This article presents several teachers who have saved hours of planning by embracing technology in their classrooms. This article also provides several strategies that teachers can use to save a great amount of…

  12. Explore-Create-Share Study: An Evaluation of Teachers as Curriculum Innovators in Engineering Education

    ERIC Educational Resources Information Center

    Berry, Ayora

    2017-01-01

    The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and…

  13. Quietly Sharing the Load? The Role of School Psychologists in Enabling Teacher Resilience

    ERIC Educational Resources Information Center

    Beltman, Susan; Mansfield, Caroline F.; Harris, Annabelle

    2016-01-01

    Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and well-being. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however,…

  14. Taking Teacher Learning to Scale: Sharing Knowledge and Spreading Ideas across Geographies

    ERIC Educational Resources Information Center

    Klein, Emily J.; Jaffe-Walter, Reva; Riordan, Megan

    2016-01-01

    This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling-up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multistate…

  15. Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

    PubMed

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

    2017-07-01

    Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants

  16. Excellence in Physics Education Award Talk: Sharing Active Learning Strategies in the Developed and Developing Worlds

    NASA Astrophysics Data System (ADS)

    Sokoloff, David

    2010-02-01

    Since the first series of National Microcomputer Based Laboratory (MBL) Institutes for Teachers of Physics in Summer, 1987, the Activity Based Physics Group (ABP) has presented numerous professional development institutes and workshops to thousands of high school, college and university faculty, sponsored by National Science Foundation, U.S. Department of Education, Howard Hughes Medical Institute and others. An overview of these programs and details of our instructional strategies will be presented. Some common features of these include: (1) motivating participants through introduction to active learning research literature, including exposure to conceptual evaluations and student learning gains in traditional and active learning courses, (2) exposing participants to active learning strategies through intensive hands-on work using classroom tested curricular materials, (3) relying on these materials to enhance teacher knowledge and correct misconceptions---when necessary, (4) providing opportunities to practice active learning instruction with other participants and (5) distributing or facilitating procurement of equipment and supplies needed to get started. Recently, ABP group members have been working with physics educators from other countries to introduce active learning strategies in the developing world. New programs such as Active Learning in Optics and Photonics (ALOP, UNESCO) and Physware (ICTP/UNESCO/IUPAP), that support active learning using low-cost equipment, have been developed for this purpose. To date, ALOP workshops have been presented to over 500 secondary and college faculty in Ghana, Tunisia, Morocco, India, Tanzania, Brazil, Mexico, Zambia, Cameroon, Colombia, Nepal and Chile, and the ALOP Training Manual has been translated into French and Spanish. The first Physware workshop, held at ICTP in Trieste in 2009, had 32 participants most of whom were from developing countries in Africa, Asia and South America. These programs will be described. )

  17. Physical activity and beverage consumption in preschoolers: focus groups with parents and teachers

    PubMed Central

    2013-01-01

    obesity-related behaviours, the participants in the current study didn’t perceive such. The awareness of parents and teachers needs to be raised concerning their shared responsibility about healthy behaviours in preschoolers. Providing preschool teachers with ready-to-use classroom material will encourage them to change physical activity and beverage consumption, and to implement related activities in the classroom. Involvement in activities that their children perform at preschool will motivate parents to extend these behaviours to the home environment. PMID:23537117

  18. Identifying Strengths of Effective Teachers and Training Them to Share These Strengths with Other Teachers. Final Report.

    ERIC Educational Resources Information Center

    Bellflower Unified School District, CA.

    A one-year staff development project was conducted to develop in teachers a knowledge and an acceptance of themselves as "persons who guide the learning of children as persons," and to train 20 exceptional teachers for leadership roles in the district. The summer workshop began with a 3-day encounter session which built group rapport and…

  19. High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

    ERIC Educational Resources Information Center

    Casebolt, Kevin M.; Hodge, Samuel R.

    2010-01-01

    The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

  20. Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

    ERIC Educational Resources Information Center

    Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

    2013-01-01

    A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…