recognizing and being knowledgeable about their students’ approaches to learning ( Brown, White, Wakeling, & Naiker, 2015 ), as approaches to learning are related to student success ( Rostaminezhad, Porshafei, & Ahamdi, 2019 ) and influence academic outcomes ( Bonsaksen, Sadeghi, & Thorrisen, 2017 ). A
Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police
Darren D. Kelly and Marlene A. Dixon
Despite excellent performance on the field and years of academic and social attention, National Collegiate Athletic Association (NCAA) Division I African American male student-athletes continue to struggle to have an optimal and well-rounded college experience at predominantly White institutions of higher education. In particular, the first 2 years of college represent a difficult period during which this group would benefit from new ideas to support their multiple transitions. Mentoring, and more specifically constellation mentoring, provides great promise for aiding in the transition and success of this group (Kram, 1985). Mentoring, like other organizational transition management tools, focuses on helping people navigate a transition into a new setting (Noe, Hollenbeck, Gerhart, & Wright, 2010). However, constellation mentoring can be simultaneously broad (in terms of range of needs addressed) and specifically tailored to individual needs. This study seeks to establish a framework for how mentoring may provide a valuable tool for addressing the needs of African American male student-athletes as they transition into the college sport, social, and academic atmosphere.
Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende and Sarah Banner
Since the advent of institutions of higher education, academic advising has been recognized as a key aspect of student success. Over the past 2 decades, formative and summative research in academic advising has increased, in part due to growing enrollments and administrative pressures (e
Paul Keiper and Richard B. Kreider
Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.
Paul G. Schempp
This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.
The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.
Ben D. Kern, Suzan F. Ayers, Chad M. Killian and Amelia Mays Woods
related to student retention in PETE were developed. These themes capture participants’ perceptions of their role in student retention as well as the challenges that retention brings, and included: (a) student retention is part of the job; (b) student success is primary, student retention is secondary; (c
graduate students to become warm-hearted, caring scholars and encourage us to “stay involved.” A leading scholar always places students first . Cathy was a talented academic leader who was a champion for her students, colleagues, and fellow researchers. She genuinely cared about her students’ success and
Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith
include students being successful, staying on-task, and following directions. Examples of potential punishers would be a lack of student success, students complaining, and off-task behaviors. From a behavioral perspective, PCK can be observed and measured when teachers write lesson plans, talk about what
Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey
, engaged scholarship has the potential to foster the development of foundational skills that are increasingly critical for students’ success. At the Pennsylvania State University, students are exposed to opportunities to build communication, leadership, interpersonal, and team-building skills. Through our