Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 31 - 38 of 38
Full-Text Articles in Education
Student Perceptions, Values, And Beliefs Prior To, During, And After Badminton Instruction, Bonnie L. Tjeerdsma, Judith E. Rink, Kathy C. Graham
Student Perceptions, Values, And Beliefs Prior To, During, And After Badminton Instruction, Bonnie L. Tjeerdsma, Judith E. Rink, Kathy C. Graham
Faculty Publications
Affective goals for physical education have historically been an identified goal for physical education programs, and such goals continue to be integral parts of what physical education teachers say they want to do. Affective value orientations to curriculum have also been identified as strong aspects of the values and belief systems of practicing physical educators (Ennis, Ross, & Chen, 1992) as well as the values and belief systems of preservice teachers (Solmon &Ashy, 1995).
A Comparison Of Pedagogical Knowledge Structures Of Preservice Students And Teacher Educators In Two Institutions, Judith E. Rink, Karen E. French, Amelia M. Lee, Melinda A. Solomon, Susan K. Lynn
A Comparison Of Pedagogical Knowledge Structures Of Preservice Students And Teacher Educators In Two Institutions, Judith E. Rink, Karen E. French, Amelia M. Lee, Melinda A. Solomon, Susan K. Lynn
Faculty Publications
Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and …
Linking Teacher Educators, Knowledge, And The Quality Of Practice In Schools, Murrary F. Mitchell
Linking Teacher Educators, Knowledge, And The Quality Of Practice In Schools, Murrary F. Mitchell
Faculty Publications
Children in this country are entrusted to teachers in schools for 5 hours a day, 5 days a week, approximately 36 weeks a year, for 12 to 13 years. Citizens concerned with the future want to know if the children of today are being prepared for the world of tomorrow. Parents want to know what is being done to and for their sons and daughters. And in these times of financial cutbacks, taxpayers want to know where their tax dollars are going. There is widespread belief that schools in general, and teaching in particular, should be much better today than …
A Descriptive Analysis And Academic Genealogy Of Major Contributors To Jtpe In The 1980s, Murrary F. Mitchell
A Descriptive Analysis And Academic Genealogy Of Major Contributors To Jtpe In The 1980s, Murrary F. Mitchell
Faculty Publications
Information about whose knowledge is accepted as important is valuable in understanding how a profession evolves. The term elders describes the individuals who control invisible networks of prestige and who determine what information is accepted for publication in professional journals. These published works stand as the foundation for the knowledge base of a discipline. The purpose of this article was to identify the elders in physical education teacher education (PETE) and to trace their academic genealogy. Elders were defined as major contributors to the Journal of Teaching in Physical Education from 1981 through 1989. The articles published by these subjects …
Scholarly Behaviors Of Physical Education Methods Teacher Educators In Ohio, Murrary F. Mitchell
Scholarly Behaviors Of Physical Education Methods Teacher Educators In Ohio, Murrary F. Mitchell
Faculty Publications
This study focused on the behavior of a proportional, stratified random sample of 40 physical education methods teacher educators (PEMTEs) in the state of Ohio, or more specifically, on the professional implications of their scholarly behaviors. The focal questions addressed were (a) how do PEMTEs meet their responsibility to stay current in their professional areas, and (b) what are the professional implications of these efforts? Four specific behaviors were examined as evidence of scholarly behaviors: (a) reading professional journals, (b) writing for publication, (c) attendance at professional conferences, and (d) active involvement in research. Findings were then contrasted to findings …
The Influence Of Content Development On The Effectiveness Of Instruction, Judith E. Rink, Karen E. French, Peter H. Werner, Susan Lynn, Amy Mays
The Influence Of Content Development On The Effectiveness Of Instruction, Judith E. Rink, Karen E. French, Peter H. Werner, Susan Lynn, Amy Mays
Faculty Publications
The purpose of this study was to investigate the effect on student learning of different ways of structuring student practice of complex motor skills. Previous research indicated that students who practiced the volleyball set and serve with a four-step progression learned more than students who practiced only the final test for the same number of practice trials; the effect of motivation and practice focused on specific learning cues was unclear. The present study investigated the specific role of progression, refinement, and motivation in learning the volleyball set and serve. Ninth-grade students were randomly assigned to one of five groups: (a) …
The Effects Of Practice Progressions On Learning Two Volleyball Skills, Karen E. French, Judith E. Rink, Linda Rikard, Amy Mays, Susan Lynn, Peter H. Werner
The Effects Of Practice Progressions On Learning Two Volleyball Skills, Karen E. French, Judith E. Rink, Linda Rikard, Amy Mays, Susan Lynn, Peter H. Werner
Faculty Publications
The purpose was to compare the effectiveness of practice progressions on learning the volleyball serve and overhead set. Ninth-grade students were randomly assigned to three groups. Each group practiced the volleyball serve and set for 60 trials over 6 days. The progression group practiced four levels of difficulty of the set and serve. The criterion group began practice at the beginning level of difficulty and had to achieve an 80% success rate before practicing at a more advanced level. The third group practiced the AAHPERD volleyball skill tests for the serve and set for all 60 trials. At the end …
Teaching Behavior Through Various Levels Of Field Experiences, J. Len Gusthart, Judith E. Rink
Teaching Behavior Through Various Levels Of Field Experiences, J. Len Gusthart, Judith E. Rink
Faculty Publications
No abstract provided.