Evaluating Doctoral Education in Physical Activity: Role of the American Academy of Kinesiology and Physical Education

This paper summarizes recent events concerning the evaluation of doctoral programs in kinesiology and physical education. An overview is provided of issues related to the evaluation process used by the National Research Council (NRC). The American Academy of Kinesiology and Physical Education (AAKPE) has developed a proposal to have our field included in the upcoming evaluation of doctoral programs conducted by the NRC currently scheduled for 2007. Also described is an overview of the plan by the AAKPE to conduct its own evaluation of doctoral programs in 2005. Finally, a listing of the 62 identified doctoral programs in our field is presented along with some program characteristics.     

Doctoral Programs in Physical Education: A Census with Particular Reference to the Status of Specializations

This study examined the nature and extent of specialized study offered in doctoral programs in U.S. universities during 1985. On the basis of information supplied from representatives of 61 programs, curricula were positioned on a continuum from highly specialized to generalist. Most doctoral programs were classified either as highly or moderately specialized (42% and 43%, respectively), while 15% were classified as generalist programs. Overall, 26 areas of doctoral study were identified and collapsed into five “generic” categories. One of the categories, exercise science, accounted for more than half of the doctoral programs offered during the reporting year, education-related specializations accounted for approximately 30%, and sociocultural studies approximately 12%. Among highly specialized programs, the majority of students graduated with specializations in exercise physiology (35%). The implications of these data for the future of the field are discussed.     

Assessment of Doctoral Programs in Physical Education: Reports,Rankings, and Recommendations

Drawing upon five recent studies, this essay provides a summary analysis of the assessment of academic quality of doctoral programs in physical education. Specifically, the analysis focuses on 12 rankings of doctoral programs and examines them in terms of three methodological issues: subjective versus objective measures, measures of quantity versus measures of quality, and single versus multiple measures. In conclusion, two composite rankings of the academic quality of doctoral programs are given, and recommendations are made for future quality assessment studies in physical education.     

美国大学博士生课程考评的内在特质 ——基于哈佛大学35门博士生课程教学大纲的分析

认为美国大学博士生课程考评指标、方式和功能有如下内在特质：课程考评目的是为了促进博士生更好地学；课程考评的标准是过程性和形成性评价；课程考评主体是多元的；课程考评指标尽管涵括课程出勤和表现、课程作业和课程考试，但考评指标根据专业性质和课程类型而不同；课程考评方式将协商和建构与测验、描述、判断有机地结合起来；课程考评功能贯穿到博士生的日常管理、中期考核和和学位论文写作等培养过程中。最后得出了美国大学博士生课程考评对我国的启示。     

Influence of Information Technologies on Kinesiology and Physical Education

The rapid advances made in information technologies over the past few years and the belief that technological change is neither additive nor subtractive to our state of affairs but that it generates total change, suggests that it is timely to consider the implications of these technologies for teaching, research, and professional activity. The task of trying to understand the future influence of information technologies is a challenging one because technology is shaped by an array of forces that includes tradition, politics, economic interests, history, philosophy, and competing technologies. The paper addresses the influence of technology under the following general topics: (a) Promise or peril? Two views on information technology; (b) The difficulty of accurately predicting the future role of information technology; (c) An overview of technological advances and some predictions; and (d) Aspects of special interest—virtual reality, Information Highway, thinking “better” with computers, and devaluation of the body.     

Changing Kinesiology and Physical Education by Infusing Information About Individuals With Disabilities

Just as faculty are expected to refer to performance and behavior changes that occur by age, gender, and other factors, an infusion of information about individuals with disabilities requires us to focus on the range of human variability and its relation to physical activity across the life span. This call to infuse information about individuals with disabilities should affect most kinesiology/ physical education undergraduate and graduate curricula in institutions of higher education. Advocacy for this idea has been developing for many years (Hall & Stiehl, 1978; Sherrill, 1988; Stein, 1969). Such infusion could add to and enhance our ability to contribute to the broad goals of society. But for us to assume this role, we must change our curricula to meet our published mission of serving society. This change will help disciplinary and professional preparation programs produce a broader range of scholarly activity and provide leadership that other disciplines may envy     

Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research conducted on PETE pre-service programs and graduates within the United States after 1990. The review defines “activity based/movement content knowledge course” as any course in which students learn the knowledge, skills, and dispositions to engage in or perform a particular sport, game, dance or other physical activity. Only one study within the review of nine total studies focuses solely on dance content within PETE pre-service programs. This review also analyzes the placement of dance content knowledge within the Society for Health and Physical Educators (SHAPE America) Grade Level Outcomes for K–12 Physical Education (PE). Suggestions are made for future research and methodological considerations for dance content knowledge and pedagogical content knowledge in PETE pre-service programs.     

美国博士学科评估特征分析及其启示

美国国家研究委员会开展了三次博士学科评估,已成为美国研究生教育外部质量保障体系的重要组成部分。博士学科评估组织特征主要体现在完善的博士学科评估组织治理结构和能力;多元化的博士学科评估筹资机制。技术特征包括自成体系的博士学科分类系统;综合集成的博士学科评估指标权重;分类与区间并用的博士学科评估结果。值得我们学习和借鉴之处:秉持为评估利益相关方服务的评估理念,注重评估组织的治理结构和能力建设,把握好评估方法的继承和创新力度,加强学科评估理论和技术研究。     

培养规模和就业变化对博士生教育的影响研究

由于学术内外劳动力市场的联动变化引发了博士就业的多样化,博士生教育近年来受到了广泛的关注。论文分析了关中等部分经舍组织成员国博士生培养规模和就业的变化趋势,在此基础上探讨了培养规模和就业变化对博士生教育的影响,进而为我国博士生教育的未来改革提出了建议。     

博士生教育环境的分析与评估

博士生教育是国民教育体系中的最高层次,其教育质量备受政府、社会、培养单位和受教育者等各方的关注。博士生教育质量与培养单位外部的社会环境、培养单位的内部环境及资源配置等因素密切相关,通过对学科水平、导师队伍、培养模式等环境因素的分析与评估,可以优化博士生教育的主体,进一步提高培养质量。     

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.     

印度博士生教育的现状与问题述评

印度的博士生教育开始于1857年,随后虽然经历若干低谷,但总体上发展迅速。本文介绍了印度博士生教育的历史,分析了印度博士生教育的现状,具体包括博士生教育的质量保障体系的主要组成部分、授予博士学位的程序、对博士生的资助、博士学位获得者的分布情况,最后总结了＂-5前印度博士生教育存在的问题。     

巴西博士生教育的现状和问题述评

介绍了巴西博士生教育的历史,分析了巴西博士生教育的现状,具体包括培养博士生机构的种类、评价和认证、资金问题、博士生教育的学习方式和教学、博士生教育阶段的考试和监督、博士学位授予的数量及其分布等,最后分析了当前巴西博士生教育存在的问题并提出了对策。     

Kinesiology: The Label for the Study of Physical Activity in Higher Education

Kinesiology is the study of movement or, more generally, the study of physical activity. The term kinesiology meets all the criteria for labeling the academic physical activity domain and has the useful advantage of being neutral in many of the current debates regarding emphases on the disciplinary, professional, or activity dimensions and subsets thereof. The study of physical activity in higher education should uniformly be called kinesiology at the levels of programmatic core, degree title, field of study, and department title.     

美国公民教育与道德教育关系研究述评

通过对美国公民教育与道德教育关系研究的相关期刊论文进行检索和调查,以二者的关系为线索进行了文献回顾,发现美国公民教育和道德教育存在共生关系,并提出目前的研究在学科视野、研究角度、理论深度等方面存在的不足,指出公民教育与道德教育的关系研究应重视和加强非学校教育领域,关注二者对美国社会所产生的影响。     

Reframing Doctoral Programs: A Program of Human Inquiry for Doctoral Students and Faculty Advisors

The Program of Human Inquiry is proposed as a structure to support scholarly inquiry by graduate students and faculty advisors. The Program provides a foundation that acknowledges human experiences and connects them to program aims in ways that do not limit student and faculty options. It promotes communication among student, committee members, and committee chair, as well as dialogue with oneself. It consists of four components. The first component is an acknowledgment of what one brings to graduate studies. The second component includes a Plan of Study, a summary of coursework, field experiences, formal exam dates, and residency. A third component records rigorous, but negotiated, avenues of inquiry including coursework, readings, research, and conferences. Finally, the Program encourages an ongoing discussion of values and recording of appropriate experiences. This proposal will interest students who wish to get the most out of their graduate experience and faculty who desire to continually re-examine their advising, their graduate program, and their own learning.     

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.     

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ABSTRACT

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.     

高等教育国际化进程中美国博士生教育发展脉络初探

对美国博士生教育国际化的历史、现状、成因及其对国内外的影响进行了阐述,指出美国博士生教育本身即是高等教育国际化的产物,美国随后又取代欧洲成为世界各国留学生的首选之地。美国博士生教育国际化对其自身及国际社会产生了深刻的影响,对我国博士生教育发展也具有深刻的启示意义。