This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.
Nate McCaughtry, Jeffrey Martin, Pamela Hodges Kulinna and Donetta Cothran
Darla M. Castelli and Ang Chen
A large body of Catherine Ennis’s work is focused on physical education curriculum development. Her approach to curriculum development is unique in that it is completely based on research evidence. The curricula she developed have been field-tested and the completed curriculum is supported with solid research evidence to demonstrate its efficacy in student learning and teacher ease of use. The purpose of this article is to provide an overview and explore opportunities to continue large-scale physical education curriculum intervention studies. The authors first provide a brief review of previous intervention studies by summarizing the findings and discussing implications. They then discuss potential future intervention studies by presenting several topics that are being explored by researchers in current interventions. Finally, they focus on methodology issues involved in designing effective curriculum intervention studies with the idea of adaptive designs as variations of the randomized clinical trial design.
Melinda A. Solmon
continues to dominate physical education programs and how that leads to disengagement and alienation. In the final section of the paper, I present approaches that have yielded success and other possibilities, highlighting her passionate arguments for change and curriculum reform that are needed to sustain
Kasper Salin, Mikko Huhtiniemi, Anthony Watt, Harto Hakonen and Timo Jaakkola
, Huhtieniemi M . Physical education in Finland—after curriculum reform 2016 . In: Popovic S , Antala B , Gardasevic J , eds. Physical Education in Secondary School. Researches—Best practices—Situation . Niksic, Montenegro : Federation Internationale D’Education Physique ; 2018 : 329 – 334 . 39
Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione
of a small cohort of teachers in one context at a time of curriculum reform, we hope that others are in turn motivated to consider instructional coaching for the professional learning needs of teachers in other contexts. Acknowledgments In accordance with Human Kinetics policy and our ethical
Brendan T. O’Keeffe, Alan E. Donnelly and Ciaran MacDonncha
youths aged 13–19 years . J Sports Sci . 2009 ; 27 ( 9 ): 899 – 906 . PubMed ID: 19629839 doi:10.1080/02640410902902835 10.1080/02640410902902835 19629839 45. Salin K , Huhtiniemi M . Physical Education in Finland after curriculum reform 2016 . In: Popović S , Antala B , Bjelica D
Brendan T. O’ Keeffe, Ciaran MacDonncha, Kwok Ng and Alan E. Donnelly
, M. ( 2018 ). Physical education in Finland after curriculum reform 2016 . In S. Popović , B. Antala , D. Bjelica , & J. Gardašević (Eds.), Physical education in secondary school: Researches, best practices, situation (pp. 329 – 334
Ang Chen, Bo Shen and Xihe Zhu
( Ennis, 2006 ). Curriculum reform in schools has experienced many setbacks due to lack of resources and marginalized status. Ennis ( 2014 ) envisioned that using externally designed but authentically contextualized curricula could situate the learning experience to enhance learning achievement, thus