subject:(Physical education teachers Training of)

California State University – Sacramento

1. Lotter, Willard S. The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California.

Degree: MA, Physical Education, 2017, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/193705

► The purpose of this study was to develop a program in physical education at the University of California at Davis which would accomplish the following:… (more)

Subjects/Keywords: Physical education teachers – Training of.

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APA (6^th Edition):

Lotter, W. S. (2017). The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/193705

Chicago Manual of Style (16^th Edition):

Lotter, Willard S. “The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California.” 2017. Masters Thesis, California State University – Sacramento. Accessed December 09, 2019. http://hdl.handle.net/10211.3/193705.

MLA Handbook (7^th Edition):

Lotter, Willard S. “The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California.” 2017. Web. 09 Dec 2019.

Vancouver:

Lotter WS. The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.3/193705.

Council of Science Editors:

Lotter WS. The development of a program in physical education at the University of California at Davis to meet the requirements for the special secondary credential in physical education for the State of California. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/193705

University of New Mexico

2. Olson, Terry. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.

Degree: Health, Exercise, and Sports Sciences, 2010, University of New Mexico

URL: http://hdl.handle.net/1928/10310

► The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in… (more)

▼ The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this study, holds that the better one is at self-regulation, the better one is able to attain his or her goals. This research examined whether a relationship exists between pre-service physical education teachers self-regulation, goal-setting, strategy implementation, and strategy monitoring as a function of gender, year in program, current GPA, anticipated GPA upon graduation, and weekly study time. The relationship between variables was examined by implementing descriptive statistics and factorial ANOVA's. Pre-service physical education students at a major university in the southwest (n=141) were given the Five-Component Scale of Self-Regulation (FCSSR) (Maclellan & Soden, 2006) to measure self-regulation as based on the social cognitive theory. Results showed there was a significant relationship between pre-service physical education teachers overall self-regulation and how much they studied through their academic week. Gender, year in program, current GPA, and anticipated GPA upon graduation were not factors as measured against self-regulation and its subcomponents (goal-setting, strategy monitoring, and strategy implementation). These findings indicate self-regulating pre-service teachers utilize an optimal amount of study time throughout a given week. Additional findings showed there was statistical significance in the interactions between the participant's year in program and GPA in that the lower the GPA, the higher the self-regulatory skills are. This indicates there is a plateau effect as students mature in their self-regulatory abilities while in their PETE program.' Advisors/Committee Members: Napper-Owen, Gloria, Flowerday, Terri, Barnes, John, Wilmerding, Virginia.

Subjects/Keywords: Student teachers – Psychology; Self-control – Research; Physical education teachers – Training of

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APA (6^th Edition):

Olson, T. (2010). Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10310

Chicago Manual of Style (16^th Edition):

Olson, Terry. “Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.” 2010. Doctoral Dissertation, University of New Mexico. Accessed December 09, 2019. http://hdl.handle.net/1928/10310.

MLA Handbook (7^th Edition):

Olson, Terry. “Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.” 2010. Web. 09 Dec 2019.

Vancouver:

Olson T. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1928/10310.

Council of Science Editors:

Olson T. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10310

University of New Mexico

3. Hushman, Glenn. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.

Degree: Health, Exercise, and Sports Sciences, 2009, University of New Mexico

URL: http://hdl.handle.net/1928/9819

► Socialization is the process of gathering knowledge and constructing it in a social context. This gathering of knowledge is often acquired formally through an educational… (more)

Subjects/Keywords: Physical education teachers – In-service training – Social aspects; Physical education teachers – Training of – Social aspects; Student teachers – Attitudes; Professional socialization

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APA (6^th Edition):

Hushman, G. (2009). Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9819

Chicago Manual of Style (16^th Edition):

Hushman, Glenn. “Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.” 2009. Doctoral Dissertation, University of New Mexico. Accessed December 09, 2019. http://hdl.handle.net/1928/9819.

MLA Handbook (7^th Edition):

Hushman, Glenn. “Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.” 2009. Web. 09 Dec 2019.

Vancouver:

Hushman G. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1928/9819.

Council of Science Editors:

Hushman G. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9819

University of Wisconsin – La Cross

4. Smith, Rachel L. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.

Degree: 2013, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/71746

► During teacher preparation, preservice teacher candidates undergo a variety of professional development opportunities that allow them to gain knowledge and experience that will be useful… (more)

Subjects/Keywords: Physical education for children with disabilities; Physical education teachers – Training of; Inclusive education

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APA (6^th Edition):

Smith, R. L. (2013). Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/71746

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

Chicago Manual of Style (16^th Edition):

Smith, Rachel L. “Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.” 2013. Thesis, University of Wisconsin – La Cross. Accessed December 09, 2019. http://digital.library.wisc.edu/1793/71746.

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

MLA Handbook (7^th Edition):

Smith, Rachel L. “Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.” 2013. Web. 09 Dec 2019.

Vancouver:

Smith RL. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. [Internet] [Thesis]. University of Wisconsin – La Cross; 2013. [cited 2019 Dec 09]. Available from: http://digital.library.wisc.edu/1793/71746.

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

Council of Science Editors:

Smith RL. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. [Thesis]. University of Wisconsin – La Cross; 2013. Available from: http://digital.library.wisc.edu/1793/71746

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

University of Wisconsin – La Cross

5. O'Reilly, Mary. Perceptions of parents of students with Down syndrome regarding physical education programs.

Degree: 2017, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/76922

► Research indicates many barriers to health enhancing physical activity for students with Down syndrome (DS). In addition, low levels of fitness and motor skills are… (more)

Subjects/Keywords: Inclusive education; Physical education teachers – Training of; Physical education for children with disabilities – Evaluation

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APA (6^th Edition):

O'Reilly, M. (2017). Perceptions of parents of students with Down syndrome regarding physical education programs. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/76922

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

Chicago Manual of Style (16^th Edition):

O'Reilly, Mary. “Perceptions of parents of students with Down syndrome regarding physical education programs.” 2017. Thesis, University of Wisconsin – La Cross. Accessed December 09, 2019. http://digital.library.wisc.edu/1793/76922.

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

MLA Handbook (7^th Edition):

O'Reilly, Mary. “Perceptions of parents of students with Down syndrome regarding physical education programs.” 2017. Web. 09 Dec 2019.

Vancouver:

O'Reilly M. Perceptions of parents of students with Down syndrome regarding physical education programs. [Internet] [Thesis]. University of Wisconsin – La Cross; 2017. [cited 2019 Dec 09]. Available from: http://digital.library.wisc.edu/1793/76922.

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

Council of Science Editors:

O'Reilly M. Perceptions of parents of students with Down syndrome regarding physical education programs. [Thesis]. University of Wisconsin – La Cross; 2017. Available from: http://digital.library.wisc.edu/1793/76922

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

University of Wisconsin – La Cross

6. Rosenfeld, Scott S. Perceived professional development needs of general and adapted physical education teachers.

Degree: 2011, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/64747

► Students with disabilities should receive adapted physical education (APE) services from a qualified APE and! or a general physical education (GPE) teacher. Current research, however,… (more)

Subjects/Keywords: Education – Aims and objectives – United States.; Physical education and training.; Teachers – Training of – United States.

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APA (6^th Edition):

Rosenfeld, S. S. (2011). Perceived professional development needs of general and adapted physical education teachers. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/64747

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

Chicago Manual of Style (16^th Edition):

Rosenfeld, Scott S. “Perceived professional development needs of general and adapted physical education teachers.” 2011. Thesis, University of Wisconsin – La Cross. Accessed December 09, 2019. http://digital.library.wisc.edu/1793/64747.

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

MLA Handbook (7^th Edition):

Rosenfeld, Scott S. “Perceived professional development needs of general and adapted physical education teachers.” 2011. Web. 09 Dec 2019.

Vancouver:

Rosenfeld SS. Perceived professional development needs of general and adapted physical education teachers. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2019 Dec 09]. Available from: http://digital.library.wisc.edu/1793/64747.

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

Council of Science Editors:

Rosenfeld SS. Perceived professional development needs of general and adapted physical education teachers. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/64747

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

University of Wisconsin – La Cross

7. Williams, Nicholas J. Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities.

Degree: 2012, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/64749

► Students ages 14-21 years with disabilities receive transition services to help them successfully progress from school to post-school life. Transition programs for students with disabilities… (more)

Subjects/Keywords: Physical education and training.; Teachers – Training of – United States.; Education – Aims and objectives – United States.

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APA (6^th Edition):

Williams, N. J. (2012). Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/64749

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

Chicago Manual of Style (16^th Edition):

Williams, Nicholas J. “Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities.” 2012. Thesis, University of Wisconsin – La Cross. Accessed December 09, 2019. http://digital.library.wisc.edu/1793/64749.

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

MLA Handbook (7^th Edition):

Williams, Nicholas J. “Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities.” 2012. Web. 09 Dec 2019.

Vancouver:

Williams NJ. Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities. [Internet] [Thesis]. University of Wisconsin – La Cross; 2012. [cited 2019 Dec 09]. Available from: http://digital.library.wisc.edu/1793/64749.

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

Council of Science Editors:

Williams NJ. Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities. [Thesis]. University of Wisconsin – La Cross; 2012. Available from: http://digital.library.wisc.edu/1793/64749

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

Montana Tech

8. Tremper, Helen Marie. An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61.

Degree: MS, 1961, Montana Tech

URL: https://scholarworks.umt.edu/etd/7714

Subjects/Keywords: Physical education teachers Training of.

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APA (6^th Edition):

Tremper, H. M. (1961). An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7714

Chicago Manual of Style (16^th Edition):

Tremper, Helen Marie. “An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61.” 1961. Masters Thesis, Montana Tech. Accessed December 09, 2019. https://scholarworks.umt.edu/etd/7714.

MLA Handbook (7^th Edition):

Tremper, Helen Marie. “An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61.” 1961. Web. 09 Dec 2019.

Vancouver:

Tremper HM. An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61. [Internet] [Masters thesis]. Montana Tech; 1961. [cited 2019 Dec 09]. Available from: https://scholarworks.umt.edu/etd/7714.

Council of Science Editors:

Tremper HM. An evaluation of supervisory techniques in physical education in thirteen public elementary schools grades one through six Missoula Montana 1960-61. [Masters Thesis]. Montana Tech; 1961. Available from: https://scholarworks.umt.edu/etd/7714

McGill University

9. Wilson, Laurie M. Sources of knowledge acquisition : perspectives of the high school teachercoach.

Degree: MA, Department of Kinesiology and Physical Education., 2008, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile112596.pdf

► The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured… (more)

Subjects/Keywords: Physical education teachers – Training of.

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APA (6^th Edition):

Wilson, L. M. (2008). Sources of knowledge acquisition : perspectives of the high school teachercoach. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile112596.pdf

Chicago Manual of Style (16^th Edition):

Wilson, Laurie M. “Sources of knowledge acquisition : perspectives of the high school teachercoach.” 2008. Masters Thesis, McGill University. Accessed December 09, 2019. http://digitool.library.mcgill.ca/thesisfile112596.pdf.

MLA Handbook (7^th Edition):

Wilson, Laurie M. “Sources of knowledge acquisition : perspectives of the high school teachercoach.” 2008. Web. 09 Dec 2019.

Vancouver:

Wilson LM. Sources of knowledge acquisition : perspectives of the high school teachercoach. [Internet] [Masters thesis]. McGill University; 2008. [cited 2019 Dec 09]. Available from: http://digitool.library.mcgill.ca/thesisfile112596.pdf.

Council of Science Editors:

Wilson LM. Sources of knowledge acquisition : perspectives of the high school teachercoach. [Masters Thesis]. McGill University; 2008. Available from: http://digitool.library.mcgill.ca/thesisfile112596.pdf

Oregon State University

10. Hoeck, Donald E. A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members.

Degree: PhD, Human Performance, 2005, Oregon State University

URL: http://hdl.handle.net/1957/36750

► The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected… (more)

▼ The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. Advisors/Committee Members: Wilcox, Anthony (advisor).

Subjects/Keywords: Physical education teachers – Training of

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APA (6^th Edition):

Hoeck, D. E. (2005). A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/36750

Chicago Manual of Style (16^th Edition):

Hoeck, Donald E. “A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members.” 2005. Doctoral Dissertation, Oregon State University. Accessed December 09, 2019. http://hdl.handle.net/1957/36750.

MLA Handbook (7^th Edition):

Hoeck, Donald E. “A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members.” 2005. Web. 09 Dec 2019.

Vancouver:

Hoeck DE. A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members. [Internet] [Doctoral dissertation]. Oregon State University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1957/36750.

Council of Science Editors:

Hoeck DE. A descriptive study of demographic characteristics and perceptions of the educational preparation, professional experience, and selected duties of Christian College physical education faculty members. [Doctoral Dissertation]. Oregon State University; 2005. Available from: http://hdl.handle.net/1957/36750

California State University – San Bernardino

11. Aguilera, Enrique. Elements and skills of cooperative learning for student learning in physical education.

Degree: MAin Education, Education, 2009, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1701

► The purpose of this project was to identify and examine the elements and skills of cooperative learning for student learning in physical education. This project… (more)

Subjects/Keywords: Group work in education; Physical education for children – Study and teaching; Physical education teachers – Training of; Health and Physical Education

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APA (6^th Edition):

Aguilera, E. (2009). Elements and skills of cooperative learning for student learning in physical education. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1701

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

Chicago Manual of Style (16^th Edition):

Aguilera, Enrique. “Elements and skills of cooperative learning for student learning in physical education.” 2009. Thesis, California State University – San Bernardino. Accessed December 09, 2019. http://scholarworks.lib.csusb.edu/etd-project/1701.

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

MLA Handbook (7^th Edition):

Aguilera, Enrique. “Elements and skills of cooperative learning for student learning in physical education.” 2009. Web. 09 Dec 2019.

Vancouver:

Aguilera E. Elements and skills of cooperative learning for student learning in physical education. [Internet] [Thesis]. California State University – San Bernardino; 2009. [cited 2019 Dec 09]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1701.

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

Council of Science Editors:

Aguilera E. Elements and skills of cooperative learning for student learning in physical education. [Thesis]. California State University – San Bernardino; 2009. Available from: http://scholarworks.lib.csusb.edu/etd-project/1701

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

University of KwaZulu-Natal

12. [No author]. Links between content knowledge and practice in a mathematics teacher education course.

Degree: Education, 2009, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/1133

► The link between content knowledge and how this influences classroom practice has been prominent in educational research in recent years. Shulman was the forerunner of… (more)

Subjects/Keywords: Mathematics teachers – Training of.; Education.

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APA (6^th Edition):

author], [. (2009). Links between content knowledge and practice in a mathematics teacher education course. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1133

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

Chicago Manual of Style (16^th Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Thesis, University of KwaZulu-Natal. Accessed December 09, 2019. http://hdl.handle.net/10413/1133.

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

MLA Handbook (7^th Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Web. 09 Dec 2019.

Vancouver:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10413/1133.

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

Council of Science Editors:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1133

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

Columbia University

13. Lyiscott, Jamila. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.

Degree: 2015, Columbia University

URL: https://doi.org/10.7916/D82B8X43

► This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth… (more)

Subjects/Keywords: Teachers – Training of; Education, Secondary

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APA (6^th Edition):

Lyiscott, J. (2015). How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D82B8X43

Chicago Manual of Style (16^th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Doctoral Dissertation, Columbia University. Accessed December 09, 2019. https://doi.org/10.7916/D82B8X43.

MLA Handbook (7^th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Web. 09 Dec 2019.

Vancouver:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Dec 09]. Available from: https://doi.org/10.7916/D82B8X43.

Council of Science Editors:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D82B8X43

Columbia University

14. Mazin, Amanda. Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality.

Degree: 2011, Columbia University

URL: https://doi.org/10.7916/D893115W

► The number of students receiving educational services under the classification of autism is increasing (Sack-Min, 2008; Center for Disease Control Autism and Developmental Disabilities Monitoring… (more)

▼ The number of students receiving educational services under the classification of autism is increasing (Sack-Min, 2008; Center for Disease Control Autism and Developmental Disabilities Monitoring Network, 2007; Dymond, Gilson, Myran, 2007; Fitzgerald & Ryan, 2006). There is a need to provide better educational opportunities for individuals with autism spectrum disorders (ASD) in schools. One of the clearest needs in the field is to increase the number of well-prepared professionals to work with children and their families. (Simpson, LaCava, Graner, 2004; Palmer, Blanchard, Jean & Mandell, 2005). Learners with ASD can be expected to acquire vital skills, knowledge, and behaviors only when educators are able and willing to adopt and properly use effective practice strategies and methods (Lerman, Vorndran, Addison & Contucci Kuhn, 2004). A Two-Phase Sequential Exploratory Mixed-Method design was used in this study. In the first qualitative phase, seven experts in the field of ASD and teacher education were interviewed to explore the phenomenon quality special education teachers of students with ASD, particularly the areas of knowledge, skill and characteristics. The results of this phase were used to develop a battery of measurement instruments that were used in the second, quantitative phase of the study. During the second phase, 112 special education teachers of students with ASD were surveyed, using the instruments developed in phase one, to investigate correlations and predictive relationships between the dependent variables knowledge of ASD, skill, characteristics quality, self-efficacy and the independent variables number of courses in ASD, highest degree reported, type of certification/endorsement, number of years of professional experiences working with individuals with ASD, number of years of professional experience working with individuals with disabilities, number of students with ASD worked with in professional career, number of current students with ASD, number of years since received highest degree, and self-reported effectiveness of preparation. Correlations and hierarchical regressions for all dependent variables were conducted. Results indicated the best predictors of knowledge of ASD for special education teachers of students with ASD were: number of courses in ASD; highest degree reported; number of years of professional experience working with individuals with ASD; and number of students with ASD worked with in professional career. The best predictors of skill were: number of courses in ASD; number of years of professional experience working with individuals with ASD; and self-reported effectiveness of preparation. The best predictors of self-efficacy were: number of courses in ASD and number of years of professional experience working with individuals with ASD. Lastly, the best predictors of quality special education teachers of students with ASD were determined to be the number of courses in ASD and self-reported effectiveness of preparation.

Subjects/Keywords: Special education; Teachers – Training of

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

APA (6^th Edition):

Mazin, A. (2011). Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D893115W

Chicago Manual of Style (16^th Edition):

Mazin, Amanda. “Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality.” 2011. Doctoral Dissertation, Columbia University. Accessed December 09, 2019. https://doi.org/10.7916/D893115W.

MLA Handbook (7^th Edition):

Mazin, Amanda. “Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality.” 2011. Web. 09 Dec 2019.

Vancouver:

Mazin A. Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2019 Dec 09]. Available from: https://doi.org/10.7916/D893115W.

Council of Science Editors:

Mazin A. Preparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Quality. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D893115W

Columbia University

15. Cammarano, Cristina. The Philosophically Educated Teacher as a Traveler.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D85B08JH

► My dissertation investigates teachers' thinking within that "oscillating place of difference" that is the classroom. I propose that teachers think and see differently in the… (more)

▼ My dissertation investigates teachers' thinking within that "oscillating place of difference" that is the classroom. I propose that teachers think and see differently in the classroom because they have practiced, like travelers, the dynamic thinking which makes them open to novelty, attentive to difference, reflective wayfarers on the paths of the world. I offer a threefold articulation of teaching into thinking, traveling and philosophizing . My guiding figure is that of teacher as traveler. I focus on the teacher's way of seeing the familiar and the unfamiliar in the classroom. Reliance on teaching routines is considered as a sign of the need for the teacher to feel at home in the classroom, and as a response to the inherent uncertainty of the educational experience. Dewey's conception of reflective thinking is put at work to explain teachers thinking in the classroom: reflection is a twofold movement of the mind that at first focuses on the given particular of the experience, and that also expands and opens up the given to new possible interpretations. The third chapter proposes to historicize the metaphor of teacher as traveler by considering Graeco-Roman thinking about travel and movement in relation to knowledge and wisdom. I consider the thesis that traveling is conducive to learning and wisdom. Herodotus explicitly connects travel to knowledge. The presence of itinerant teachers in Ancient Greece seems to reinforce this connection, as does the mythological representation of the ideal teacher as the centaur Chiron. I then posit an antithetical idea: that traveling be counterproductive because in travel the person is exposed to distraction, loss of focus, fragmentation. This antithesis is endorsed by Seneca's Epistles to Lucilius. The dissertation moves to a re-examination of the figure of teacher as traveler in relation to the idea of home. The traveler reaches out and explores novelty and alterity in a meaning-making relation to where she is from. Similarly, the teacher thinks in the classroom by being attentive to newness and difference while keeping in mind the home or familiar: her routines, her curriculum, her tradition Montaigne's humanistic philosophizing is considered in its constitutive dynamism. The way to the knowledge of home – and the wisdom deriving from it – passes through the encounter with the Other, be it the indigenous inhabitant of the new world, or the neighboring country, or a different language. Like a traveler, a teacher retains her freedom to move and to chose the direction to her steps, and carries the necessary provisions and supplies: enough to get around, but not too many to weigh her down. The teacher as traveler can read the world of experience, can read her discipline, and can read her students by paying attention and knowing their pace. The encounters that are at the heart of the educational experience, between teachers, students, works and things of the world, all concur to exercise the mind of a traveler: a mind that finds itself " at home" in the world.

Subjects/Keywords: Education – Philosophy; Teachers – Training of

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APA (6^th Edition):

Cammarano, C. (2012). The Philosophically Educated Teacher as a Traveler. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85B08JH

Chicago Manual of Style (16^th Edition):

Cammarano, Cristina. “The Philosophically Educated Teacher as a Traveler.” 2012. Doctoral Dissertation, Columbia University. Accessed December 09, 2019. https://doi.org/10.7916/D85B08JH.

MLA Handbook (7^th Edition):

Cammarano, Cristina. “The Philosophically Educated Teacher as a Traveler.” 2012. Web. 09 Dec 2019.

Vancouver:

Cammarano C. The Philosophically Educated Teacher as a Traveler. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2019 Dec 09]. Available from: https://doi.org/10.7916/D85B08JH.

Council of Science Editors:

Cammarano C. The Philosophically Educated Teacher as a Traveler. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D85B08JH

Columbia University

16. Patterson, Timothy. Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development.

Degree: 2013, Columbia University

URL: https://doi.org/10.7916/D8KH0VHJ

► This study is an examination of the stories four social studies teachers told after participating in one international professional development program. Drawing on theories of… (more)

▼ This study is an examination of the stories four social studies teachers told after participating in one international professional development program. Drawing on theories of postcolonialism, this narrative inquiry uses interviews, observations, and artifacts to investigate if and to what degree travel to and study in China influences the understandings of one group of in-service social studies teachers. Its focus is the extent to which meeting the Other influenced the participants' conceptualizations of global education and whether or not this experience allowed one group of American teachers to challenge their perceptual lenses with regards to their social studies curricula. An ethnographic understanding of the contexts in which these teachers learn about Chinese history and culture supports the analyses of their narratives. The participants' narratives indicate that a variety of elements of the study tour reinforced the notion that they were innocent observers of China. With few exceptions, they failed to locate themselves within the phenomenon of globalization, particularly in their examinations of the impact of Westernization in China. Rather than influencing their interpretations of the content of their curricula, the study tour appeared to enhance the understandings about Chinese history and culture that each participant brought to the experience. The structure of the tour, which the participants referred to as "the bubble," may account for these limited effects. The narratives created in this study suggest that traveling to China through this study tour was one life experience among many, though their immediate retellings implied an embellished conceptualization of what it meant to travel abroad. While all four participants spoke with great enthusiasm and passion about the far-reaching effects that their participation has had on them as both teachers and individuals, articulating those effects proved problematic. Rather, the perceptual lens that each participant brought with him or her to this experience was the most significant factor in determining the perceived results of the study tour. The participants also expressed increased enthusiasm for teaching about global topics, with all four participants claiming their participation in the study tour strengthened their desire to develop both the perceptual and substantive dimensions of their students' global perspectives.

Subjects/Keywords: Education; Teachers – Training of

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APA (6^th Edition):

Patterson, T. (2013). Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KH0VHJ

Chicago Manual of Style (16^th Edition):

Patterson, Timothy. “Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development.” 2013. Doctoral Dissertation, Columbia University. Accessed December 09, 2019. https://doi.org/10.7916/D8KH0VHJ.

MLA Handbook (7^th Edition):

Patterson, Timothy. “Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development.” 2013. Web. 09 Dec 2019.

Vancouver:

Patterson T. Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2019 Dec 09]. Available from: https://doi.org/10.7916/D8KH0VHJ.

Council of Science Editors:

Patterson T. Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8KH0VHJ

University of Johannesburg

17. Du Preez, Andries Stephanus. Die opleiding en voortgesette opleiding van die tegniese onderwyser.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9702

►

M.Ed. (Education Management)

The technical teacher finds himself in a situation where his training does not equip him to come to terms with changing technology.… (more)

Subjects/Keywords: Technical education teachers - Training of.

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APA (6^th Edition):

Du Preez, A. S. (2014). Die opleiding en voortgesette opleiding van die tegniese onderwyser. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9702

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

Chicago Manual of Style (16^th Edition):

Du Preez, Andries Stephanus. “Die opleiding en voortgesette opleiding van die tegniese onderwyser.” 2014. Thesis, University of Johannesburg. Accessed December 09, 2019. http://hdl.handle.net/10210/9702.

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

MLA Handbook (7^th Edition):

Du Preez, Andries Stephanus. “Die opleiding en voortgesette opleiding van die tegniese onderwyser.” 2014. Web. 09 Dec 2019.

Vancouver:

Du Preez AS. Die opleiding en voortgesette opleiding van die tegniese onderwyser. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10210/9702.

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

Council of Science Editors:

Du Preez AS. Die opleiding en voortgesette opleiding van die tegniese onderwyser. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9702

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

Florida State University

18. Halliday, Kimberli L. D., 1971-. The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities.

Degree: PhD, Teacher Education, 2010, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4314 ;

► Federal and state mandates require all high school students to select a high school major area of interest. This includes students with disabilities, regardless of… (more)

▼ Federal and state mandates require all high school students to select a high school major area of interest. This includes students with disabilities, regardless of the type of diploma they are seeking or what is being taught in the Exceptional Student Education programs in which they are participating. These mandates present a challenge to educational programs that do not include transition planning in the students with disabilities coursework. To assist students with disabilities being served in special diploma settings in determining a high school major area of interest along with implementing self-determination strategies, a career counseling intervention was warranted in "Eastcoast," Florida. This study investigated the implementation of a transition portfolio intervention on students with disabilities making informed choices of high school majors and career choices. The study utilized a nonequivalent group's pretest and posttest design to assess between-group and within-group changes in career choices. The study used the Holland Self-Directed Search to determine students' areas of career interest and whether these scores compared to the students' high school major choice. Participants in both the intervention and comparison groups completed activities. In addition, as a social validation measure, students in both groups were asked about their perceptions in their self-determination skills at the end of the study by completing the American Institutes for Research Self-Determination Assessment. To determine if any change occurred in high school major choices for students with disabilities, how aligned their career choices were as compared to their chosen major, and their perceived level of self determination; data were collected from a sample of 43 students. All selected students were 18 years or older, working toward a Special Option One diploma, and receiving instruction in high school settings that offered similar Exceptional Student Education programs. The treatment group, 26 participants, was served at High School I, and the control group, 17 participants, received services from High School C. The intervention lasted one semester. The findings from the ANOVA related to congruence measures for students with disabilities choosing a high school major, congruence measures on the Self-Directed Search, consistency levels on the Self-Directed Search, differentiation scores on the Self-Directed Search, and self-reported feelings of empowerment were insignificant. Upon looking further within the separate groups, there were several trends that showed the treatment group's mean scores on the research questions were moving in the expected way. Also, many students reported high levels of self determination, meaning they knew what they liked and what they were good at. Limitations of the study were reviewed, including the low number of participating students and short period of time the intervention took place. Recommendations were made for consideration in encouraging students with disabilities to be included actively in… Advisors/Committee Members: Bruce Menchetti (professor directing dissertation), Chris Schatschneider (university representative), Amy McKenzie (committee member), Mary Francis Hanline (committee member).

Subjects/Keywords: Education; Teachers; Training of

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APA (6^th Edition):

Halliday, Kimberli L. D., 1. (2010). The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4314 ;

Chicago Manual of Style (16^th Edition):

Halliday, Kimberli L. D., 1971-. “The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities.” 2010. Doctoral Dissertation, Florida State University. Accessed December 09, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-4314 ;.

MLA Handbook (7^th Edition):

Halliday, Kimberli L. D., 1971-. “The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities.” 2010. Web. 09 Dec 2019.

Vancouver:

Halliday, Kimberli L. D. 1. The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities. [Internet] [Doctoral dissertation]. Florida State University; 2010. [cited 2019 Dec 09]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4314 ;.

Council of Science Editors:

Halliday, Kimberli L. D. 1. The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities. [Doctoral Dissertation]. Florida State University; 2010. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4314 ;

Montana State University

19. Jarvi, Jeffrey Forrest. Physical education student teaching : an evaluative process.

Degree: College of Education, Health & Human Development, 1981, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/3637

Subjects/Keywords: Physical education and training.; Student teachers.; Teachers Training of.

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APA (6^th Edition):

Jarvi, J. F. (1981). Physical education student teaching : an evaluative process. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3637

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

Chicago Manual of Style (16^th Edition):

Jarvi, Jeffrey Forrest. “Physical education student teaching : an evaluative process.” 1981. Thesis, Montana State University. Accessed December 09, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3637.

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

MLA Handbook (7^th Edition):

Jarvi, Jeffrey Forrest. “Physical education student teaching : an evaluative process.” 1981. Web. 09 Dec 2019.

Vancouver:

Jarvi JF. Physical education student teaching : an evaluative process. [Internet] [Thesis]. Montana State University; 1981. [cited 2019 Dec 09]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3637.

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

Council of Science Editors:

Jarvi JF. Physical education student teaching : an evaluative process. [Thesis]. Montana State University; 1981. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3637

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

20. Segrist, Herman B. A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College.

Degree: 1945, North Texas State Teachers College

URL: https://digital.library.unt.edu/ark:/67531/metadc75517/

► The purpose in writing the handbook of instruction is two-fold: 1. To provide physical training instructors with essential and functional information concerning the aim, objectives,… (more)

Subjects/Keywords: physical training instructors; Physical education teachers – Training of.

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APA (6^th Edition):

Segrist, H. B. (1945). A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc75517/

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

Chicago Manual of Style (16^th Edition):

Segrist, Herman B. “A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College.” 1945. Thesis, North Texas State Teachers College. Accessed December 09, 2019. https://digital.library.unt.edu/ark:/67531/metadc75517/.

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

MLA Handbook (7^th Edition):

Segrist, Herman B. “A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College.” 1945. Web. 09 Dec 2019.

Vancouver:

Segrist HB. A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College. [Internet] [Thesis]. North Texas State Teachers College; 1945. [cited 2019 Dec 09]. Available from: https://digital.library.unt.edu/ark:/67531/metadc75517/.

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

Council of Science Editors:

Segrist HB. A Handbook of Instruction for Physical Training Instructors Based upon the Selected Program in Physical Training for the 308th College Training Detachment (Aircrew) at Texas Agricultural and Mechanical College. [Thesis]. North Texas State Teachers College; 1945. Available from: https://digital.library.unt.edu/ark:/67531/metadc75517/

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

University of Wisconsin – La Cross

21. Helser, William. Physical education teachers' sport recommendations for high school students with autism spectrum disorder.

Degree: 2014, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/71756

► Students with autism spectrum disorder (ASD) display a wide variety of cognitive, behavioral, physical/motor, and social abilities that often require some level of support in… (more)

Subjects/Keywords: Autism spectrum disorder; Inclusive education; Physical education teachers – Training of; Physical education for children with disabilities

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APA (6^th Edition):

Helser, W. (2014). Physical education teachers' sport recommendations for high school students with autism spectrum disorder. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/71756

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

Chicago Manual of Style (16^th Edition):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Thesis, University of Wisconsin – La Cross. Accessed December 09, 2019. http://digital.library.wisc.edu/1793/71756.

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

MLA Handbook (7^th Edition):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Web. 09 Dec 2019.

Vancouver:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Internet] [Thesis]. University of Wisconsin – La Cross; 2014. [cited 2019 Dec 09]. Available from: http://digital.library.wisc.edu/1793/71756.

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

Council of Science Editors:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Thesis]. University of Wisconsin – La Cross; 2014. Available from: http://digital.library.wisc.edu/1793/71756

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

Universidade Presbiteriana Mackenzie

22. Josyvanda Basilio Russo. Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública.

Degree: 2011, Universidade Presbiteriana Mackenzie

URL: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2222

►

The aim of this study consisted of identifying the difficulties that teachers have faced in daily classroom and how they have evaluated their performance of… (more)

▼

The aim of this study consisted of identifying the difficulties that teachers have faced in daily classroom and how they have evaluated their performance of teaching students with physical disabilities. The research was conducted with twenty-seven teachers from two schools in the São Paulo city. In order to achieve the proposed objective, this research was developed in a theoretical qualitative methodology, with quantitative outlines, through bibliographical literature, documentary analysis and interviews. A survey with structured questions and focus group interview were utilized as tools which enabling to develop topics that became themselves into thematic cores. The tabulated and classified data were subjected to content analysis. As revealed by the research, is not the college degree enough to prepare the teacher to deal with the perspective on inclusive education, that is why teachers have had difficulties in taking actions to help students with physical disabilities, which requires a differentiated education or specific resources, to learn. This is the main obstacle to the proposal of inclusion and one of the biggest challenges to the inclusive education. Therefore, in order to change this framework, new actions from public policies are required so that a partnership between public education and health services can be formed, aiming at a training that provides them a deeper theory and practice. This paper reached its proposed aims and its content demonstrates the complexity and breadth of the subject, so that it is impossible to exhaust it in its dimensions, identifying indicators that enable the continuity of the researches with teachers on interdisciplinary proposals to provide teaching and learning opportunities for all.

O objetivo desse estudo consistiu em identificar as dificuldades que enfrentam os professores no cotidiano de sala de aula e como avaliam a sua atuação no processo de ensino-aprendizagem de alunos com deficiência física. O estudo foi realizado com vinte e sete professores de duas escolas da rede municipal de São Paulo. Para alcançar o objetivo proposto, o estudo foi desenvolvido numa perspectiva teórico-metodológica qualitativa com aporte quantitativo, por meio de pesquisa bibliográfica, análise documental e entrevistas. Os instrumentos utilizados foram um questionário com perguntas estruturadas e entrevista de grupo focal, possibilitando desenvolver tópicos que se constituíram em núcleos temáticos. Os dados tabulados e categorizados foram submetidos à análise do conteúdo. Conforme revelou a pesquisa, a formação em nível superior não é suficiente ao preparo do professor para atuar numa perspectiva de educação inclusiva, condição que vem ao encontro das dificuldades apresentadas pelos professores, em realizar ações que favoreçam a aprendizagem do aluno com deficiência física, e que necessita de uma abordagem educacional diferenciada ou de recursos específicos para aprender, sendo esse um dos principais obstáculos à proposta de inclusão e um dos grandes desafios da educação inclusiva. Para…

Advisors/Committee Members: Marcos José da Silveira Mazzotta, Edna Antonia de Mattos, Beatriz Regina Pereira Saeta.

Subjects/Keywords: training of teachers; EDUCACAO; inclusive education; formação de professores; deficiência física; educação inclusiva; physical disabilities

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APA (6^th Edition):

Russo, J. B. (2011). Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2222

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

Chicago Manual of Style (16^th Edition):

Russo, Josyvanda Basilio. “Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública.” 2011. Thesis, Universidade Presbiteriana Mackenzie. Accessed December 09, 2019. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2222.

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

MLA Handbook (7^th Edition):

Russo, Josyvanda Basilio. “Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública.” 2011. Web. 09 Dec 2019.

Vancouver:

Russo JB. Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2011. [cited 2019 Dec 09]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2222.

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

Council of Science Editors:

Russo JB. Educação inclusiva de alunos com deficiência física: reflexões e desafios dos professores na escola pública. [Thesis]. Universidade Presbiteriana Mackenzie; 2011. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2222

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

Universidade do Rio Grande do Sul

23. Dutra, Geovanna Caroline Zanini. Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física.

Degree: 2013, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/72695

►

Este trabalho encontra-se entre aqueles que se propõem a discutir a situação da formação de professores no Brasil, mais especificamente no que tange a formação… (more)

▼

Este trabalho encontra-se entre aqueles que se propõem a discutir a situação da formação de professores no Brasil, mais especificamente no que tange a formação inicial de professores de Educação Física. Propomos-nos a identificar os limites das propostas de formação destes profissionais a fim de avançarmos na superação das diversas problemáticas visualizadas na área. Para conseguir materializar o referido estudo nos valemos do método de investigação da realidade denominado Materialismo Histórico e Dialético. Delimitamos como problemática identificar quais as bases teóricas que sustentam as principais propostas de formação de professores de Educação Física atualmente. Temos como objetivo geral analisar as bases teóricas das concepções em disputa na formação de professores de Educação Física a partir da reestruturação curricular advindas com a aprovação das atuais Diretrizes Curriculares Nacionais para os cursos de graduação em Educação Física e quais as possibilidades de superação das problemáticas encontradas. Na nossa análise identificamos que as resoluções analisadas fundamentam-se na Teoria do Capital Humano, o que orienta uma formação advinda de competência e habilidades demandadas pelo capital, expressas no mercado de trabalho. Apresentamos como possibilidade de superação a formação unificada em Educação Física, materializada na proposta de Graduação em Educação Física – Licenciatura Ampliada.

This paper belongs among others which propose to discuss the present situation of teachers’ formation in Brazil, more specifically regarding the initial training of Physical Education teachers. We propose to identify the boundaries of the proposed training for these professionals in order to move forward in overcoming the various problems identified in the area. Seeking to materialize this study, it was used the method of investigation of reality called Dialectical and Historical Materialism. The problematic was defined as identifying the theoretical foundations that support the main proposals of teachers of Physical Education today. We aim at analyzing the theoretical basis of conceptions in the formation of Physical Education teachers starting from a restructuration in the syllabus with the approval of the current National Curriculum Guidelines for undergraduate courses in Physical Education and the possibilities of overcoming the problems encountered. In our analysis we identified that the resolutions analyzed are based on the Theory of Human Capital, which leads to a training where competence and skills are demanded by capital, expressed in the labor market. Here, it is how to overcome the possibility of unified training in Physical Education, embodied in the proposed Undergraduate Physical Education - Degree Extended.

Advisors/Committee Members: Fonseca, Laura Souza.

Subjects/Keywords: Professor; Teachers’ formation of physical education; Formação; Theoretical bases; Educação física; Unified training

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

APA (6^th Edition):

Dutra, G. C. Z. (2013). Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/72695

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

Chicago Manual of Style (16^th Edition):

Dutra, Geovanna Caroline Zanini. “Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed December 09, 2019. http://hdl.handle.net/10183/72695.

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

MLA Handbook (7^th Edition):

Dutra, Geovanna Caroline Zanini. “Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física.” 2013. Web. 09 Dec 2019.

Vancouver:

Dutra GCZ. Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10183/72695.

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

Council of Science Editors:

Dutra GCZ. Contribuições para a análise das bases teóricas que fundamentam as propostas de formação de professores de educação física. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/72695

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

Oregon State University

24. Samahito, Supitr Chotinukul. Competency needs for physical education master's degree programs in Thailand.

Degree: PhD, Education, 1983, Oregon State University

URL: http://hdl.handle.net/1957/41053

► This study was to determine the common competencies needed in physical education graduate curricula as perceived by physical education teachers and other physical educators in… (more)

▼ This study was to determine the common competencies needed in physical education graduate curricula as perceived by physical education teachers and other physical educators in Thailand, to determine if differences existed among three groups of physical educators on the Importance of Content and Level of Learning of the selected competencies, and to determine the major clusters of the competencies for Importance of Content and Level of Learning. The instrument was validated through the Delphi technique. The computed reliability coefficients for each of two scales were found to be +.945 and +.937, respectively. The final questionnaire contained 56 competencies, with a five-point Likert-type scale to determine Importance of Content and a six-point scale to determine Level of Learning. Instruments were distributed to a random sample of 296 physical education teachers and other physical educators in Thailand. A one-way analysis of variance was applied for the hypothesis testing. Tukey's test was used where appropriate. R-mode factor analysis was utilized to cluster competencies. The following major findings were noted: For the Importance of Content, 43 competencies were selected by-all three groups as being of great importance and were considered to be essential to the physical education master's degree curriculum; 13 were of moderate importance. For the Level of Learning, 17 competencies were rated at the "analysis" level and 39 were selected at the "application" level. Competencies identified as needing the most emphasis for Importance of Content and Level of Learning related to the concepts of Measurement Techniques, and Teaching and Coaching Strategies. A five-factor solution for Importance of Content extracted 45 competencies with factor loadings of +.40 or higher. A five-factor solution of the Level of Learning extracted 35 competencies with factor loadings of +.40 or higher. Based on the findings of the study, it was recommended that all competencies in the study be included in physical education master's degree programs in Thailand. Instruction should be provided up to and including the specified Level of Learning, and the generated clusters of competencies should be used as a framework in developing graduate curricula in Thailand. Advisors/Committee Members: Lambert, Charlotte L. (advisor), Madden, Theodore (committee member).

Subjects/Keywords: Physical education teachers – Training of – Thailand

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

APA (6^th Edition):

Samahito, S. C. (1983). Competency needs for physical education master's degree programs in Thailand. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/41053

Chicago Manual of Style (16^th Edition):

Samahito, Supitr Chotinukul. “Competency needs for physical education master's degree programs in Thailand.” 1983. Doctoral Dissertation, Oregon State University. Accessed December 09, 2019. http://hdl.handle.net/1957/41053.

MLA Handbook (7^th Edition):

Samahito, Supitr Chotinukul. “Competency needs for physical education master's degree programs in Thailand.” 1983. Web. 09 Dec 2019.

Vancouver:

Samahito SC. Competency needs for physical education master's degree programs in Thailand. [Internet] [Doctoral dissertation]. Oregon State University; 1983. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1957/41053.

Council of Science Editors:

Samahito SC. Competency needs for physical education master's degree programs in Thailand. [Doctoral Dissertation]. Oregon State University; 1983. Available from: http://hdl.handle.net/1957/41053

Oregon State University

25. Suphawibul, Mayuree. Competencies for adapted physical educators in Thailand.

Degree: PhD, Human Performance, 1991, Oregon State University

URL: http://hdl.handle.net/1957/36746

► The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist… (more)

▼ The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. Advisors/Committee Members: Dunn, John M. (advisor), McCubbin, Jeff (committee member).

Subjects/Keywords: Physical education teachers – Training of – Thailand

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

APA (6^th Edition):

Suphawibul, M. (1991). Competencies for adapted physical educators in Thailand. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/36746

Chicago Manual of Style (16^th Edition):

Suphawibul, Mayuree. “Competencies for adapted physical educators in Thailand.” 1991. Doctoral Dissertation, Oregon State University. Accessed December 09, 2019. http://hdl.handle.net/1957/36746.

MLA Handbook (7^th Edition):

Suphawibul, Mayuree. “Competencies for adapted physical educators in Thailand.” 1991. Web. 09 Dec 2019.

Vancouver:

Suphawibul M. Competencies for adapted physical educators in Thailand. [Internet] [Doctoral dissertation]. Oregon State University; 1991. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1957/36746.

Council of Science Editors:

Suphawibul M. Competencies for adapted physical educators in Thailand. [Doctoral Dissertation]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/36746

Deakin University

26. Rossi, Anthony James. Knowledge, identities and dilemmas of the self in physical education teacher education.

Degree: School of Social and Cultural Studies in Education, 1999, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30023480

► The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected… (more)

▼ The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddens’s work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by ‘learning conversations’, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergen’s notion of the saturated self and Giddens’ ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants’ constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kelly’s theory encouraged a number of the students to ‘see it differently’ (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this ‘critical’ approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.

Subjects/Keywords: Physical education teachers - Training of - Australia

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

APA (6^th Edition):

Rossi, A. J. (1999). Knowledge, identities and dilemmas of the self in physical education teacher education. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023480

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

Chicago Manual of Style (16^th Edition):

Rossi, Anthony James. “Knowledge, identities and dilemmas of the self in physical education teacher education.” 1999. Thesis, Deakin University. Accessed December 09, 2019. http://hdl.handle.net/10536/DRO/DU:30023480.

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

MLA Handbook (7^th Edition):

Rossi, Anthony James. “Knowledge, identities and dilemmas of the self in physical education teacher education.” 1999. Web. 09 Dec 2019.

Vancouver:

Rossi AJ. Knowledge, identities and dilemmas of the self in physical education teacher education. [Internet] [Thesis]. Deakin University; 1999. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10536/DRO/DU:30023480.

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

Council of Science Editors:

Rossi AJ. Knowledge, identities and dilemmas of the self in physical education teacher education. [Thesis]. Deakin University; 1999. Available from: http://hdl.handle.net/10536/DRO/DU:30023480

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

Deakin University

27. Cassidy, Tania G. Investigating the pedagogical process in physical education teacher education.

Degree: School of Scientific and Developmental Studies in Education, 2000, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30023531

► The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in… (more)

▼ The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers’ engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature. Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised ‘the structural properties of social systems are both the medium and outcome of practices that constitute those systems’ (Giddens, 1979, p.69). The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different ‘lenses’ through which to examine pedagogical practices. These ‘lenses’ highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited. Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially…

Subjects/Keywords: Physical education teachers - Training of - Australia

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

APA (6^th Edition):

Cassidy, T. G. (2000). Investigating the pedagogical process in physical education teacher education. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023531

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

Chicago Manual of Style (16^th Edition):

Cassidy, Tania G. “Investigating the pedagogical process in physical education teacher education.” 2000. Thesis, Deakin University. Accessed December 09, 2019. http://hdl.handle.net/10536/DRO/DU:30023531.

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

MLA Handbook (7^th Edition):

Cassidy, Tania G. “Investigating the pedagogical process in physical education teacher education.” 2000. Web. 09 Dec 2019.

Vancouver:

Cassidy TG. Investigating the pedagogical process in physical education teacher education. [Internet] [Thesis]. Deakin University; 2000. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10536/DRO/DU:30023531.

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

Council of Science Editors:

Cassidy TG. Investigating the pedagogical process in physical education teacher education. [Thesis]. Deakin University; 2000. Available from: http://hdl.handle.net/10536/DRO/DU:30023531

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

University of North Carolina – Greensboro

28. Allison, Pamela C. An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience.

Degree: 1983, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23597

► The purpose of this study was to describe what and how preservice physical education teachers observe in an unguided, early field experience. Six junior-level physical… (more)

Subjects/Keywords: Physical education teachers – Training of; Physical education for children

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APA (6^th Edition):

Allison, P. C. (1983). An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23597

Chicago Manual of Style (16^th Edition):

Allison, Pamela C. “An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience.” 1983. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 09, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23597.

MLA Handbook (7^th Edition):

Allison, Pamela C. “An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience.” 1983. Web. 09 Dec 2019.

Vancouver:

Allison PC. An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1983. [cited 2019 Dec 09]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23597.

Council of Science Editors:

Allison PC. An introspective inquiry into what and how preservice physical education teachers observe in an unguided, early field experience. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1983. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23597

University of Missouri – Columbia

29. Gill, Timothy L., 1957-. Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri.

Degree: 2010, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/8898

► The purpose of this study was to ascertain the effectiveness of beginning teacher induction methods experienced by high school Trade & Industrial Career and Technical… (more)

Subjects/Keywords: Industrial arts teachers – Training of; Vocational teachers – Training of; Technical education teachers – Training of

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APA (6^th Edition):

Gill, Timothy L., 1. (2010). Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8898

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

Chicago Manual of Style (16^th Edition):

Gill, Timothy L., 1957-. “Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri.” 2010. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. http://hdl.handle.net/10355/8898.

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

MLA Handbook (7^th Edition):

Gill, Timothy L., 1957-. “Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri.” 2010. Web. 09 Dec 2019.

Vancouver:

Gill, Timothy L. 1. Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10355/8898.

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

Council of Science Editors:

Gill, Timothy L. 1. Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8898

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

University of Alberta

30. Campbell, Catherine E. The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education.

Degree: MEd, Department of Elementary Education, 1980, University of Alberta

URL: https://era.library.ualberta.ca/files/td96k5257

Subjects/Keywords: Teachers – Training of – Alberta.; Physical education teachers – Alberta.

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

APA (6^th Edition):

Campbell, C. E. (1980). The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/td96k5257

Chicago Manual of Style (16^th Edition):

Campbell, Catherine E. “The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education.” 1980. Masters Thesis, University of Alberta. Accessed December 09, 2019. https://era.library.ualberta.ca/files/td96k5257.

MLA Handbook (7^th Edition):

Campbell, Catherine E. “The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education.” 1980. Web. 09 Dec 2019.

Vancouver:

Campbell CE. The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education. [Internet] [Masters thesis]. University of Alberta; 1980. [cited 2019 Dec 09]. Available from: https://era.library.ualberta.ca/files/td96k5257.

Council of Science Editors:

Campbell CE. The relationship between teacher behavior in Division II games classes and the amount of teacher training an individual received specifically in physical education. [Masters Thesis]. University of Alberta; 1980. Available from: https://era.library.ualberta.ca/files/td96k5257

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Open Access Theses and Dissertations