東華大學圖書館 |

語系: 繁體中文

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

Athletic Training Faculty: Education...

Dearie, Alyson.

FindBook

Google Book

Amazon

博客來

Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles./
作者:	Dearie, Alyson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	106 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13421759
ISBN:	9780438834460

Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles.
Dearie, Alyson.

Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 106 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2018.

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

As the professional degree in athletic training transitions to the master's level it is beneficial to examine if and how this change affects current teaching faculty. This study examined (a) current roles and educational backgrounds of athletic training faculty, (b) perceptions about anticipated role changes and preparation, (c) the relationship between athletic training faculty demographics and perception of preparedness, (d) the relationship between perceived changes to roles and plans of preparation, and (e) the relationship among their current position, highest degree, changing roles, and preparation for new roles. This study is a fully mixed concurrent equal status design, where the qualitative and quantitative methods mixing occurred within the data collection, data analysis, and data interpretation stages. I collected the quantitative and qualitative data via an electronic survey using Survey Monkey. Non-random sampling of core athletic training faculty (N = 801) currently teaching in 220 CAATE-accredited undergraduate professional athletic training programs. Only those participants (N = 155, 94% completion rate) who completed the survey were used in this analysis. Participants included 63% females, 36.8% males. The current positions of participants included program directors (26.5%), clinical education coordinators (33.5 %), teaching faculty (29.7%), and other (9%). Iterative concurrent mixed analysis using data transformation occurred. During the data analysis stage the quantitative and qualitative phases were equally weighted. Seventy-three participants indicated having a doctorate as their highest degree earned. Types of degrees held were PhD (63%), EdD (24.7%), DAT (4.1%), DHSC (1.4%), and other (6.8%). The ranges for the various roles varied, teaching (0-100), clinician (0-100), research (0-65), administration (0-80), service other than clinician (0-90), and other (0-10). Pearson chi-square results indicated that the participants with a terminal degree and those without a terminal degree are not significantly different on whether or not they feel prepared (x² = .419, df = 1, N = 131, p = .517). Pearson chi-square results indicated that participants who anticipate changing roles are significantly different on whether or not they are preparing for new roles (x² = 11.80, df = 1, N = 94, p = .001). The latent class analysis revealed the 3-cluster model solution (L² = 137.64, df = 113, p = .06). Results provide insight to the direction of the educational backgrounds and varied roles of athletic training faculty. This research contributes to the athletic training literature providing information and personal insight on how the transition is affecting athletic training faculty.

ISBN: 9780438834460Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Athletic training

Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles.
LDR:03969nmm a2200385 4500 001 2273879
005 20201109125341.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438834460
035 $a (MiAaPQ)AAI13421759
035 $a (MiAaPQ)binghamton:12918
035 $a AAI13421759
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dearie, Alyson. $3 3551336
245 1 0 $a Athletic Training Faculty: Education, Preparedness, Perceptions, and Changing Roles.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 106 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Mallette, Marla H.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a As the professional degree in athletic training transitions to the master's level it is beneficial to examine if and how this change affects current teaching faculty. This study examined (a) current roles and educational backgrounds of athletic training faculty, (b) perceptions about anticipated role changes and preparation, (c) the relationship between athletic training faculty demographics and perception of preparedness, (d) the relationship between perceived changes to roles and plans of preparation, and (e) the relationship among their current position, highest degree, changing roles, and preparation for new roles. This study is a fully mixed concurrent equal status design, where the qualitative and quantitative methods mixing occurred within the data collection, data analysis, and data interpretation stages. I collected the quantitative and qualitative data via an electronic survey using Survey Monkey. Non-random sampling of core athletic training faculty (N = 801) currently teaching in 220 CAATE-accredited undergraduate professional athletic training programs. Only those participants (N = 155, 94% completion rate) who completed the survey were used in this analysis. Participants included 63% females, 36.8% males. The current positions of participants included program directors (26.5%), clinical education coordinators (33.5 %), teaching faculty (29.7%), and other (9%). Iterative concurrent mixed analysis using data transformation occurred. During the data analysis stage the quantitative and qualitative phases were equally weighted. Seventy-three participants indicated having a doctorate as their highest degree earned. Types of degrees held were PhD (63%), EdD (24.7%), DAT (4.1%), DHSC (1.4%), and other (6.8%). The ranges for the various roles varied, teaching (0-100), clinician (0-100), research (0-65), administration (0-80), service other than clinician (0-90), and other (0-10). Pearson chi-square results indicated that the participants with a terminal degree and those without a terminal degree are not significantly different on whether or not they feel prepared (x² = .419, df = 1, N = 131, p = .517). Pearson chi-square results indicated that participants who anticipate changing roles are significantly different on whether or not they are preparing for new roles (x² = 11.80, df = 1, N = 94, p = .001). The latent class analysis revealed the 3-cluster model solution (L² = 137.64, df = 113, p = .06). Results provide insight to the direction of the educational backgrounds and varied roles of athletic training faculty. This research contributes to the athletic training literature providing information and personal insight on how the transition is affecting athletic training faculty.
590 $a School code: 0792.
650 4 $a Physical education. $3 635343
650 4 $a Teacher education. $3 3172312
650 4 $a Kinesiology. $3 517627
653 $a Athletic training
653 $a Education
653 $a Preparedness
653 $a Roles
690 $a 0523
690 $a 0530
690 $a 0575
710 2 $a State University of New York at Binghamton. $b Education. $3 3173405
773 0 $t Dissertations Abstracts International $g 80-08A.
790 $a 0792
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13421759