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K. Andrew R. Richards, Chad M. Killian, Kim C. Graber and Ben D. Kern

The preceding chapters (2 and 3) have served to conceptually ( Ward, 2019 ) and theoretically ( Richards & Templin, 2019 ) frame the monograph. The purpose of this chapter is to provide an overview of the research methods employed to investigate physical education teacher education (PETE) program

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Risto Marttinen, Dillon Landi, Dario Novak and Stephen Silverman

, Combination  Instrument Development    Instrument Development, Research Methods  Equity    Gender, Race, Sexual Orientation, Disability, Other Quantitative variables collected (check all that apply)  Student Attitude, Teacher Attitude, Teacher Motivation, Student Motivation, Teacher Perception, Student

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Julie D. Lanzillo

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Darren Kruisselbrink

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Vikki Krane, Mark B. Andersen and William B. Strean

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Stephen Silverman and Mara Manson

As a part of their doctoral education, students complete a dissertation. Examining these dissertations can provide one analysis of research in a field. The primary purpose of this study was to analyze all physical education dissertations with a teaching focus that were completed between 1985 and 1999. All possible dissertations were examined through the electronic version of Dissertation Abstracts International. For the teaching dissertations (n = 201), each abstract was coded for (a) research type, (b) research focus, (c) student variable measured, (d) observation used, (e) interview used, (f) other methods used, (g) population, (h) general methodology, and (i) statistics reported/used. Most research on teaching dissertations addressed issues related to teacher effectiveness and focused on motor skill learning and attitude. There was an increase in qualitative methods from those reported in a previous study (Silverman, 1987). While there were methodological advances, many dissertations still used methods that were not informed by the research methods literature.

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Ryan M. Brewer

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Orland Hoeber, Ryan Snelgrove, Larena Hoeber and Laura Wood

visualization, which we call the exploratory qualitative-temporal visual analysis and narrative (EQTVAN) methodology. Following the advice of Tinati et al. ( 2014 , p. 6), our research focuses on the integration of “technical capabilities with in-depth qualitative research methods” with the goals of enhancing

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Khirey B. Walker, Chad S. Seifried and Brian P. Soebbing

articles/six different newspapers (accessed online) Providing interpretation (e.g., infraction perspective) Note . NCAA = National Collegiate Athletic Association; LSD bi  = Legislative Services Database. In the second step of the historical research method, researchers test the authenticity of the sources

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John N. Singer, Sally Shaw, Larena Hoeber, Nefertiti Walker, Kwame J. A. Agyemang and Kyle Rich

’ve talked to a number of other qualitative researchers in our field, and they’ve also abstained from those research methods as well. I don’t think that dilemma is as prevalent in some of the other fields outside of sport management. Kyle: We actually talked about this yesterday. One place that I’ve looked