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Rachel Gurvitch and Bonnie Tjeerdsma Blankenship

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Jacalyn L. Lund, Rachel Gurvitch and Michael W. Metzler

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Michael W. Metzler, Jacalyn L. Lund and Rachel Gurvitch

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Rachel Gurvitch, Bonnie Tjeerdsma Blankenship, Michael W. Metzler and Jacalyn L. Lund

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Rachel Gurvitch, Jacalyn L. Lund and Michael W. Metzler

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

Purpose: To describe the influence of negotiations on instruction when preservice teachers taught elementary students using a skill theme approach. Methods: Participants were nine preservice teachers from one physical education teacher education program enrolled in a 9-week early field experience. They taught kindergarten, first-, and second-grade students (N = 203). Constructs from the ecology paradigm and previous research on negotiations guided data collection and analysis. Data were collected through nonparticipant observation, informal interviews, critical incident reflections, document analysis, and formal interviews. Deductive and inductive qualitative techniques were employed to code and categorize the data. Findings: A unique and mainly positive pattern of negotiations was revealed as were some new forms of negotiation. Students were also shown to initiate negative negotiations to change content they perceived as gender inappropriate. Conclusion: These findings could be used as the basis for educating preservice teachers to negotiate more effectively when teaching by skill themes.

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Jeremiah T. Deenihan and Ann MacPhail

Research investigating teachers’ and preservice teachers’ (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin, 2008). This study investigated seven PSTs’ delivery of SE during their teaching placement in the final year of their physical education teacher education (PETE) program. Data were gathered through pre- and postteaching placement interviews and midteaching placement focus groups, which were analyzed using thematic coding and constant comparison (Miles & Huberman, 1994; Thomas, 2009). Occupational socialization (Lawson, 1983a, 1983b) was used as the framework to analyze the factors that influenced their learning and delivery of SE. Findings show that PSTs encountered specific difficulties related to teaching SE on teaching placement and that their cooperating teachers played a significant role in their delivery of SE.

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Ermis Kyriakides, Niki Tsangaridou, Charalambos Y. Charalambous and Leonidas Kyriakides

. ( 2008 ). Model based instruction for physical education: The adoption of innovation [monograph] . Journal of Teaching in Physical Education, 27 ( 4 ), 447 – 448 . doi: 10.1123/jtpe.27.4.447 Hattie , J. ( 2009 ). Visible learning: A synthesis of over 800 meta-analyses relating to achievement