An Examination Of Elementary Physical Education Teachers2 Perceived Self Efficacy Toward Teaching Children With Orthopedic Impairments In Montana PDF Download
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| Author | : Patricia A Holman |
| Publisher | : |
| Total Pages | : 141 |
| Release | : 2011 |
| Genre | : Electronic dissertations |
| ISBN | : |
Download An Examination of Elementary Physical Education Teachers2 Perceived Self-efficacy Toward Teaching Children with Orthopedic Impairments in Montana Book in PDF, ePub and Kindle
An examination of elementary physical education teachers' perceived self-efficacy toward teaching children with orthopedic impairments in Montana: Do teachers feel competent? The purpose of this study was to explore elementary physical educators' self-efficacy beliefs toward teaching children with orthopedic impairments in general physical education class and identify adapted physical education teacher training needs in Montana. The method for this study is based on the Physical Educators' Self-Efficacy Toward Including Students with Disabilities - Autism (PESEISD-A) (Talliaferro et al, 2010) electronic survey instrument and Bandura's (2006) guidelines. A modification of the PESEISD-A instrument was utilized to examine physical educators' self-efficacy toward teaching students with orthopedic impairments (PESEISD-OI) with elementary physical educators in Montana (N=83). Findings indicated that the lowest levels of self-efficacy were in regards to assessing motor skills, modifying equipment and activities, and teachers with higher levels of self-efficacy perceived less challenges toward teaching students with orthopedic impairments. Teachers who taught in towns of 20,000 - 50,000 in population were significantly less efficacious than teachers in all other size towns, whereas participants in small rural towns (less than 2,500 in population) were the most efficacious. Additionally, teachers who earned undergraduate and graduate credits in adapted physical education and those with coursework in both special education and adapted physical education were positively correlated with perceived self-efficacy toward teaching students with orthopedic impairments. Finally, a significant positive relationship was found between teachers' perceived self-efficacy in self-efficacy beliefs based on their perception of their undergraduate teacher preparation. This study provides useful data for higher education in regards to pre-service teacher preparation coursework and practicum experiences. Furthermore, this information will assist the Montana Office of Public Instruction in identifying professional development opportunities to ensure that all children with disabilities receive "free and appropriate" education designed to meet their unique needs in a successful, inclusive environment.
| Author | : Thomas N. Triezenberg |
| Publisher | : |
| Total Pages | : 132 |
| Release | : 2014 |
| Genre | : Inclusive education |
| ISBN | : |
Download Self-efficacy Towards Inclusion Among Physical Education Teachers with and Without an Undergraduate Adapted Physical Education Teaching Minor Book in PDF, ePub and Kindle
Research is limited on physical education (PE) for students with disabilities (SWD) who are homeschooled. Less is known about parental opinions regarding PE for them. This study gathered data about homeschooling curriculum requirements (i.e., PE) for SWD and data from parents regarding perceptions of the importance of PE in a homeschooling curricuhun. An online survey identified statutes regarding PE for homeschooled SWD and opinions about PE. A survey to parents who homeschool determined opinions about PE, how the service is provided, and its perceived importance. Results of the national survey found that 11 of 28 respondent states required subject areas for homeschooled students. Of those states, the required subjects were the same for students with and without disabilities, and PE was a required subject area for SWD in 6 states. The parent survey revealed PE was an important subject, PE was mostly provided by the parent or community-based services, and PE was somewhat important relative to other subjects. Both groups surveyed felt fundamental motor skills were the most important content area for homeschooled SWD, while team sports were least important. Further research is needed to determine how professionals can disseminate information to parents to improve PE experiences for homeschooled SWD.
| Author | : Stephanie E. Groff |
| Publisher | : |
| Total Pages | : 58 |
| Release | : 2011 |
| Genre | : Physical education teachers |
| ISBN | : |
Download Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self-efficacy Book in PDF, ePub and Kindle
In order for preservice physical education teachers to be confident working with students with disabilities, they need exposure to situations with these children. This study examined the effects of teacher preparation composed of an adapted physical education (APE) course combined with a clinical experience on the self-efficacy towards inclusion of students with disabilites.
| Author | : Janice Lynne Wallace |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Download Physical Education Teacher Education (PETE) Pre-service Teachers' Attitudes, Values, and Beliefs Surrounding Teaching Physical Education Book in PDF, ePub and Kindle
Teachers’ beliefs influence their perceptions and judgments about teaching and learning. Pre-service teachers (PSTs) often enter teacher preparation programs with preconceptions or beliefs that often affect their receptivity to teacher education. While there is widespread acceptance as to the importance of examining teacher belief structures, relatively few current studies have focused on the value orientations and self-efficacy beliefs of pre-service physical education teacher education (PETE) students. Purpose: The purpose of this study was to examine PSTs’ beliefs regarding teaching physical education on entry into to a PETE program and throughout various phases of the pedagogical sequence. Methods: The current study employed mixed-methodologies in an attempt to capture information from three different cohorts of PSTs at multiple time points within their PETE program. Data were collected during the semester using a demographic survey, the Value Orientation Inventory-2, the Physical Education Teaching Efficacy Scale (PETES), and semi-structured interviews. Data were analyzed inductively by data source and deductively when comparing all data sources. Profiles were created for each class cohort in an attempt to identify the value orientations, level of self-efficacy, change in value orientations and attitudes over a semester, and the change in self-efficacy over a semester. Results: Descriptive analysis of the VOI-2 survey showed cohort one and two were unsure of their value orientations while cohort three PSTs who were enrolled in the student teaching practicum exhibited a high priority for the Discipline Mastery value orientation. Repeated measures ANOVA of the PETES scale revealed significant differences over time for all cohorts but not between cohorts. Qualitative results revealed all three cohorts exhibited defined attitudes and perceptions of physical education and gained efficacy in teaching over the course of the semester. Discussion: This case study of PETE within a single program suggested that there are specific attractors and repellers for those who elect to major in physical education and these ideas affect their beliefs. Accordingly, targeted recruitment strategies should be employed to entice the most qualified individuals into this profession. Findings suggested that PSTs perceived secondary physical education as non-academic and therefore teacher educators need to question their effectiveness of altering PSTs’ apprenticeship of observation and associated subjective warrants, despite evidence of some evolution. Teacher educators also need to address the tensions between focusing on sport-oriented content or health-oriented content, as the teacher and coaching role conflict continues to plague future teachers.
| Author | : Terence D. Radcliffe |
| Publisher | : |
| Total Pages | : 282 |
| Release | : 1995 |
| Genre | : Elementary school teachers |
| ISBN | : |
Download Elementary Physical Education Teachers' Perceptions of Including Children with Profound Multiple Disabilities in General Physical Education Book in PDF, ePub and Kindle
| Author | : Patrick Abi Nader |
| Publisher | : |
| Total Pages | : 114 |
| Release | : 2016 |
| Genre | : Exercise for children |
| ISBN | : |
Download Preliminary Evaluation of the Balanced-Energy Physical Activity Toolkit Examination of Teacher-level Implementation Factors with Children's Moderate to Vigorous Physical Activity Behaviors Book in PDF, ePub and Kindle
Classroom-based physical activity (CBPA) breaks are a common and cost-effective physical activity (PA) promotion strategy at elementary schools. Nevertheless, there is limited research examining how teacher-level factors such as value for PA and perceived support to deliver CBPA breaks influence teacher implementation of CBPA breaks. In addition, to date no published studies have examined the association of teacher-level factors with children's PA levels. The research presented in this dissertation narrows the identified gaps in our understanding of CBPA implementation and impacts. We assessed the relationship of teacher-level factors with teacher use of the Balanced Energy, Physical Activity Toolkit (BEPA-Toolkit), a CBPA tool. Additionally, we assessed the relationship of teacher-level factors with children's objectively measured moderate to vigorous PA (MVPA) time. To accomplish the primary aims of this dissertation, cross- sectional data were collected in fall 2015 at six rural elementary schools in the State of Oregon. In regards to the first aim of this dissertation, we examined the association of teacher-level factors with teacher's self-reported use of the BEPA-Toolkit. We surveyed 83 elementary school teachers (k-6th grade), of whom 57% reported being BEPA-Toolkit users. Then through a logistic regression we associated seven teacher-level factors with teacher use of the BEPA-Toolkit. Our results indicated that teachers who received training and teachers who reported higher self-efficacy in delivering CBPA breaks with the BEPA-Toolkit, were more likely to report using the BEPA-Toolkit. Specifically, we found that teachers who participated in a training had 6.1 (Confidence Interval [CI] 1.22- 31.44) greater odds of using the BEPA-Toolkit. In addition, teachers who reported higher self-efficacy in implementing the BEPA-Toolkit, had 3.4 greater odds of self-reporting using the BEPA-Toolkit (CI 1.11-10.78). Our second aim was to evaluate the association of teacher-level factors with children's MVPA time. We measured children's (n=1247, grades 1-6th) PA over a 4-day period while simultaneously asking teachers (n=76) to record daily PA opportunities, including their use of the BEPA-Toolkit and any other CBPA tool. We then used linear regression models to associate teacher-level factors and PA opportunities with children's average MVPA time. In this study, our results demonstrated that teacher's value for PA and the provision of physical education (PE) opportunities were positively associated with children's average MVPA. After adjusting for multiple covariates, one standard deviation change in PA value was associated with 0.11 (p
| Author | : Rachel L. Smith |
| Publisher | : |
| Total Pages | : 126 |
| Release | : 2013 |
| Genre | : Inclusive education |
| ISBN | : |
Download Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self-efficacy Book in PDF, ePub and Kindle
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 in the teaching field. Many physical education (PE) teacher preparation programs provide an introduction to adapted physical education (APE) survey course to prepare general PE teachers to instruct students with disabilities in the PK-12 setting. This study examined the effects of an introduction to APE course with an accompanying clinical experience on the self-efficacy towards inclusion of students with disabilities. Self-efficacy data were gathered from a group of students (N = 49) enrolled in an introductory APE course during the 2011 - 2012 academic year using the Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education survey (Block, et al 2010). Further, a subgroup of these participants (n = 16) underwent a one-on-one interview to further examine aspects of the clinical experience that most influenced their self-efficacy. Survey results showed that the introductory course with clinical experience significantly improved self-efficacy among preservice teachers (p
| Author | : Rachel L. Ball |
| Publisher | : |
| Total Pages | : 99 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Download Preserive Physical Education Attitudes Towards Teaching an Inclusionary Class Book in PDF, ePub and Kindle
ABSTRACT: An explanatory mixed methods design was used to investigate pre-service physical education attitudes towards teaching students with disabilities. The purpose of the quantitative portion of the study was to examine whether there was a difference in self-efficacy of pre-service teachers enrolled in an adapted physical education (APE) course with embedded fieldwork, teaching students with disabilities (Group 1; N = 19) versus pre-service teachers enrolled in a prerequisite course with fieldwork that does not include working with students with disabilities (Group 2; N = 25). Data was collected using the 33-question, Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education (SE-PETE-D), Version 3.3 survey. Three separate two-way ANOVAs, one for each type of disability (ID, PD, VD), were conducted, where timing (pre, post) is a within-subjects factor and course (Group 1: APE course, Group 2: prerequisite course) was a between subjects factor. There was a significant main effect of timing between the pre and post survey for both groups, on all sections of the test. The results exhibited no significant interaction or main effect of the between-subjects factor (group) on increasing self efficacy. The researcher then conducted one-on-one semi structured interviews with purposeful selection of participants. The purpose of this qualitative portion was to investigate the following research question: what are pre-service physical education teacher’s self-efficacy towards teaching in an inclusion class? With the use of the data collected through a survey and interviews, this present study will provide professors with a better understanding of the readiness of pre-service teachers to teach in an inclusion class. Participants included three pre-service teachers, who were all currently enrolled in an APE course (Group 1). Open, axial, and selective coding was used to analyze data. Key themes included self concept, room for growth, and resources. Trustworthiness of the themes was established through the use of peer debriefing and member checking. The results acquired through the quantitative portion of the study provided future implications for increasing pre-service teachers self-efficacy when they enter into fieldwork. The results for the qualitative interviews conducted led to future implications for providing pre-service teachers the proper content and experience needed to gain self-efficacy in working with students with disabilities.
| Author | : Michael K. Haeuser |
| Publisher | : |
| Total Pages | : 228 |
| Release | : 1997 |
| Genre | : |
| ISBN | : |
Download A Survey Investigating the Self-efficacy Levels of Wisconsin Adapted Physical Education Teachers Book in PDF, ePub and Kindle
Abstract: This study was designed to examine the effects of five variables, educational training in adapted physical education, years experience teaching adapted physical education, comprehensiveness of preservice training, comprehensiveness of professional development activity, and the primary setting of adapted physical education instruction, on the efficacy expectation and outcome expectation beliefs of adapted physical education teachers. Subjects included certified adapted physical education teachers from the state of Wisconsin (N = 227). A descriptive correlational research design was implemented and utilized the Adapted Physical Education Teacher Efficacy Scale, a revised version of the Teacher Efficacy Scale. Factor analysis confirmed The Adapted Physical Education Teacher Efficacy Scale to be capable with measuring self-efficacy from a multidimensional framework and provided support for Bandura's theory that self-efficacy is not a unidimensional construct. Dimensions of self-efficacy which resulted from the factor analysis included efficacy expectation beliefs (r = .76) and outcome expectation beliefs (r = .70). Multiple regression analysis indicated none of the five independent variables in the study explained a statistically significant amount of variance in the adapted physical education teachers' outcome expectation beliefs. Three variables, namely, comprehensiveness of professional development activity, comprehensiveness of preservice training and level of training in adapted physical education each explained a statistically significant proportion of variance in efficacy expectation beliefs when the effects of the other variables were held constant. The linear combination of scores on all five of the independent variables did not adequately explain an adapted physical education teacher's level of efficacy expectation or outcome expectation beliefs.
| Author | : Gianna Napoli |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
Download A Comprehensive Examination Into the Life of a Physical and Health Educator Book in PDF, ePub and Kindle
The purpose of this generic qualitative study was to explore and the overall well-being, level of workplace environment support, and potential challenges encountered of both veteran and new physical and health educators throughout their workday. Participants were interviewed once prior to the start of the school year, and again in December before winter break and submitted a total of four journal reflections. Topics that were discussed with the participants included: personal teaching philosophy, challenges to instruction, support in the workplace, and professional development. The researcher attempted to better understand the comprehensive experiences of physical and health educators. Four major themes were established: Perceived Self-Efficacy, Instructional Challenges, Professional Development Opportunities and Attitudes Towards the Discipline. Three sub-themes were generated for Perceived Self-Efficacy to elaborate on the main theme: Relatedness to Profession, Educational Advice, and Goal Setting. Two sub-themes emerged for Attitudes Towards the Discipline to explain on Life of a Physical and Health Educator the main theme: Student and Parent/Guardian Perceptions and School Community Support.
