Literaturnachweis - Detailanzeige
| Autor/inn/en | Logan, Barbara; Lambdin, Dolly; Ramirez, Teresita; Farr, Diane |
|---|---|
| Titel | Documenting and Verifying Best Practice in Elementary Physical Education. |
| Quelle | (2000), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Elementary Education; Interpersonal Competence; Observation; Physical Education; Physical Fitness; Program Evaluation; Psychomotor Skills; Scheduling; Student Evaluation; Teacher Evaluation |
| Abstract | This paper describes a 1998 evaluation conducted by one Texas school district of its K-5 physical education (PE) program. The director of PE developed a plan for gathering information on scheduling; student performance (motor skills, fitness, and social skills); and teachers' use of best instructional practices. Teachers assessed student performance on locomotor skills, cardiorespiratory efficiency, upper body strength, and abdominal strength and endurance. Teachers and students completed a report on social skills use during class. Information about scheduling and minutes allotted for PE was gathered at each school. Consultants observed classes and collected data on use of best practices during instruction. This paper describes: goals of the best practices observation instrument; steps involved in developing the observation instrument; identification of domains of developmentally appropriate practices included; rubric development; the consultant's commendations; the consultant's recommendations; and the PE director's report. Overall, classes that had daily PE and lower teacher-student ratios scored higher on student performance measures and the best practices observation instrument than did those with less consistent scheduling and higher teacher-student ratios. The school board responded by hiring four additional specialists and encouraging daily PE scheduling. The observation instrument and related descriptors are attached. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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