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Full-Text Articles in Education
The Role Of Pete In Developing Joy-Oriented Physical Educators, Bonnie Tjeerdsma Blankenship, Suzan F. Ayers
The Role Of Pete In Developing Joy-Oriented Physical Educators, Bonnie Tjeerdsma Blankenship, Suzan F. Ayers
Human Performance and Health Education Faculty Research
The current focus on utilitarian outcomes (e.g., fitness, health, skill development) in physical education has not been effective in producing life-long movers and makes physical activity a duty to be performed. An alternative to a utilitarian focus is to have a joy-oriented focus in which physical activity is promoted because it is joyful, pleasurable, and personally meaningful. In this paper, we present factors that inhibit a joy-oriented focus in physical education and reasons physical education teacher education (PETE) programs have thus far failed to produce joy-oriented physical education teachers. We then present a new approach to PETE—the foundational approach—in which …
A Descriptive Analysis Of Undergraduate Pete Programs, Suzan F. Ayers, Lynn D. Housner
A Descriptive Analysis Of Undergraduate Pete Programs, Suzan F. Ayers, Lynn D. Housner
Human Performance and Health Education Faculty Research
The current study describes the nature of physical education teacher education (PETE) programs in the United States. Of the 200 institutions of higher education invited to participate, 116 PETE programs completed a comprehensive questionnaire regarding their undergraduate programs (58% response rate). Respondents reported employing an average of 3.84 (SD = 2.80) full-time and 3.07 (SD = 3.52) part-time faculty members, nearly equal in gender (females = 48%), and overly representative of Caucasians (92% of respondents reported employing a faculty of at least 60% Caucasian). First- and second-year field-based teaching experiences were provided by 77% of respondents. A majority (65.8%) of …
Chapter 5: Pete Mentoring As A Mosaic, Suzan F. Ayers, Linda L. Griffin
Chapter 5: Pete Mentoring As A Mosaic, Suzan F. Ayers, Linda L. Griffin
Human Performance and Health Education Faculty Research
Good mentoring is not an easy process. From the research literature on mentoring, people know that there are critical factors that affect the mentoring relationship and process: the selection of mentors, whether or not mentors and proteges are assigned, how formal or informal the relationship is, how mentors might or might not be rewarded for their contribution, and whether professionals can find the time for mentoring (Little, 1990; Smith & Ingersoll, 2004). People also know that effective mentors possess rich and sophisticated content, curricular, and pedagogical knowledge, and they also have strong communication skills that can serve to support the …
Chapter 1: Introduction—The Roles And Process Of Mentoring, Linda L. Griffin, Suzan F. Ayers
Chapter 1: Introduction—The Roles And Process Of Mentoring, Linda L. Griffin, Suzan F. Ayers
Human Performance and Health Education Faculty Research
In this monograph we bring together three different studies about mentoring across the physical education profession. Throughout this issue we use the terms mentor and protégé to describe the individuals involved in mentoring relationships. Generally, mentors are wise and trusted guides and advisors, and protégés are the people who receive career support, protection, and advocacy. Given the complex and challenging nature of educatorsʼ work, the notion that educators in various settings and career paths should have mentors to guide them through skill development and workplace management has become increasingly accepted. Mentoring has generally been perceived as a positive relationship that …
The Prevalence-Based Need For Adapted Physical Education Teachers In The United States, Jiabei Zhang
The Prevalence-Based Need For Adapted Physical Education Teachers In The United States, Jiabei Zhang
Human Performance and Health Education Faculty Research
The purpose was to develop a method for projecting the need for adapted physical education (APE) teachers in the public schools in the United States. This method was derived from a prevalence-based model---dividing the nurn- ber of APE students enrolled by the APE student-teacher ratio and then sub- tracting the number of APE teachers hired. This model used the findings of Kelly and Gansneder (1998) that (a) 4% of the school population required APE services and (b) the overall national APE student-teacher ratio was 104: 1. The results revealed a need for 22,116 additional APE teachers nationwide as well as …