) or positive (e.g., improved channels for advocacy toward student and programmatic outcomes) ways. Without an understanding of how PLCs are being implemented in schools, it is difficult to explore the potential consistencies, discrepancies, and expectations of PE teachers relative to faculty members
Search Results
Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education
Zack E. Beddoes and Debra S. Sazama
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
principals maintaining a presence and building positive relationships. This extends previous research in PE illustrating the importance of these relationship in general ( Gaudreault et al., 2018 ), as well as a precursor to the advocacy process ( Pennington et al., 2021 ). Also building from previous
Physical Education Access in U.S. Public Schools: A Multistate, Multiregion Study
Ben D. Kern, Wesley J. Wilson, Chad Killian, Hans van der Mars, Kelly Simonton, David Woo, and Tristan Wallhead
increased student PE access, including students with disabilities, because there are no accurate measures within individual states. Policy advocacy requires individual U.S. state data because laws governing access to PE are vastly different in each state ( SHAPE America, 2016a ), and there is generally a
Tracking District and School Physical Education Time Policies After Legal Adjudication: A Case Study in California
David Kahan, Thomas L. McKenzie, Maya Satnick, and Olivia Hansen
regularly communicate with students and their parents about the benefits of PE and why it is important in schools. These advocacy recommendations are important because upstream policies mandating PE dosage in California (i.e., “Big P”) conflict with downstream agents (i.e., “little p”) who may disagree with
Bridging the Policy Gap: Examining Physical Education in Colorado
Xiaoping Fan, Jaimie M. McMullen, Brian Dauenhauer, and Jennifer M. Krause
emphasizing the significance of physical education in fostering healthy lifestyles and academic success among children and youth, schools and districts can raise awareness about the value of physical education and its positive effect on children and youth. Such advocacy efforts have the potential to result in
An Analysis of State Physical Education Policies
Bryan A. McCullick, Thomas Baker, Phillip D. Tomporowski, Thomas J. Templin, Karen Lux, and Tiffany Isaac
The purpose of this study was to analyze state school-based physical education (SBPE) policies’ text and the resulting legal implications. A textualist approach to the legal method of Statutory Interpretation framed the data analysis. Findings revealed the difficulty of determining with clarity a majority of PE statutes and it is probable that based on current wording, courts could not play a role in interpreting these statutes, thus leaving interpretation to educational authorities. Significant variability of how authorities interpret statutes increases the challenge of consistent interpretation or adherence to the NASPE Guidelines for Quality Physical Education and whether meaningful policy study can be conducted to determine if SBPE makes an impact.
Chapter 2: Reversing Policy Neglect in U.S. Physical Education: A Policy-Focused Primer
Hans van der Mars, Hal A. Lawson, Murray Mitchell, and Phillip Ward
field’s ecology. A look to the future would suggest that proactive advocacy toward policy development will be even more important, given the rapidly changing landscape in K–12 schools and higher education. The current context of Black Lives Matter and COVID-19, and the increased focus on online learning
Changing Universities on the Tenure Track: Integrating Into a New Workplace Culture
K. Andrew R. Richards and James D. Ressler
with self-advocacy. As themes are introduced, we support our assertions with quotations from the data set. Readjusting Scholarly Targets and Embracing Grantspersonship Part of Kevin’s motivation for transitioning to the University of Illinois at Urbana-Champaign was “the challenge of working at a major
A Grassroots Initiative to Engage Classroom Teachers in Increasing Physical Activity
Karie L. Orendorff, Christopher B. Merica, and Cate A. Egan
the board (e.g., advocacy, conference, award, and public relations). Additionally, all SHAPE Montana board members were certified teachers. Their years of experience in K–12 schools ranged from 9 to 35 years ( M = 21 years of experience) and M = 10.5 years serving on SHAPE Montana’s board
A Critical Pedagogy for Teacher Education: Toward an Inquiry-Oriented Approach
David Kirk
There has been growing advocacy for an inquiry-oriented approach to teacher education in the wake of developments in educational practice and theory, particularly through the action-research movement and critical curriculum inquiry. The inquiry-oriented approach argues that teacher education cannot be neutral, but must instead acknowledge the inherently political and ethical dimensions of the teaching act. This paper addresses the problem of developing a program for an inquiry-oriented approach and suggests that teacher education must focus on knowledge that begins with, and supports, the teaching act and portrays teacher education as a process of critical reflection on the teaching act itself.
