語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Movement in the Classroom: Contingen...
~
Machamer, Annie E.
FindBook
Google Book
Amazon
博客來
Movement in the Classroom: Contingent Factors Underlying Teacher Change.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Movement in the Classroom: Contingent Factors Underlying Teacher Change./
作者:
Machamer, Annie E.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:
146 p.
附註:
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:
Dissertations Abstracts International81-03A.
標題:
Continuing education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27527022
ISBN:
9781085639149
Movement in the Classroom: Contingent Factors Underlying Teacher Change.
Machamer, Annie E.
Movement in the Classroom: Contingent Factors Underlying Teacher Change.
- Ann Arbor : ProQuest Dissertations & Theses, 2019 - 146 p.
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Thesis (Ed.D.)--West Virginia University, 2019.
This item must not be sold to any third party vendors.
Background: Teachers' use of classroom physical activity (PA) has been found to significantly impact students PA participation, time on task, and academic performance. However, teachers have continued to identify barriers affecting delivery related to professional development opportunities, learning environment, and experiences in practice. An understanding of the connection between these experiences and their impact on teacher change is needed.Purpose: The purpose of this study was to investigate teachers' perceptions of specific factors that have influenced their continued implementation of classroom PA. This study provides insight into the teacher perceptions, and aims to identify connections among orientation to learning and learning change that have supported this practice.Design & Methodology: This research employed two rounds of data collection and used Opfer et al.'s (2011) model of teacher change as a guiding theoretical framework. First, a questionnaire was administered to teachers (n=26) who had experience integrating movement into the academic classroom. Next, semi-structured interviews were conducted with participants (n=6) who have experienced success in continued delivery for three or more years, had implemented three or more days a week, and used both PA breaks and content-rich/standards-based PA. Round One data analysis included frequency and measure of central tendency. Round Two data analysis included transcription, an inductive coding approach, jotting and memoing, and member checking.Results: Survey results indicated that professional development, student reactions, and beliefs and attitudes of classroom PA had the greatest influence on teachers' continued use of classroom PA. Five main areas of influence were identified: (a) social and environmental influences, (b) professional development, (c) integration practices, (d) student reactions, and (e) teacher beliefs and attitudes.Conclusion: Results of this study provide insights into the connections of influential factors on teachers' implementation of classroom PA and sustained use. This study provides a framework for further investigation in order to support teachers' continued use of classroom PA.
ISBN: 9781085639149Subjects--Topical Terms:
527504
Continuing education.
Movement in the Classroom: Contingent Factors Underlying Teacher Change.
LDR
:03258nmm a2200325 4500
001
2264097
005
20200410130128.5
008
220629s2019 ||||||||||||||||| ||eng d
020
$a
9781085639149
035
$a
(MiAaPQ)AAI27527022
035
$a
(MiAaPQ)WVirginia5085
035
$a
AAI27527022
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Machamer, Annie E.
$3
3541197
245
1 0
$a
Movement in the Classroom: Contingent Factors Underlying Teacher Change.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2019
300
$a
146 p.
500
$a
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500
$a
Advisor: Taliaferro, Andrea;Bulger, Sean.
502
$a
Thesis (Ed.D.)--West Virginia University, 2019.
506
$a
This item must not be sold to any third party vendors.
520
$a
Background: Teachers' use of classroom physical activity (PA) has been found to significantly impact students PA participation, time on task, and academic performance. However, teachers have continued to identify barriers affecting delivery related to professional development opportunities, learning environment, and experiences in practice. An understanding of the connection between these experiences and their impact on teacher change is needed.Purpose: The purpose of this study was to investigate teachers' perceptions of specific factors that have influenced their continued implementation of classroom PA. This study provides insight into the teacher perceptions, and aims to identify connections among orientation to learning and learning change that have supported this practice.Design & Methodology: This research employed two rounds of data collection and used Opfer et al.'s (2011) model of teacher change as a guiding theoretical framework. First, a questionnaire was administered to teachers (n=26) who had experience integrating movement into the academic classroom. Next, semi-structured interviews were conducted with participants (n=6) who have experienced success in continued delivery for three or more years, had implemented three or more days a week, and used both PA breaks and content-rich/standards-based PA. Round One data analysis included frequency and measure of central tendency. Round Two data analysis included transcription, an inductive coding approach, jotting and memoing, and member checking.Results: Survey results indicated that professional development, student reactions, and beliefs and attitudes of classroom PA had the greatest influence on teachers' continued use of classroom PA. Five main areas of influence were identified: (a) social and environmental influences, (b) professional development, (c) integration practices, (d) student reactions, and (e) teacher beliefs and attitudes.Conclusion: Results of this study provide insights into the connections of influential factors on teachers' implementation of classroom PA and sustained use. This study provides a framework for further investigation in order to support teachers' continued use of classroom PA.
590
$a
School code: 0256.
650
4
$a
Continuing education.
$3
527504
650
4
$a
Instructional design.
$3
3172279
650
4
$a
Physical education.
$3
635343
690
$a
0651
690
$a
0523
690
$a
0447
710
2
$a
West Virginia University.
$3
1017532
773
0
$t
Dissertations Abstracts International
$g
81-03A.
790
$a
0256
791
$a
Ed.D.
792
$a
2019
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27527022
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9416331
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入