Search Results

You are looking at 1 - 4 of 4 items for

  • Author: Karen Lux Gaudreault x
Clear All Modify Search
Restricted access

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.

Restricted access

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.

Restricted access

K. Andrew R. Richards, Gabriella M. McLoughlin, Victoria Nicole Ivy and Karen Lux Gaudreault

Purpose:

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.

Method:

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.

Results:

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.

Discussion/Conclusions:

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.

Restricted access

Collin A. Webster, Judith E. Rink, Russell L. Carson, Jongho Moon and Karen Lux Gaudreault

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.