Strategies to Reduce Negative Socialization in the First Years of Teaching

Hushman, Glenn; Napper-Owens, Gloria

doi:10.1080/08924562.2012.10590975

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…The ability to demonstrate resilience during transitional periods in life can be difficult, and this is no different for those who train to become physical educators. Physical educators may experience a socialization process that influences their beliefs, attitudes, behaviors, and teaching philosophies (Hushman & Napper-Owens, 2012). OST describes the ways in which physical education recruits are recruited into the profession and socialized into the role of teacher (Richards, Templin, & Lux-Gaudreault, 2013).…”

Section: Occupational Socialization Theory (Ost): Building Resiliencementioning

confidence: 99%

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

Ellison

Woods

2016

Urban Education

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The increase in teacher attrition has been substantial in U.S. public schools over the past three decades. The impact this trend has on student learning is pronounced, especially in high-poverty schools. Minimal research has focused on the resilient teachers who stay in these settings and the personal, professional, and biographical influences that guide that decision. This review of literature, guided by resilience theory, occupational socialization of physical education teachers, and research on poverty, attempts to demonstrate the importance of recruiting, training, and retaining resilient physical education teachers in high-poverty schools.

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Section: Occupational Socialization Theory (Ost): Building Resiliencementioning

confidence: 99%

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

Ellison

Woods

2016

Urban Education

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“…The ability to demonstrate resilience during transitional periods in life can be difficult, and this is no different for those who train to become physical educators (Ellison and Woods, 2016). Physical educators may experience a socialization process that influences their beliefs, attitudes, behaviours, and teaching philosophies (Hushmann and Napper-Owens, 2012). The individual backgrounds and socialization experiences of teachers working in high-poverty schools can have explicit implications for their ability to manage the demands and micropolitics within the context in which they work (Graber, 1998).…”

Section: Discussionmentioning

confidence: 99%

Physical education teacher resilience in high-poverty school environments

Ellison

Woods

2018

European Physical Education Review

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

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Navigating the Realities of the Induction Years: Exploring Approaches for Supporting Beginning Physical Education Teachers

Ensign

Woods

2016

Quest

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Strategies to Reduce Negative Socialization in the First Years of Teaching

Cited by 7 publications

References 9 publications

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

Physical education teacher resilience in high-poverty school environments

Navigating the Realities of the Induction Years: Exploring Approaches for Supporting Beginning Physical Education Teachers

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