The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Webster, Collin A.; Monsma, Eva V.; Erwin, Heather

doi:10.1123/jtpe.29.4.358

Cited by 43 publications

(49 citation statements)

References 39 publications

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“…Community-based organization-administered programs include non-profit agencies that help children to develop academic skills and prevent high-risk behaviors. Because older students do not wish to feel like they are being 'babysat' in most cases, and require more opportunities to build healthy attitudes and selfsufficiency, the developmental appropriateness of after school programs is consistently cited as a mediating factor related to program success (Harms, 2013;Webster, Monsma, & Erwin, 2010). Thus, after school programs must be appealing and appropriate for age groups, while providing creative programming and enrichment activities to sustain participation (Grossman, J.…”

Section: After-school Programsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

102

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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Section: After-school Programsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

102

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“…Omvendt viser studier, at oplevelsen af manglende viden om, hvad man som laerer skal gøre, også kan vaere en haemmende faktor (Allison et al, 2016;Holt, Bartee, & Heelan, 2013). I studier af henholdsvis laererstuderende (Webster, Monsma, & Erwin, 2010) og af laerere blev det vist, at oplevet kompetence og indstilling til at anvende bevaegelse i undervisningen også haenger positivt sammen med, hvor tilfreds den laererstuderende har vaeret med den idraetsundervisning, han/hun har oplevet gennem eget skoleforløb.…”

Section: Det Intrapersonelle Niveauunclassified

Implementeringen af motion og bevægelse i skolen – et review af hæmmende og fremmende faktorer set i et lærerperspektiv

Jørgensen

Troelsen

2017

LUP

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.dk og Jens Troelsen, professor, Syddansk Universitet, jtroelsen@health.sdu.dk Resumé Implementeringen af den ny skolereform inkluderer 45 minutters daglig motion og bevaegelse for alle elever. Formålet med artiklen er at praesentere en oversigt over eksisterende videnskabelige studier, der har undersøgt faktorer, som påvirker laereres oplevelse af og villighed til at implementere motion og bevaegelse. Vi har søgt i 6 databaser (2000-2016) og inkluderet 24 studier. Vi har brugt en socio-økologisk model i praesentationen af resultaterne og Rogers' diffusion of innovation teori i diskussionen af haemmende og fremmende faktorer. Mangel på tid som følge af akademisk pres, og mangel på viden, kompetencer og support er blandt de haemmende faktorer. NøgleordFolkeskole, laereres oplevelse, bevaegelse, undervisning, implementering Artiklen er fagfaellebedømt IndledningDa eleverne og laererne skulle begynde i skolen igen efter sommerferien i august 2014, var det en ny struktur og hverdag, som de skulle forholde sig til. Det nye bestod bl.a. i en laengere skoledag og 45 minutters daglig motion og bevaegelse for alle eleverne. Undervisningsministeriet dikterer med afsaet i aftalen mellem regeringen, Venstre og Dansk Folkeparti, at: "På alle folkeskolens klassetrin skal motion og bevaegelse indgå i et omfang, der i gennemsnit svarer til ca. 45 minutter dagligt i

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“…Additionally, Webster et al (2015) stated that teachers' have higher efficacy levels related to physical activity after they have had success in the past. Therefore, pre-service education should prioritize teachers' practice using physical activity integrated with teaching so that teachers gain both experience and efficacy (Webster, Monsma, & Erwin, 2010).…”

Section: Teacher Attributes: Previous Experiencementioning

confidence: 99%

Focusing elementary students with active classrooms: exploring teachers perceptions of self-initiated practices

Foran

Mannion

Rutherford

2017

iejee

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The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students' focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiences using physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students' ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.

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The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Cited by 43 publications

References 39 publications

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Implementeringen af motion og bevægelse i skolen – et review af hæmmende og fremmende faktorer set i et lærerperspektiv

Focusing elementary students with active classrooms: exploring teachers perceptions of self-initiated practices

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