Stretched Too Thin? The Relationship between Insufficient Resource Allocation and Physical Education Instructional Time and Assessment Practices

Autor/inn/en	Turner, Lindsey; Johnson, Tyler G.; Calvert, Hannah G.; Chaloupka, Frank J.
Titel	Stretched Too Thin? The Relationship between Insufficient Resource Allocation and Physical Education Instructional Time and Assessment Practices
Quelle	(2017), (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Resource Allocation; Physical Education; Physical Education Teachers; Elementary School Teachers; Teacher Student Ratio; Budgets; Equipment; Educational Quality; Teaching Load; Continuing Education; Financial Support; Time on Task; Student Evaluation + Suchen Sie Ihr Suchwort? Ressourcenallokation; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrer-Schüler-Relation; Finanzhaushalt; Quality of education; Bildungsqualität; Lehrdeputat; Weiterbildung; Finanzielle Förderung; Zeitaufwand; Schulnote; Studentische Bewertung
Abstract	With provisions in the Every Student Succeeds Act, attention to physical education (PE) programs in school will be crucial for developing well-rounded students. We assessed the availability of resources that have the potential to impact PE (staffing, continuing education, annual PE equipment budgets) in a nationally-representative sample of 640 U.S. public elementary schools. Higher student-to-PE teacher ratios were associated with students not receiving adequate instruction. Equipment budgets were minimal (median = $500) and 30% of schools had no budget at all. Additional financial support from federal and state education agencies would help schools to better meet recommendations for PE. [This paper was published in "Teaching and Teacher Education" Nov 2017.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01