Purpose: In the United States, 15 states maintain policies and 25 states represent some level of edTPA affiliation. This study investigated how the edTPA was integrated and aligned into different physical education teacher education (PETE) programs in New Jersey. It also sought to understand teacher educators’ perceptions and experiences in preparing teacher candidates for the edTPA. Methods: This study utilized three data sources: semistructured interviews (n = 4), one focus group interview (n = 1), and documents (n = 17). Data analysis reflected a conventional approach toward qualitative content analysis. Results: In analyzing the data, four themes were established: (a) benefits and drawbacks of edTPA in PETE, (b) goals and success of edTPA in PETE, (c) integrating edTPA into PETE—macro- and microperspectives, and (d) analytic insights into edTPA and future recommendations. Discussion/Conclusion: In states requiring the edTPA, early exposure, scaffolding, curriculum mapping, and a shared mission and vision are critical. In states not requiring the edTPA, programs may want to consider indicators of performance, such as artifacts, reports, elements of the edTPA, university-based assessments, or a portfolio. Regardless of the type of assessment, “a” performance-based assessment may help to determine teacher candidates’ ability to plan, instruct, assess, and reflect.
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Integrating edTPA into Physical Education Teacher Education: Teacher Educators’ Perceptions and Experiences in Preparing Teacher Candidates
Edward B. Olsen, James D. Wyant, Emi Tsuda, Michael K. Laughlin, and Deborah S. Baxter
The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic
Edward B. Olsen, Emi Tsuda, James D. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, and David Labrador
Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.
Exploring Recess Policies and Practices in Middle Schools: A School Leadership Perspective
Edward B. Olsen, James D. Wyant, Emi Tsuda, Kyoung Kim, Mia Weiser, Colin Embry, Joseph Di lusto, John Koch, and Mohamed Omar
Purpose: This study explored school administrators’ perceptions and experiences in planning and implementing recess policies and practices in New Jersey middle schools. Method: A total of 168 surveys and 19 semistructured interviews were conducted on school administrators. The survey data were analyzed using descriptive statistics. Semistructured interviews were analyzed using a phronetic iterative approach. Results: Phase 1 results showed that the participants supported and could offer recess. Major barriers included time demands and scheduling conflicts. The results of Phase 2 represented four themes: (a) the importance and benefits of middle school recess, (b) recess operation, (c) issues associated with middle school recess, and (d) resources to improve middle school recess. Conclusions: Professional development, stakeholder input, recess committees, recess plans and schedules, fundraisers/budgets, and laws are critical for planning and implementing recess policies and practices at the middle school level.
