Chapter 3: A Comparison of High and Low Performing Secondary Physical Education Programs

Autor/inn/en	Castelli, Darla; Rink, Judith
Titel	Chapter 3: A Comparison of High and Low Performing Secondary Physical Education Programs
Quelle	In: Journal of Teaching in Physical Education, 22 (2003) 5, S.512-532 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Program Effectiveness; Teacher Surveys; State Standards; Educational Change; Accountability; Physical Education; High Schools; Program Evaluation; Low Achievement; High Achievement; Interviews; Teacher Attitudes; Teacher Role; Peer Relationship; Program Improvement; Secondary School Curriculum; Educational Assessment; Physical Education Teachers; South Carolina + Suchen Sie Ihr Suchwort? Bildungsreform; Verantwortung; Körpererziehung; Sportunterricht; High school; Oberschule; Programme evaluation; Programmevaluation; Unterdurchschnittliche Leistung; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrerrolle; Peer-Beziehungen; Education; assessment; Bewertungssystem; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Despite small steps of progress, issues of legitimacy and worth are still barriers inhibiting systemic change in physical education. Even with the call for reform in physical education (Rink, 1993), few comprehensive school reform efforts have included physical education, for at least two reasons. First, physical education is not considered a core subject area, and second, physical education, as a profession, has not made a case to be part of these reform efforts (Ward & Doutis, 1999). South Carolina professionals made a case to be part of the current standards, assessment, and accountability movement. The South Carolina Physical Education Assessment Program (SCPEAP) is one of the first efforts by a state to hold schools and teachers accountable for meeting state standards in physical education. It is a unique approach to program assessment in that teachers assess students in a sampling of classes, across four student performance indicators. The assessment program in South Carolina has created the opportunity to study the viability of school and teacher accountability as an instrument for change in physical education. One of the ways to study change in physical education programs as a result of accountability is to look at differences between high performing schools (HPS) and low performing schools (LPS). Knowing the characteristics of HPS and LPS can help us understand what effective physical education programs look like, how to best facilitate change in physical education, and how to get students to meet standards. Based on a teacher survey, teacher interviews, and a document analysis of current materials for recruited schools, the authors have compiled profiles of high and low performing schools, noting differences in the following areas: (1) teacher perceptions and roles; (2) relationships between physical education department members; and (3) reform efficacy. (Contains 1 table.) (ERIC).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10