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Book Review

Michael W. Metzler

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Adapting the Academic Learning Time Instructional Model to Physical Education Teaching

Michael W. Metzler

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Bringing the Teaching Act Back into Sport Pedagogy

Michael W. Metzler

This thematic article is based upon personal reflections and tangible evidence that the emphasis in sport pedagogy has shifted away from doing research on instruction and toward doing research on teachers. Several contributing factors to this trend are discussed along with implications for continued change in the patterns of sport pedagogy. Suggestions are made that could alter these patterns and address how to conduct research on teaching that is both meaningful to practice and valued in the academy. Finally, there is a call to question the role of traditional sport disciplines and subdisciplines in the conduct of professional practice and the conceptualization of sport pedagogy.

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JTPE as Legacy

Michael W. Metzler

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Editors’ Page

Michael W. Metzler and Thomas J. Templin

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Here’s Looking at You, PETE: A Profile of Physical Education Teacher Education Faculty

Michael W. Metzler and Mark S. Freedman

The purpose of this study was to determine several features and opinions of the faculty group who staff preprofessional physical education programs in the United States. A total of 171 college and university faculty members who identified themselves as elementary and/or secondary specialists returned a 33-item questionnaire for this study. This questionnaire was designed to seek demographic data on subjects’ institution, department, faculty, and personal career information. In addition, the questionnaire requested opinions on several topics related to preprofessional physical education programs. The profile sketch of the PETE faculty group described a notably diverse professoriate, with very few commonalities binding them in terms of education, teaching responsibilities, publication records, professional duties, and membership in professional societies. However, there was some agreement within the sample about how well preprofessional programs are faring, and on the steps needed to make programs stronger in the future.

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Editors’ Pages

Michael W. Metzler and Thomas J. Templin

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PETE Program Assessment Within a Development, Research, and Improvement Framework

Michael W. Metzler and Bonnie L. Tjeerdsma

This paper describes a development, research, and improvement (DRI) framework for conducting comprehensive program assessment in physical education teacher education (PETE) programs. The DRI model has three main stages: development, research, and decision-making for improvement. Each stage is comprised of a series of questions that allow a PETE faculty to proceed through program assessment to arrive at a “custom made” plan. The framework functions mainly on the collection of valid and reliable data gathered by using existing systematic observation instruments, qualitative techniques, and psychometric instruments from the current sport pedagogy literature. The resulting data are then used to monitor students’ acquisition of the program’s intended pedagogical skills, content knowledge, performance knowledge, beliefs-attitudes, and professional dispositions. Having become a “learning organization,” the PETE faculty is then able to make more systematic decisions about improving selected program components.

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Chapter 5: Introducing Innovation to Those Who Matter Most—The P–12 Pupils’ Perceptions of Model-Based Instruction

Michael W. Metzler and Bryan A. McCullick

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Chapter 1: Teacher Education Program Assessment and the GSU PETE Assessment Project

Michael W. Metzler and Bonnie L. Tjeerdsma