communities. Widespread support exists in both general education and PE for professional learning communities in which teachers learn from and with each other and develop new practices both inperson ( Parker et al., 2010 ), and online. Teacher learning communities facilitate camaraderie and respect toward one
Search Results
Continuing Professional Development in Physical Education: Future Directions and Lessons Learned
Ben D. Kern and Kevin Patton
Improving Teaching Effectiveness and Student Learning Through the Use of Faculty Learning Communities
Stephen M. Roth
Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.
Effects of Sharing Data With Teachers on Student Physical Activity and Sedentary Behavior in the Classroom
Katie L. Hodgin, Lauren von Klinggraeff, Brian Dauenhauer, Jaimie M. McMullen, Ann Pulling Kuhn, Peter Stoepker, and Russell L. Carson
( 8 ): 1751 – 1758 . PubMed ID: 26003325 doi:10.1007/s00125-015-3624-6 26003325 10.1007/s00125-015-3624-6 41. Marsh JA , Bertrand M , Huguet A . Using data to alter instructional practice: the mediating role of coaches and professional learning communities . Teach Coll Rec . 2015 ; 117 ( 4
Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation
Christa Spicer and Daniel B. Robinson
, 1988 ). To accomplish this, PE teachers would need to be proactive and would need to find time to develop collegiality through daily routine interactions with colleagues ( Templin, 1988 ). If PE teachers were mandated through government contract to take part in professional learning communities (PLCs
Educational Podcasts in Kinesiology: A Scoping Review
Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox
professional learning communities . Quest, 71 ( 4 ), 479 – 496 . doi:10.1080/00336297.2018.1556169 10.1080/00336297.2018.1556169 Berry , R. ( 2015 ). A golden age of podcasting? Evaluating Serial in the context of podcast histories . Journal of Radio & Audio Media, 22 ( 2 ), 170 – 178 . doi:10
Strengthening Whole-of-School Physical Activity Models to Promote Physical Literacy: Moving Beyond a Component Approach
Paul Rukavina and Patricia Gremillion-Burdge
the program. The highlight of a CoP is a focus on leadership and staff growth in addition to the traditional professional learning community mentality where the focus is just on the growth of the program ( Johnson et al., 2017 ). CoP can be within a school, or a space can be created where PALs from
Temporal Trends in Children’s School Day Moderate to Vigorous Physical Activity: A Systematic Review and Meta-Regression Analysis
Robert Glenn Weaver, Rafael M. Tassitano, Maria Cecília M. Tenório, Keith Brazendale, and Michael W. Beets
. Beddoes Z , Prusak KA , Hall A . Overcoming marginalization of physical education in America’s schools with professional learning communities . J Phys Educ Recreat Dance . 2014 ; 85 ( 4 ): 21 – 27 . doi:10.1080/07303084.2014.884432 10.1080/07303084.2014.884432 33. Richards KAR , Gaudreault
Physical Education Teacher Education: The Past, Present, and Future Questions
Matthew D. Curtner-Smith and Tim Fletcher
& Patton, 2016 ). These approaches are reflected in several examples where teachers have been engaged in, for instance, professional learning communities based on communities of practices or instructional coaching. While these approaches have been shown to support teacher learning and facilitate coherent
