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Riley Galloway, Robert Booker and Scott Owens

.5%) 0 (0%) 16 (100%) For each school, letters were mailed to school officials, containing explanations of the study and an invitation for participation of one randomly selected class. Randomization was conducted by way of alphabetizing the last names of the fourth-grade classroom teachers and selecting

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Hannah G. Calvert, Matthew T. Mahar, Brian Flay and Lindsey Turner

–90 70–80 40–50 50–60 40–50  Hispanic/Latino students, % 10–20 20–30 50–60 30–40 50–60  Students eligible for free/reduced-priced meals, % 50–60 40–50 80–90 60–70 80–90  Title 1 status Yes Yes Yes Yes Yes Teacher characteristics  Number of self-contained classroom teachers 21 18 22 16 20  Median number

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E. Kipling Webster, Leah E. Robinson and Danielle D. Wadsworth

relationship between the individual factors of the preschoolers (microsystem) targeted through CBAB conducted by classroom teachers (mesosystem). In addition, potential policy changes were examined by the requirement of CBAB to be conducted on specific testing days within the childcare center (macrosystem) to

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Xiaofen D. Keating, Jingwen Liu, Xiaolu Liu, Jeff Colburn, Jianmin Guan and Ke Zhou

wanted to be a coach ( Curtner-Smith, 1999 ; Goc-Karp et al., 1985 ). Using a qualitative method with preservice classroom teachers ( n  = 33) who enrolled in a PE teaching method course as participants, Linker and Woods ( 2018 ) reported that preservice classroom teachers’ beliefs of PE positively

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Panos Constantinides and Stephen Silverman

& Zakrajsek, 1993 ). Context of Physical Education in Cyprus Like other countries in Europe, in Cyprus, physical education is part of the national elementary school curriculum. It is taught twice a week by classroom teachers who are assigned to teach mostly or only physical education for grades 1–6. The class

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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

. ( 1986 ). The adult self-perception profile . (Unpublished manual). University of Denver . Morgan , P.J. , & Hansen , V. ( 2008 ). Classroom teachers’ perceptions of the impact of barriers to teaching physical education on the quality of physical education programs . Research Quarterly for

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influences on the teachers’ ability to incorporate physical activity in the classroom. Teachers ( N  = 60) from preschool to eighth grade from five school districts participated in a semistructured interview. Factors influencing teachers’ ability to implement physical activity in the classroom included

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John Williams and Shane Pill

article are the Year 5 participants and the classroom teachers within the reported school. In designing our unit of work and continuing with a social constructivist theme, we drew upon Nakata ( 2011 ). This author argued that while schools are already an intercultural space, to develop greater

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Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake and Simon Olsen

barrier to CSPAP implementation ( Carson, Pulling, et al., 2014 ). Similarly, PE and classroom teachers reported a perceived lack of time for planning and conducting PA programs ( Deslatte & Carson, 2014 ; Jones et al., 2014 ; Patton, 2012 ). Challenges experienced by school personnel include a lack of

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

PE (e.g., elementary classroom teachers tasked with teaching PE), specify the methods used to collect and analyze data, reference OST or draw from the works of prominent scholars of PE-teacher socialization (e.g.,  Lawson, 1983a , 1983b ; Templin & Schempp, 1989 ), and offer conclusions that