Overcoming Marginalization of Physical Education in America's Schools with Professional Learning Communities

Beddoes, Zack; Prusak, Keven A.; Hall, Andrew W.

doi:10.1080/07303084.2014.884432

Cited by 42 publications

(13 citation statements)

References 20 publications

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“…Prie išorinių veiksnių priskiriami švietimo politikos veiksniai -švietimo dokumentuose nurodyti prioritetai, kadangi jie tampa orientyrais nuolatiniam mokytojų mokymuisi ir tobulėjimui, laiduojančiam nuolatinius pokyčius mokyklose bei mokinių mokymosi rezultatų gerinimą (Boyd, Hord, 1994;Bush, 2015); švietimo dokumentuose apibrėžta mokinių ugdymo paradigmų kaita, skatinanti mokytoją orientuotis į mokinį ir jo mokymosi rezultatus (Saito, Tsukui, 2008;Beddoes, Prusak ir Hall, 2014). Kaip išorinį veiksnį V. Boyd S. M. Hord (1994) nurodo mokyklų partnerystę su universitetais, kartu kuriant naujus ugdymo modelius ir būdus.…”

Section: Mpbb Kūrimosi Ir Plėtros Veiksnių Sisteminė Analizėunclassified

Teacher Professional Learning Community’s Creation and Development Factors

Monkevičius

2017

PED

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Article analyses teacher professional learning communities (TPLC’s) creation and development factors. Literature research revealed the lack of theoretical approach of TPLC’s creation and development factors. Thus, grounded research theory is used in order to further analyze TPLC’s creation and development factors. Structured interview with school teachers and administration was conducted until it reached theoretical saturation. Analysis of literature research revealed Personal, interpersonal and managerial school’s principal and personal, interpersonal and managerial school’s teacher factors as very important ones. During empirical research schools’ principals and teachers identified factors having positive effect to TPLC’s creation and development in their own environment. Article analyses theoretical and empirical differences of PLC’S creation and development factors.

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Section: Mpbb Kūrimosi Ir Plėtros Veiksnių Sisteminė Analizėunclassified

Teacher Professional Learning Community’s Creation and Development Factors

Monkevičius

2017

PED

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“…(1988, p. 70) The call for a state-or nation-wide curriculum by some scholars in physical education has been heard since the mid-1980s, primarily in response to low expectations for the subject matter and negative perceptions of students, parents, and school administrators (though the idea of developing a national curriculum for physical education has also been rejected by many because of its rigidity and inflexibility). For many years, the profession of physical education has suffered from a lack of expectations for significant outcomes in K-12 education Sheehy, 2006) and has been regarded as a special, extracurricular subject within school cultures, often ridiculed and devalued by those outside the system (Beddoes, Prusak, & Hall, 2014;Siedentop, 1992). In addition, the media, including TV shows, movies, and comic strips, continue to portray physical education class and its teachers as frivolous, non-challenging, or militaristic (Duncan, Nolan, & Wood, 2002;Sheehy, 2011).…”

Section: Overview Of the National Curriculum In K-12 Physical Educationmentioning

confidence: 99%

National Curriculum for Physical Education in the United States

Graber

2016

Quest

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Education reform has been at the center of political and academic debates for several decades. Specifically, curriculum improvement for meeting learning standards has been at the top of the agenda. In 1983, President Ronald Reagan's National Commission released a report titled A Nation at Risk (National Commission on Excellence in Education [NCEE]). This document reported that American schools were failing to develop a competitive workforce, and that establishing standards to assess the quality of teaching and learning at the national level was essential (Hursh, 2008; Ravitch, 2010; US Department of Education, 2009). More recent reforms, such as No Child Left Behind (NCLB) proposed by the George W. Bush administration in 2001, accelerated the notion that setting high standards and establishing measurable goals can improve student outcomes in education. Therefore, there has been a growing sense by some scholars in education that a national set of standardized curricular guidelines, goals, and testing are necessary for holding schools accountable for high achievement and ultimately raising educational standards (Apple, 1996). Despite the reform efforts of the 1980's, little improvement in the educational system was achieved. In fact, few significant gains were made in student learning by the end of the decade, and little had been done to improve the quality of instruction (Mullis, & Jenkins, 1990). The lack of results have been attributed by many educators to reforms that focused primarily on basic skills and an incoherent and fragmented education system (David, Cohen, Honetschlager, & Traiman, 1990; Smith & O'Day, 1991). Polyphonic policy structure, with a number of independently constituted centers of authority at each level, impedes purposeful coordination and results in poor quality of curriculum materials (Newmann, 1988), conflicting goals and policies, Apple, M. W. (1996). The politics of official knowledge: Does a national curriculum make sense? In M. W. Apple (Ed.), Cultural politics and education (pp. 22-41). New York, NY: Teachers College Press. Belka, D. E. (1986). Issue: Should AAHPERD attempt to develop a national curriculum?

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“…The necessity to introduce the system of module-based rating of students in relation to their physical culture is discussed by I. Manzheley (Manzheley, & Cherniakova, 2014). The fact that there is a need in a comprehensive system for evaluation of physical developemnt of students studying in various universities is stated by Z. Beddoes who studies the dynamics of changes in the indicators demonstrated throughout the world (Beddoes, Prusak, & Hall, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Osipov¹,

Kudryavtsev²,

Fedorova³

et al. 2017

JPES

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This article presents an analysis of activities performed by teachers and administrative personnel of higher education institutions to create and make the best use of the physical culture and sports environment in higher education establishments. It was revealed that this environment should rest on the following structural components: rating scales for athletic performance evaluation of students and contemporary methods for teaching physical education lessons at universities. The efficiency of using rating score systems to measure the athletic performance of students was confirmed by a significant increase (P<0.01) in the number of young people who participate in PE and sports on a regular basis and who take part in competitions of various levels. The application of cardio and strength training programs (HOT IRON) in physical education lessons has proved effective for students as well. The students in the experimental group significantly improved their muscle power (P<0.01) and overall endurance (0.05). These programs can also be applied for effective body shaping and obesity prevention.

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Overcoming Marginalization of Physical Education in America's Schools with Professional Learning Communities

Cited by 42 publications

References 20 publications

Teacher Professional Learning Community’s Creation and Development Factors

Teacher Professional Learning Community’s Creation and Development Factors

National Curriculum for Physical Education in the United States

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