The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data collection involved approximately 300 hr in the school setting involving observation and field notes, interviews, and critical incident (Flanagan, 1954) reports. Data trustworthiness was established through triangulation, member checks and a peer debriefer. Inductive analysis (Huberman & Miles, 1994) of the data generated themes pertaining to Structuration Theory. Analysis revealed that the teacher navigated marginality using four strategies. Implications for teacher preparation are discussed.
Karen Lux and Bryan A. McCullick
Casey Ingersoll, Jayne M. Jenkins and Karen Lux
Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.
K. Andrew R. Richards, Karen Lux Gaudreault and Amelia Mays Woods
Purpose: This study sought to develop a quantitative understanding of factors that reduce perceived isolation and marginalization among physical educators. A conceptual model for the relationships among study variables was developed. Method: Data were collected through an online survey completed by 419 inservice physical educators (210 females, 209 males, 93.60% Caucasian). Variables included perceived mattering, resilience, personal accomplishment, as well as isolation and marginalization. Primary data analyses included structural equation modeling to test the hypothesized relationships in the conceptual model. Results: The structural equation model fit was good, χ2(315) = 669.38, p < .001, RMSEA = .05 (90% CI = [.05, .06], p = .285), SRMR = .05, NNFI = .93, CFI = .94. After removing non-significant regression pathways, the structural model generally confirmed the study hypotheses. Discussion/Conclusion: Enhancing personal accomplishment and resilience helps to foster perceptions of mattering, which reduces physical educators’ perceived isolation and marginalization.
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.
K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton and Angela Simonton
Researchers have begun using occupational socialization theory to understand the experiences of physical education teacher education doctoral students and faculty members. Comparatively little work has been done with graduate students pursuing research-focused masters’ degrees. These programs can serve as pipelines into PhD programs and have implications for the process of becoming a faculty member. Using a qualitative methodology grounded in existential phenomenology, this 2-year longitudinal study sought to understand the perspectives of Angela and Kelly as they navigated the master’s degree program. Data were collected through interviews, an online discussion forum, and text message conversations. Data analysis resulted in the construction of three themes and associated subthemes to describe the data. The primary themes included: (a) adjusting to graduate student life, (b) the importance of relationships, and (c) preparing for life after graduate school. Results are discussed using occupational socialization theory, and implications for research and practice are suggested.
K. Andrew R. Richards, Gabriella M. McLoughlin, Victoria Nicole Ivy and Karen Lux Gaudreault
Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.
Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.
Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.
Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.