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You searched for subject:( Negotiated curriculum). Showing records 1 – 3 of 3 total matches.

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University of Alabama

1. Guadalupe, Tasha Denecke. Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender).

Degree: 2015, University of Alabama

Previous research has indicated that more democratic approaches to teaching in the physical education classroom build equity and create the necessary space for students to develop their voice in the physical education curriculum. The purpose of the current study was to examine the effects of purposefully negotiating the physical education curriculum on one teacher and a middle school class. Participants were three middle school teachers with varied teaching experience and a single middle school class for each teacher of either girls, boys, or mixed genders. Three theoretical perspectives guided data collection and analysis: critical feminism, hegemonic masculinity, and critical tradition. Data were collected through a variety of qualitative techniques: non-participant observation, stimulated recall interviews, reflective journal, formal interviews, informal interviews, focus group interviews, and critical incident reports. Analytic induction and constant comparison were used to analyze the data. Findings revealed that more professional development needs to be provided with ongoing mentor support to effectively incorporate democratic approaches in the physical education classroom. Further, the first study’s results indicated that, in an all-girls class, negotiation empowered and motivated the students to participate, as well as encouraging the lower skilled girls to participate in the process equally with higher skilled girls. The second study’s results were similar, reinforcing the suggestion that hegemonic masculinity can be partially negated through participation in a negotiated curriculum and that higher skilled boys can reconnect with their lower skilled peers. The third study showed that curriculum negotiation can be successfully implemented in mixed gender classes, allowing lower skilled boys and girls to reconnect with the curriculum. This research reinforces that building student voice and creating space for a symbiotic relationship between the teacher and students is a critical component in enhancing student engagement. (Published By University of Alabama Libraries) Advisors/Committee Members: Curtner-Smith, Matthew D., Sinelnikov, Oleg, Woodruff, Elizabeth A., Ballard, Rebecca, Wilson, Elizabeth, University of Alabama. Dept. of Kinesiology.

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Kinesiology; Pedagogy; Physical education; Negotiated Curriculum; Physical Education; Student Voice

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APA (6th Edition):

Guadalupe, T. D. (2015). Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender). (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/131975

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guadalupe, Tasha Denecke. “Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender).” 2015. Thesis, University of Alabama. Accessed November 18, 2019. http://purl.lib.ua.edu/131975.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guadalupe, Tasha Denecke. “Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender).” 2015. Web. 18 Nov 2019.

Vancouver:

Guadalupe TD. Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender). [Internet] [Thesis]. University of Alabama; 2015. [cited 2019 Nov 18]. Available from: http://purl.lib.ua.edu/131975.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guadalupe TD. Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender). [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/131975

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alabama

2. Wahl-Alexander, Zachary. Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units.

Degree: 2012, University of Alabama

Previous research has indicated that sport education (SE) has structural advantages over traditional multi-activity (MA) teaching which may help preservice teachers (PTs) learning to teach. The purpose of this study was to examine the influence of negotiations between pupils and PTs on PTs' instruction within MA teaching and SE. Participants were 17 PTs engaged in a secondary early field experience in which they taught 12-lesson MA and SE soccer units. Data were collected using six qualitative techniques and analyzed using analytic induction and constant comparison. Pupils initiated negotiations aimed at securing changes in instructional tasks and a reduction in standards of performance for those tasks. PTs initiated negotiations aimed at securing compliance with instructional and managerial tasks. During MA instruction, negotiations were relatively negative and common, increased as the unit progressed, and adversely influenced the effectiveness of the majority of PTs' pedagogies. During SE instruction, negotiations were relatively positive and infrequent, declined as the season progressed, and enabled PTs to deliver comparatively good quality physical education. (Published By University of Alabama Libraries) Advisors/Committee Members: Curtner-Smith, Matthew D., Sinelnikov, Oleg A., Wilson, Elizabeth, University of Alabama. Dept. of Kinesiology.

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Physical education; Education; Multi-Activity; Negotiated Curriculum; Physical Education; Preservice Teachers; Sport Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wahl-Alexander, Z. (2012). Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/81681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wahl-Alexander, Zachary. “Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units.” 2012. Thesis, University of Alabama. Accessed November 18, 2019. http://purl.lib.ua.edu/81681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wahl-Alexander, Zachary. “Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units.” 2012. Web. 18 Nov 2019.

Vancouver:

Wahl-Alexander Z. Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Nov 18]. Available from: http://purl.lib.ua.edu/81681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wahl-Alexander Z. Influence of negotiations on preservice teachers' instruction within multi-activity and sport education units. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/81681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

3. McNae, Rachel Elizabeth. Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school.

Degree: 2011, University of Waikato

Young women’s leadership is an area frequently overlooked in educational leadership development. When it is addressed, it is often done so from the perspective of adults resulting in planned learning opportunities being disconnected from the contexts in which young women lead. This thesis brings young women’s voices into educational leadership conversations and illustrates the importance of including their beliefs and understandings about leadership when developing an alternative approach to leadership development. This thesis describes a qualitative, collaborative action research study conducted between 2007 and 2008 with twelve Year Twelve female secondary school students from a Catholic Girls’ School. This research sought the perceptions and views these young women held about leadership in the secondary school context. The students were involved in co-constructing a leadership development programme (Revolution) with the researcher and participating in it. After the delivery of the leadership programme the students and the researcher evaluated both the programme and the process by which it came about. The questions that guided this research were: 1. What are young women’s beliefs about leadership and how are these influenced by contextual factors in their secondary school? 2. What would a leadership curriculum that was co-constructed through an adult/student partnership look like? 3. How effective is the process of co-construction in developing a youth leadership programme and how successful is the programme in developing leadership understanding? Within an action research framework youth-adult partnerships were formed that allowed the voices of the young women and the researcher to be included in the process of designing the leadership programme. The students and the researcher met regularly in the process of creating a collaborative learning community to share perceptions, create, participate in and reflect upon the leadership programme. Semi-structured interviews and focus groups were used to ascertain the young women’s beliefs and perceptions about leadership as well as their preferred ways of learning, what content should be included in the programme and how the programme should be structured, both prior to participating in the programme and after completing the leadership programme. First, the perceptions and understandings about leadership that the young women held about leadership were addressed. The findings indicated that the school was a site of significant influence on the young women’s beliefs and understandings of leadership and the opportunities to develop and practice leadership. There was a wide range of beliefs about leadership ranging from very basic to highly complex and this influenced the process of co-constructing the leadership programme. The changes to these understandings were later explored after participating in the Revolution leadership programme and this process served as a means of evaluating the effectiveness of the leadership programme. Second, the process of co-construction that… Advisors/Committee Members: Alcorn, Noeline (advisor), Robertson, Jan (advisor).

Subjects/Keywords: Leadership; Negotiated curriculum; Youth development; Young women; Co-construction; Feminist leadership; Student voice; Youth leadership; Student leadership; High school leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McNae, R. E. (2011). Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5178

Chicago Manual of Style (16th Edition):

McNae, Rachel Elizabeth. “Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school. ” 2011. Doctoral Dissertation, University of Waikato. Accessed November 18, 2019. http://hdl.handle.net/10289/5178.

MLA Handbook (7th Edition):

McNae, Rachel Elizabeth. “Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school. ” 2011. Web. 18 Nov 2019.

Vancouver:

McNae RE. Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school. [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10289/5178.

Council of Science Editors:

McNae RE. Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school. [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5178

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