The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

Autor/in	Sertich, Sally Krause
Titel	The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers
Quelle	(2013), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-1416-0
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Professional Development; Elementary Secondary Education; Physical Education Teachers; Learning Activities; Teacher Participation; Teacher Effectiveness; Leaders; College Faculty; Program Implementation; National Standards; Educational Change; Public Schools; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lernaktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fachleiter; Fakultät; Bildungsreform; Public school; Öffentliche Schule
Abstract	This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in professional development increased, so too did perceived subsequent change in teaching practice. Both reform and traditional structures of professional development were found effective in teacher learning. Teachers who taught solo were less likely to participate in professional development than those who worked alongside PE/DAPE colleagues in the same school. Moreover, teachers who taught solo were less likely to perceive change in teaching practice following participation in professional development. Study results may provide direction to Minnesota school leaders and university faculty in future planning and development of learning opportunities specific to PE/DAPE teachers with particular consideration for implementing national physical education standards into existing K-12 programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01