Search Results

You are looking at 51 - 60 of 305 items for :

  • "professional development" x
Clear All
Restricted access

Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

teachers, as part of their teacher education training and professional development. Ball et al. ( 2008 ) and Ward ( 2009 ) also hypothesized that SCK would typically not be acquired in the same way as CCK, because it represented a special form of knowledge that only needed to be known if one was an

Restricted access

Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

teacher makes are grounded in the assumption that they work ( What Works Clearinghouse, 2014 ). Those responsible for teacher preparation and professional development should, in turn, focus on providing prospective and in-service teachers with knowledge that has already been proven to be useful ( Darling

Restricted access

Meredith Rocchi and Luc G. Pelletier

positions, it can have a positive impact on employees’ psychological health ( Probst, 2003 ). Stebbings, Taylor, Spray, and Ntoumanis ( 2012 ) discovered there was a positive relationship between coaches’ perceptions of job security and need satisfaction. (c)  Professional development : Formalized coach

Restricted access

Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro

of developing quality PETE and professional development programs (PDP) to better equip pre- and in-service PE teachers with skills and knowledge to integrate technology, there has been limited empirical evidence, to date, of programs’ efficacy and effectiveness to achieve the stated objectives. With

Restricted access

Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp

initiated recognition of coaches’ need for professional development to perform optimally ( Mallett, Rynne, & Dickens, 2013 ). These advancements have been most notable in the establishment of international coaching organizations dedicated to the enhancement of high-quality coach education programs

Restricted access

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

healthy and active lifestyle; developing positive social and cooperative skills through PA; and professional development (PD) opportunities related to physical fitness, PE, and PA ( U.S. Department of Education, 2016 ). Through the assistance of a PEP grant, schools were able to purchase a number of

Restricted access

Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

preschool teachers’ readiness and professional development training in PE/PA ( Martyniuk & Tucker, 2014 ; McWilliams et al., 2009 ). Martyniuk and Tucker ( 2014 ) found that 802 of 1,113 (72.1%) of preservice early childhood educators attending college had not completed PE/PA-specific coursework in the

Restricted access

Stephanie Mazzucca, Cody Neshteruk, Regan Burney, Amber E. Vaughn, Derek Hales, Truls Østbye and Dianne Ward

and professional development, PA policy, outdoor playtime provided, outdoor play environment, ST, ST practices, and ST policy. Subscores are then summed to determine the overall PA environment score, with potential scores ranging from 0 to 30. Higher subscores and overall score indicate better

Restricted access

Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

CSPAP. This information can be used to direct teacher professional development initiatives so that they are tailored to meet the needs of physical education teachers with different degrees of DSI. Our second aim was to examine associations between physical education teachers’ DSI, perceived school

Restricted access

Duane Knudson, Ting Liu, Dan Schmidt and Heather Van Mullem

his or her professional development and advancement for the betterment of the department and the field of kinesiology ( Knudson, 2016 )? Faculty mentoring in teaching and service roles is also important ( Knudson, 2016 ). This is particularly relevant in departments at universities that emphasize