Student Learning as a Measure of Teacher Effectiveness in Physical Education

Gusthart, J. Len; Sprigings, Eric J.

doi:10.1123/jtpe.8.4.298

Cited by 31 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Researchers agreed in suggesting that the core element of pedagogy is the amount and intensity of student engagement in classroom activities and in learning tasks (Cardenas & Cerado, 2016;Rink, 2013;Rivkin, Hanushek & Kain, 2005;Gusthart & Springings, 1989). Further, it was stated that teachers' self-efficacy impacted student achievement positively, enabled the teachers to perform better planning and organization facilities (Gowrie & Ramdass, 2014).…”

Section: Teacher's Self Efficacy and Student Academic Achievementmentioning

confidence: 99%

The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

Bal-Taştan

Davoudi

Masalimova

et al. 2018

EURASIA J MATH SCI T

156

101

View full text Add to dashboard Cite

In the 21st century, we observe an increasingly aware of a series of global, technological and scientific advancement that create a need of good performance in science education at all levels of schooling. These challenges, among them rapid science and technological changes, a rise of information technology use, and continuing movement towards a knowledge-based society all highlight the need for deep education in science including biology, chemistry, environmental science, physics, and sustainability. In fact, the impact of teacher characteristics of self-efficacy level is important for science education and students' learning outcomes in science. In an effort to highlight this, this study investigated the impacts of teacher efficacy and motivation on students' academic achievement in science education in secondary and high schools located in Iran and Russia using motivation for academic performance scale (α = 0.89) and teacher self-efficacy scale (α = 0.91) as measuring instruments and achievement test in science education. Two hypotheses were tested using the statistical programme. For evaluating the demographical differences of the students in terms of their academic achievement, comparative analyses were performed using t-test. Results showed that gender difference was not significant but nationality difference was significant in terms of students' academic achievement in science education. Also other findings reported significant impact of teacher self-efficacy and motivation on academic achievement in science education. Implications, suggestions and recommendations for students, teachers, school administrators, parents, government, education counselors, etc. were discussed and presented.

show abstract

Section: Teacher's Self Efficacy and Student Academic Achievementmentioning

confidence: 99%

The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

Bal-Taştan

Davoudi

Masalimova

et al. 2018

EURASIA J MATH SCI T

156

101

View full text Add to dashboard Cite

show abstract

“…structuring of tasks and materials) in the field of primary PE. Although these generic practices have been highlighted as important by educational effectiveness research, their contribution needs verification in PE, especially given the different objectives in PE and the particularities of teaching this subject matter (Gusthart and Sprigings, 1989; Silverman et al, 1992). Additionally, what seems to be missing from the above research findings is a consideration of the content of PE and the requirements that teaching PE imposes on teachers, as implied by the studies reviewed next.…”

Section: The Contribution Of Generic Teaching Practices To Psychomotomentioning

confidence: 99%

Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education

Kyriakides

Tsangaridou

Charalambous

et al. 2017

European Physical Education Review

View full text Add to dashboard Cite

The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

show abstract

“…A more recent observation system, Qualitative Measures of Teaching Performance Scale (QMTPS) has been developed by Rink and Werner (1989) Like the CAFIAS and ALT-PE instruments, the QMTPS has also been used to study instructional variables in relationship to student learning (Gusthart & Kelly, 1993;Gusthart & Sprigings, 1989;. Both the Werner and Rink (1989) and Gusthart and Sprigings (1993) studies described student learning in relation to the variables of the QMTPS.…”

mentioning

confidence: 99%

The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness

Gusthart

Kelly

Rink³

1997

Journal of Teaching in Physical Education

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach the volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and posttested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using the QMTPS instrument. The relationship between the QMTPS total score and student achievement was significant for the forearm pass and for the serve. The authors concluded that the QMTPS was a valid measure of teacher effectiveness when the total QMTPS score for several lessons was used.

show abstract

Student Learning as a Measure of Teacher Effectiveness in Physical Education

Cited by 31 publications

References 3 publications

The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education

The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness

Contact Info

Product

Resources

About