東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching Personal and Social Respons...

Ivy, Victoria Nicole.

Linked to FindBook

Google Book

Amazon

博客來

Teaching Personal and Social Responsibility in Afterschool Programming and Beyond.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Personal and Social Responsibility in Afterschool Programming and Beyond./
Author:	Ivy, Victoria Nicole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903811
ISBN:	9781088321829

Teaching Personal and Social Responsibility in Afterschool Programming and Beyond.
Ivy, Victoria Nicole.

Teaching Personal and Social Responsibility in Afterschool Programming and Beyond. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 120 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--The University of Alabama, 2019.

This item must not be sold to any third party vendors.

Schools continue to become more diverse though teachers and afterschool program coordinator are unprepared to work in such settings. The teaching personal and social responsibility model (Hellison, 2011) serves as a tool to guide practitioners and teacher through the process of developing culturally responsive pedagogies, providing positive social and emotional learning experiences for youth, and guiding participants through the process of applying knowledge learned in the model's setting to alternative environments such as during the school day or at home.The first study utilized the culturally relevant physical education model and occupational socialization theory as tools to understand how preservice teachers may address their previous life experiences during their professional socialization. The purpose of the first study was to understand the ways in which socialization experiences influenced the development of culturally relevant physical education through the teaching personal and social responsibility model. Qualitative findings indicated that preservice teachers began to get to know their students, understand differences, and make efforts to connect with them. Suggestions are made regarding physical education teacher training in the future.The second study utilizes self-study of teacher education practice to understand a teaching personal and social responsibility practitioners' experiences, along with occupational socialization theory. Results indicated that there was a high degree of initial frustration, but as relationships and experience developed over time, the practitioner grew to fully enjoy and utilize the model and value self-study.The purpose of the third study was to explore the social-institutional conditions and teacher and learning practices that guide their social-emotional learning and overall healthy development. Ethnographic findings indicated that the classroom context conflicted with afterschool program contexts, and that the school setting was predominantly needs-thwarting while the afterschool program was a needs-supporting environment.

ISBN: 9781088321829Subjects--Topical Terms:

635343
Physical education.

Teaching Personal and Social Responsibility in Afterschool Programming and Beyond.
LDR:03095nmm a2200301 4500 001 2264074
005 20200410130122.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781088321829
035 $a (MiAaPQ)AAI13903811
035 $a AAI13903811
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ivy, Victoria Nicole. $3 3541173
245 1 0 $a Teaching Personal and Social Responsibility in Afterschool Programming and Beyond.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 120 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Richards, K Andrew R.
502 $a Thesis (Ph.D.)--The University of Alabama, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Schools continue to become more diverse though teachers and afterschool program coordinator are unprepared to work in such settings. The teaching personal and social responsibility model (Hellison, 2011) serves as a tool to guide practitioners and teacher through the process of developing culturally responsive pedagogies, providing positive social and emotional learning experiences for youth, and guiding participants through the process of applying knowledge learned in the model's setting to alternative environments such as during the school day or at home.The first study utilized the culturally relevant physical education model and occupational socialization theory as tools to understand how preservice teachers may address their previous life experiences during their professional socialization. The purpose of the first study was to understand the ways in which socialization experiences influenced the development of culturally relevant physical education through the teaching personal and social responsibility model. Qualitative findings indicated that preservice teachers began to get to know their students, understand differences, and make efforts to connect with them. Suggestions are made regarding physical education teacher training in the future.The second study utilizes self-study of teacher education practice to understand a teaching personal and social responsibility practitioners' experiences, along with occupational socialization theory. Results indicated that there was a high degree of initial frustration, but as relationships and experience developed over time, the practitioner grew to fully enjoy and utilize the model and value self-study.The purpose of the third study was to explore the social-institutional conditions and teacher and learning practices that guide their social-emotional learning and overall healthy development. Ethnographic findings indicated that the classroom context conflicted with afterschool program contexts, and that the school setting was predominantly needs-thwarting while the afterschool program was a needs-supporting environment.
590 $a School code: 0004.
650 4 $a Physical education. $3 635343
650 4 $a Teacher education. $3 3172312
690 $a 0523
690 $a 0530
710 2 $a The University of Alabama. $b Human Performance. $3 1669378
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 0004
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903811