Adapted Physical Education National Standards (APENS) Job Analysis Survey. Results of a National Survey of the Roles Performed and Preparation Received by Professionals Serving as Adapted Physical Educators.

Autor/in	Kelly, Luke E.
Institution	Virginia Univ., Charlottesville. School of Education.
Titel	Adapted Physical Education National Standards (APENS) Job Analysis Survey. Results of a National Survey of the Roles Performed and Preparation Received by Professionals Serving as Adapted Physical Educators.
Quelle	(1998), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adapted Physical Education; Disabilities; Elementary Secondary Education; Higher Education; Licensing Examinations (Professions); National Surveys; Needs Assessment; Physical Education Teachers; Standards; Teacher Attitudes; Teacher Certification; Teacher Education; Teacher Responsibility; Teacher Role + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Standard; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Lehrerrolle
Abstract	This report presents findings of a national survey to determine the job functions and training of teachers of adapted physical education. The survey was part of a larger project whose goal was to establish standards and a national certification examination for adapted physical educators. The survey involved questions concerning teacher education and experience, job demographics, roles and responsibilities, and perceptions of training received and desired. Surveys were sent to 575 adapted physical education teachers, which resulted in 293 usable surveys. Analysis of findings indicated that teachers spent an average of 51 percent of their time providing direct services to students and 26 percent providing indirect services. Most teachers served students of all ages and were involved in decisions regarding eligibility for services, placement, Individualized Education Program development, assessment, and instructional content. Teachers reported that their training had involved approximately equal emphases in scientific foundations, behavioral/educational foundations, and planning and implementation. The major sub-content areas in which respondents desired more training were teaching, motor development, continuing education, and human development. The survey is appended. (Contains 10 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01