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Sami Yli-Piipari, Todd Layne, Janet Hinson and Carol Irwin

teacher intervention program (professional development) constituted the independent variable of the study. The professional development for the experiment and control groups was completed simultaneously in two parts (each part lasting for three hours). The first professional development session for both

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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson and Oleg A. Sinelnikov

preservice teachers. Although there has been important growth on improvements of assessment practices in physical education ( López-Pastor et al., 2013 ), there is still a need for professional development programs aimed at increasing in-service teachers’ access to quality assessment practices so as to

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Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner

responsibilities ( Webster et al., 2015 ). School Contexts for PE Teachers Physical education has historically been marginalized due to a number of issues, including low collegial support, isolation, and a lack of opportunities for targeted professional development ( Beddoes, Prusak, & Hall, 2014 ). These issues

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Zachary Wahl-Alexander, Matthew D. Curtner-Smith and Oleg A. Sinelnikov

workshop session was approximately four hours in duration with short breaks after each hour. The first author delivered the training program. Strategies that were employed during the training program were drawn from the literature on effective professional development ( Alexander & Taggart, 1995 ; Armour

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Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel and Rebecca A. Zakrajsek

perspectives of senior-level SPPs with extensive experience in the field would contribute to the professional development of emerging professional practitioners, improve the quality of training that future SPPs received ( Rønnestad & Skovholt, 2013 ), and aid experienced practitioners by offering insights and

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Sheri J. Brock, Jared A. Russell, Brenna Cosgrove and Jessica Richards

applied limited inquiry into identifying promising practices and models for supporting the instructional and professional development of PAWP instructors, particularly graduate teaching assistants (GTAs; Kim, Cardinal, & Yun, 2015 ; Melton & Burdette, 2011 ; Russell, 2009 , 2011 ). A priority for

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Lori Gano-Overway, Pete Van Mullem, Melissa Long, Melissa Thompson, Bob Benham, Christine Bolger, Andrew Driska, Anthony Moreno and Dan Schuster

recognize that they lack an understanding of how to create an inclusive environment and begin to search for professional development opportunities to achieve competence. Athletes and Their Families Athletes and their families may use the NSSC to determine the quality of the coaching they should expect from

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

this study was, therefore, to understand the current scope of published research on PE-teacher socialization using OST to identify future directions for research and practice related to teacher education and continuing professional development. The specific research questions that guided the inquiry

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Ang Chen, Bo Shen and Xihe Zhu

receive high-quality professional-development workshops in which they are trained to deliver the curriculum effectively. Teacher training is the most important intervention in a curriculum intervention study. In all our curricula intervention studies, a teacher training manual was developed along with all

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Alex Murata

believe that this book can act as a wonderful template for the creation of a workshop or professional-development tool for parents, coaches, and program administrators to increase their knowledge of some of the big issues (both internally and externally) affecting their capacity to do their jobs. In