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Melinda A. Solmon

education, followed by an overview of the streams of research that have evolved. This is followed by an examination of the major tenets of research on effective teaching, exploring ways in which disciplinary content has informed this line of inquiry. Next, research on curricular reform is discussed and the

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Donal Howley and Mary O’Sullivan

process of three PE teachers in three different schools, attempting to give students voice from their PE lessons in an effort to further understand how this paradox embodies itself at the coalface of classrooms and the wider school setting at a time of curricular reform. Three questions guided this study

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Melinda A. Solmon and Stephen Silverman

the course of her career, the drive to understand teachers’ curricular decisions and how they affect student learning remained the central concern. She was keenly aware that efforts designed to implement curricular reform could not be successful without addressing teachers’ existing beliefs and values

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Melinda A. Solmon

to develop strategies to help them be successful in curricular reform efforts. Based on a decade of her research in urban schools, Ennis ( 1999a ) identified enabling students to experience meaningful and continual success, providing meaningful activities, and creating a culture of caring, trust, and

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Hal A. Lawson

research universities, Morford also was the athletics director. Once he recognized that he needed help with the academic side, he arranged a 1-year, full-time consultancy. My duties included curricular reform, faculty development, and grant writing. During the ensuing academic year, I fell in love with UBC

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Weidong Li, Xiuye Xie, and Huanyu Li

models in PE is rarely based on a theory of learning. Any curricular reform should be driven by a theory of learning ( Rink, 1999 ). A model-based approach to teach PE could help teachers sustain instruction and help students transfer learning across lessons, units, and grade levels ( Metzler, 2005