-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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Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders
Carolina Nieva Boza and Teresa Lleixà Arribas
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
“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
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
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
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
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
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
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
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