ability to assess and analyze indicators of student achievement. Research has revealed that teacher participation in professional learning communities, within which collaborative learning to meet shared goals occurs, can be associated with increases in student academic achievement ( Vescio et al., 2008
Search Results
A 2-Year Evaluation of Professional Development Workshops Focused on Physical Education and School Physical Activity
Brian Dauenhauer, Jennifer M. Krause, Dannon G. Cox, Katie L. Hodgin, Jaimie McMullen, and Russell L. Carson
Chapter 4: Twitter as a Professional Development Platform Among U.S. Physical Education Teachers
K. Andrew R. Richards, Chad M. Killian, Christopher J. Kinder, Kaizeen Badshah, and Casey Cushing
while they contributing to the professional growth of others ( Harvey & Hyndman, 2018 ). Accordingly, Twitter can be viewed as a platform through which physical educators engage in professional learning communities that transcend time and space, while also providing more immediate support than that
Chapter 7: An Investigation Into Sports Coaches’ Twitter Use
Stephen Harvey, Obidiah Atkinson, and Brendon P. Hyndman
.3) Professional learning community 84 (27.1) Online or blended coursework not through a university 83 (16.1) Organization provided workshops and trainings 47 (63.2) Other 43 (3.2) Online or blended coursework through a university 13 (15.5) Unconferences 12 (3.9) About 70% of the respondents ( n = 216) reported
Utilizing a Community of Practice for Teaching Personal and Social Responsibility: A Case Study
Victoria Shiver, Kelly L. Simonton, Angela Simonton, and Ali Alshuraymi
.g., CoP vs. Professional Learning Community) despite differences in the traditional structure and theoretical support originally called for in each. In response, we narrowed our focus to CoP with situated learning theory as a guide to provide clarity and organization for our shared process. CoPs rooted in
An Exploration of the Use of Twitter as a Professional Development Platform for In-Service Secondary School Physical Educators
Olivia Haslam and Ashley Casey
need for researchers to seek to understand “the processes through which new members integrate into the online PE Twitter community” while Brooks and McMullen ( 2020 ) called for research that considers online professional learning communities to examine the impact of social media on teacher development
Successful Practices of Novice Urban Physical Education Teachers
Sara B. Flory, Risto Marttinen, Craigory V. Nieman, and Vernise J. Ferrer Lindsay
program would have stifled the success that these teachers encountered due to increased supervision and oversight by a more senior teacher or formal mentor. A scoping review of learning communities in PE ( Parker et al., 2022 ) identified that professional learning communities in PE can be effective for
Influencers de la Educación Física en Instagram: el Engranaje entre Conocimiento Experto, Estrategias de Microcelebridad y Funcionalidades de la Plataforma
Alejandro Alcolea Lozano and Maria José Camacho-Miñano
, Exercise and Health, 9 ( 3 ), 285 – 302 . 10.1080/2159676X.2017.1303790 Goodyear , V.A. , Parker , M. , & Casey , A. ( 2019 ). Social media and teacher professional learning communities . Physical Education and Sport Pedagogy, 24 ( 5 ), 421 – 433 . 10.1080/17408989.2019.1617263 Hendry , N
Developing Principles of Practice for Implementing Models-Based Practice: A Self-Study of Physical Education Teacher Education Practice
Kellie Baker
.1080/07303084.2020.1683376 10.1080/07303084.2020.1683376 Williams , J. , Ritter , J. , & Bullock , S.M. ( 2012 ). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community . Studying Teacher Education, 8 ( 3 ), 245 – 260 . doi:10
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
Chróinín , D. ( 2017 ). Meaningful experiences in physical education and youth sport: A review of the literature . Quest, 69 ( 3 ), 291 – 312 . 10.1080/00336297.2016.1224192 Blankenship , S.S ., & Ruona , E.A.W. ( 2007 ). Professional learning communities and communities of practice: A
Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators
Nicholas S. Washburn, Kelly L. Simonton, K. Andrew R. Richards, and Ye Hoon Lee
satisfaction and organizational commitment . International Journal of Psychology, 44 ( 3 ), 187 – 194 . 10.1080/00207590701700511 Beddoes , Z. , Prusak , K.A. , & Hall , A. ( 2014 ). Overcoming marginalization of physical education in America’s schools with professional learning communities