Author : Susan Marie Matzek
Publisher :
Page : 86 pages
File Size : 23,87 MB
Release : 1988
Category : Physical education and training
ISBN :
Author : Kevin Patrick Stewart
Publisher :
Page : 123 pages
File Size : 19,93 MB
Release : 2010
Category : Electronic dissertations
ISBN :
Author's abstract: In Georgia, there is no separate endorsement or required specialized teacher certification for adapted physical educators. Because of this absence, the resulting span of personnel teaching adapted physical education (APE) in the state ranges widely in terms of certification areas. Educational administrators would benefit from knowing if any perceived differences exist between APE programs led by teachers with specialized APE certification and those led by general education PE teachers. Therefore, the purpose of this study was to examine the relationship between APE teacher certification and school personnel perceptions of APE program practices.
Author : Greenberg, Jayne
Publisher : Human Kinetics
Page : 409 pages
File Size : 47,13 MB
Release : 2018-11-30
Category : Education
ISBN : 1450480403
If you want to know how to be the best, you learn from the best. Two SHAPE America Physical Education Administrators of the Year share what it takes to be an outstanding administrator in Organization and Administration of Physical Education: Theory and Practice. Jayne Greenberg and Judy LoBianco, veteran leaders in the field with decades of successful administration experience, head a sterling list of contributors who have taught at the elementary, middle school, high school, and college levels in urban, suburban, and rural settings. Together, these contributors expound on the roles and responsibilities of physical education administrators through both theoretical and practical lenses.
Author : National Association for Sport and Physical Education
Publisher : Naspe
Page : 38 pages
File Size : 10,38 MB
Release : 2002
Category : Health & Fitness
ISBN :
This report describes the current state of U.S. physical education (PE) to help determine the mandate and availability of PE programs by state; PE teacher qualifications; curricular standards; class size; and accountability for student achievement. Information comes from surveys of PE directors/consultants in all 50 states and the District of Columbia (DC). Surveys requested information about the PE mandate, state standards, student assessment, substitutions for PE, time allocations, teacher licensing, and current concerns. Only two states do not have PE mandates, though in many states, the mandate requires only that PE be provided and local districts provide content and format guidelines. Only one state requires daily PE for all students. In most states, certified PE specialists are recommended, but classroom teachers teach elementary PE. In nearly 40 states, certified PE specialists are required to teach middle and high school PE. Only six states do not require continuing education to maintain teacher licensure. Only four states have or are developing PE content standards. Most states allow a PE teacher student ratio of 1:30. PE is being assessed by state approved assessment in five states and DC. Physical fitness is being assessed in seven states and DC. Ten recommendations are presented. Summary information by each state is included. (SM)
Author : Bik-chu Chow
Publisher :
Page : 196 pages
File Size : 14,14 MB
Release : 1989
Category : College students
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 300 pages
File Size : 12,10 MB
Release : 2002-04-11
Category : Education
ISBN : 0309170184
This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues.
Author : José Angel Cárdenas
Publisher : Intercultural Development Research Association (Idra)
Page : 420 pages
File Size : 32,10 MB
Release : 1997
Category : Education
ISBN :
A master story-teller, Dr. Jose A. Cardenas, offers us an insider's view of the 28-year history of school finance in Texas. Dr. Cardenas is the founder & director emeritus of IDRA & is the only person who has been actively involved in the entire school finance reform effort since the early days of the RODRIGUEZ VS. SAN ANTONIO ISD litigation when he was superintendent of the Edgewood Independent School District. More than a history, this book provides a blueprint for persons interested in bringing about future reform in schools & other social institutions. Beginning with a description of the Texas system in 1950, the account covers court cases, legislation, & advocacy efforts & concludes with the status & future of school finance reform. Personal vignettes sprinkled throughout offer glimpses of those special untold moments that impacted history. Much of this volume - including the myths of school finance & lessons learned - relate to reform efforts in other states as well. Dr. James A. Kelly, president of the National Board of Professional Teaching Standards, provides a foreword, "Fighting the Good Fight," describing Dr. Cardenas as a trailblazer & pioneer. (ISBN 1-878550-63-2; 1997; 387 pages; hardback) Distributed exclusively by the Intercultural Development Research Association (IDRA); 210-684-8180; FAX: 210-684-5389; E-mail: [email protected]; URL: www.idra.org.
Author :
Publisher :
Page : 156 pages
File Size : 27,84 MB
Release : 1979
Category : Physical education and training
ISBN :
Author : Rod K. Dishman
Publisher :
Page : 194 pages
File Size : 18,27 MB
Release : 1975
Category : Physical education and training
ISBN :
Author : Sharon Tiffany Bowers
Publisher :
Page : 0 pages
File Size : 34,88 MB
Release : 2009
Category : Physical education for people with disabilities
ISBN :
The purpose of this investigation was to determine, and then compare and contrast, the performance-based teaching behaviors of effective practitioners in three different environments: (a) general physical education (GPE) teachers who work with students without disabilities; (b) GPE teachers who work with students with disabilities in an integrated setting; and (c) adapted physical education (APE) teachers who work with students with disabilities in a segregated setting. A mixed methods design using both qualitative and quantitative methods with sequential procedures was used (Creswell, 2003). The sampling design was purposive. Participants (N = 10) were professors of master's degree programs in Adapted Physical Activity, Adapted Physical Education, and/or Special Physical Education. The questionnaire, Performance-based Teaching Behaviors of General and Adapted Physical Educators , consisted of informed consent information and a combination of close-ended (rating scale) and open-ended (comment) questions. Questions were developed using a three-phase approach: (a) an in-depth review and analysis of performance-based teaching behaviors listed in the literature, the National Standards for Beginning Physical Education Teachers (NASPE, 2003), the Standards for Advanced Programs in Physical Education Teacher Education (NASPE, 2001), and the Adapted Physical Education National Standards (Kelly, 2006); (b) information regarding performance-based teaching behaviors obtained from interviews; and (c) validity and reliability measures. Data were collected in summer of 2008. Participants were asked to rank the importance of each of the 145 teaching behaviors for each of the three physical education environments. Data were analyzed using descriptive and nonparametric statistics. Within the limitations of this study, both similarities and differences were identified in the teaching behaviors of effective physical educators who work with and without students with disabilities. Based on the results of this study, a number of teaching behaviors are necessary for effective physical education teachers in any setting and additional teaching behaviors are required for the effective teaching of students with disabilities in both general and adapted physical education.
