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Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

Carolina Nieva Boza and Teresa Lleixà Arribas

-school physical education and literacy program . Journal of Teaching in Physical Education, 38 ( 1 ), 1 – 10 . https://doi.org/10.1123/jtpe.2019-0211 McCall , L. ( 2005 ). The complexity of intersectionality . Journal of Women in Culture and Society, 30 ( 3 ), 1771 – 1800 . http://www.jstor.org/stable

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The Psychological Impact of Fitness Testing in Physical Education: A Pilot Experimental Study Among Australian Adolescents

Zali Yager, Laura Alfrey, and Lisa Young

.1080/02701367.2010.10599692 10.1080/02701367.2010.10599692 Mercier , K. , Phillips , S. , & Silverman , S. ( 2016 ). High school physical education teachers’ attitudes and use of fitness tests . The High School Journal, 99 ( 2 ), 179 – 190 . https://www.jstor.org/stable/44075290 10.1353/hsj.2016.0001 Mercier , K

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“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

Ben Dyson, Donal Howley, and Yanhua Shen

. Prior to this, there was no regular or formal implementation of CL by teachers, and this practice was new to students. Student populations were relatively stable. However, there was more student turnover at Paletta School. Seven teachers at Paletta, five teachers at Whatawhata, four teachers at Garrison

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Chapter 1: 21st Century Physical Education in the United States: Introduction to the Special Issue

Phillip Ward, Hal A. Lawson, Hans van der Mars, and Murray F. Mitchell

Behavior, 37 ( 3/4 ), 219 – 245 . Retrieved from http://www.jstor.org/stable/44631771 Richards , K.A.R. , Templin , T. , & Graber , K. ( 2014 ). The socialization of teachers in physical education: Review and recommendations for future works . Kinesiology Review, 3, 113 – 134 . 10.1123/kr

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The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

Jan-Erik Romar and Magnus Ferry

to practical knowledge as the knowledge teachers use in complex classroom situations in a more holistic way; it was not viewed as a body of fixed, stable concepts applied to practice, but rather as transient, subject to change, and oriented to practice. When practical knowledge is constructed by

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Chapter 8: Research Ruminations and New Frontiers for Social Media Use for Professional Development and Learning in Physical Education and Sport Pedagogy

Jeffrey P. Carpenter and Stephen Harvey

human mediation in networked learning . Journal of Educational Technology & Society, 15 ( 2 ), 2 – 11 . Retrieved from https://www.jstor.org/stable/jeductechsoci.15.2.2 Lantz-Andersson , A. , Lundin , M. , & Selwyn , N. ( 2018 ). Twenty years of online teacher communities: A systematic

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Effects of an Environmental Intervention on High School Students’ Expanded Physical Activity Programming Participation and Activity Levels

Kent A. Lorenz, Hans van der Mars, Jaimie McMullen, Jason Norris, and Julie Jahn

expanded PA before-school and lunchtime programs, (b) little to no data overlap, and (c) a mostly stable trend sustained throughout the study. Moreover, as can be seen in the data trends, the changes at the school level were sustained over an extended period of time (notably in School 1). Based upon the

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Preparing Teachers for Physical Activity Leadership: Status of Comprehensive School Physical Activity Program in Physical Education Teacher Education

Hayley B. McKown, Christopher B. Merica, and Cate A. Egan

teacher education (PETE) in Canada . Canadian Journal of Education, 34 ( 2 ), 148 – 168 . https://www.jstor.org/stable/10.2307/canajeducrevucan.34.2.148 Merica , C.B. , Egan , C.A. , Orendorff , K.L. , McKown , H.B. ( 2024 ). CSPAP implementation during student teaching: Lessons learned from

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Preservice Teachers’ Implementation of Cooperative Learning in Chinese Physical Education

Wen Xiong, Rod Philpot, Penelope W. St J. Watson, and Ben Dyson

grouping sheet to assist pupils in group composition. Pupils were grouped into “consistent teams,” and their “assigned roles remained stable” throughout the CL learning unit (FN 39). Structuring CL Using Learning Teams During the student-teaching experience, the eight PSTs consistently implemented Learning

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School Administrators’ Perspectives on and Support for Physical Education

Christopher J. Kinder, Scott W.T. McNamara, Amelia Mays Woods, Alexandra Mueller, Kacper Ryba, and Kevin Andrew Richards

Administration, 33, 36 – 44 . 10.1177/01926365211045459 Burkhauser , S. ( 2017 ). How much do school principals matter when it comes to teacher working conditions? Educational Evaluation and Policy Analysis, 39 ( 1 ), 126 – 145 . https://www.jstor.org/stable/44984573 Cardon , G.M. , Haerens , L