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Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper

.g., age, gender, years of experience) were found to have little impact on the satisfaction of PE teachers ( Richards et al., 2017 ). Job Satisfaction in Adapted Physical Education Teachers Little is known about adapted physical education (APE) teachers’ job satisfaction. Ješinová et al. ( 2014 ) found that

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Xiuye Xie, Phillip Ward, Daekyun Oh, Yilin Li, Obidiah Atkinson, Kyuil Cho, and Mijoo Kim

, 2015 ). Shulman ( 1987 , p. 8) described PCK as “an understanding of how particular topics, problems, or issues are organized, presented, and adapted to the diverse interests and abilities of learners, and presented for instruction.” If a key element of PCK is the teacher’s ability to adapt instruction

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Katherine Holland and Justin A. Haegele

process. Both the first (female) and second (male) authors identify as White able-bodied individuals with experience teaching adapted PE in K–12 settings prior to joining academia. Both authors have conducted research on the experiences of youth with disabilities in PE and physical activity contexts and

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Wesley J. Wilson and K. Andrew R. Richards

discipline ( Laureano et al., 2014 ; Richards, Gaudreault, Starck, & Woods, 2018 ). The socialization of adapted PE (APE) teachers, however, has only recently garnered attention ( Wilson, Richards, & Kelly, 2017 ). While some of the experiences of PE and APE teachers are similar, there are also notable

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Danielle Peers

ethically be fixed ( Hobbs & Rice, 2013 ). In short, “The Heterosexual Questionnaire” was an axiological intervention. In this article, I am attempting to make a similar axiological intervention within the context of adapted physical activity (APA): one that renders noticeable the tacit values, and ethical

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Rebecca T. Marsh Naturkach and Donna L. Goodwin

reflection enable the identification of positive actions for improvement in future encounters. Undergraduate university instructors have historically used disability-related CSL to prepare adapted physical activity students for professional practice ( Connolly, 1994 ; DePauw, 2000 ; Hodge & Jansma, 1999

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Gashaw Abeza, Norm O’Reilly, Kyle Kashuck, Joshua Law, and Alexandra Speck

Commissioner has asked the advisory board to develop an exhaustive list of possible reasons for fans’ declining football attendance, to identify the short- and long-term implications of this decline, and to specify adaptive (corrective) strategies (and tactics) that can be designed based on ASU’s ticket

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Patricia Santos de Oliveira, Mey de Abreu van Munster, Joslei Viana de Souza, and Lauren J. Lieberman

students with disabilities in different contexts ( Caetano & Mendes, 2008 ; Machado & Almeida, 2014 ). The concept of education consulting involves a triad of interaction in which three parties generally act collaboratively: the consultant (adapted physical education [APE] teacher) assists the

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Andrea R. Taliaferro and Sean M. Bulger

The significance of adapted physical education (APE) practicum experiences in undergraduate physical education teacher education (PETE) programs is well documented. Researchers have described these hands-on service-learning opportunities as an essential and integral component of introductory APE

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Scott W.T. McNamara, Kevin Andrew Richards, Alyssa M. Trad, Sarena Abdallah, and Lauren Hill

The Individuals with Disabilities Education Act ( IDEA, 2004 ) mandates that students with disabilities receive physical education services that, when necessary, are specially designed, which is often called adapted physical education (APE). Adapted physical educators’ role is to ensure that