Adapted Physical Education Teachers' Concerns in Teaching Students with Disabilities in an Urban Public School District

Autor/inn/en	Hodge, Samuel R.; Akuffo, Patrick B.
Titel	Adapted Physical Education Teachers' Concerns in Teaching Students with Disabilities in an Urban Public School District
Quelle	In: International Journal of Disability, Development and Education, 54 (2007) 4, S.399-416 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Adapted Physical Education; Public Schools; Attitudes toward Disabilities; Primatology; School Districts; Physical Education Teachers; Teacher Attitudes; Teacher Competencies; Urban Schools; Case Studies; Interviews; Observation; Recall (Psychology); Teacher Role; United States + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; School district; Schulbezirk; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Abberufung; Lehrerrolle; USA
Abstract	The purpose of this study was to determine whether or not adapted physical education (APE) teachers had job-related concerns associated with teaching students with disabilities in an urban public school district. The participants were six experienced, itinerant APE teachers, who taught in urban public schools in a midwestern state in the United States. The research method was a collective case study situated in concerns theory. Data were collected from teacher interviews, on-site observations, and stimulated recall sessions. Case analyses and cross-case analyses were conducted using constant comparative procedures. Findings indicate that the teachers had job-related concerns explainable within the tenets of concerns theory. They also had concerns not situated within concerns theory that were unique to their itinerant status. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10