The Role of Content Knowledge in Conceptions of Teaching Effectiveness in Physical Education

Physical education teachers and the programs that prepare them find themselves in the early part of the 21st century in a public policy environment that differs significantly from that of the 20th century. This policy environment is grounded in an ideology that postulates that schools and teachers, rather than social forces, should be held responsible for academic outcomes, and in turn, economic success. For the first time, physical education teachers are being held accountable for student learning in the same way as their classroom peers. Improving the effectiveness of teachers is seen as the primary mechanism for improving student learning. In discussing how teaching effectiveness has evolved, I describe a relationship among the process–product paradigm, the ecological paradigm, and a neo-ecological paradigm called the instructional core. The latter paradigm extends our understanding of teaching effectiveness in new ways by describing the dynamic and interdependent relationship among teacher, student, and content in the gymnasium. It has significant implications for the professional development of teachers and the conduct of teaching effectiveness research. I conclude by discussing why content is so critical to conceptions of teaching effectiveness.     

Exercise Stress Testing Programs in the United States: A 1975 Status Study

Abstract

The purpose of the study was to document the status of exercise stress testing programs in the United States through an analysis of basic program components. A questionnaire was developed and sent to the list of exercise stress testing facilities compiled and published in 1975 by the National Jogging Association. Completed questionnaires were returned by 139 (60%) of the facilities surveyed. The data revealed that: (a) five categories of functional-clinical settings exist; (b) a large majority of programs are located in densely populated areas, were established within the past five years, and rely upon similar funding sources; (c) most of the clients are men over 35 years of age: (d) the YMCAs as a group vary considerably from the other functional settings with respect to certain aspects of program organization; and (e) there are no uniform standards of education and training for professional personnel, except for physicians. It was concluded that the rapid growth and diversity of exercise stress testing services have created a need for increased communication and cooperation among professionals concerning standards relative to procedures, protocols, and personnel.     

A Probabilistic Model for Evaluation of Volleyball Scoring Systems

Abstract

A probabilistic model for the game of volleyball is developed to evaluate alternative scoring systems. This Markov chain model is then recursively solved, to determine the distribution of the number of serves per game and the probability that a given team wins. These results are then used to evaluate the effects on the game of volleyball of a proposed change in the scoring system.     

Excluding the included: A reconsideration of inclusive education

This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.     

SENIOR CISE : A PRINT EXERCISE INTERVENTION FOR OLDER ADULTS

This study was conducted to examine the efficacy of an inexpensive educational print exercise intervention based on the Transtheoretical Model (TTM) for older adults. Secondary objectives of this study were to examine the quality of the print intervention and possible ways to improve it through survey techniques. This was a posttest survey design. Information about the Senior cise booklet was distributed to senior housing communities and recreation centers throughout Rhode Island. One hundred thirty-three posters and 5,280 pamphlets with return postcards for ordering the Senior cise booklet were delivered over a period of nine months. Individuals who requested the booklet were contacted via telephone two weeks following mailing to assess the efficacy and quality of the booklet. Ninety-eight individuals requested the booklet and 61 participants completed the evaluation (mean age = 73 - 5.3 years; 77.1% female). The majority of participants found the booklet of good quality, stated that it created an interest, and said it inspired them to actually engage in physical activity. Survey participants cited only a few main good points and negative points about the booklet in general. The use of an inexpensive educational print intervention (Senior cise ) based on the TTM was well received and successful in engaging older adults to consider and participate in physical activity. The positive and negative points cited about the booklet will allow other researchers a better insight into what can make educational print interventions successful. Experimental research designs are recommended to evaluate more fully the efficacy of future exercise based print interventions.     

Resources In Review

Abstract

Essential Readings in Environmental Education , edited by Harold R. Hungerford, William J. Bluhm, Trudi L. Volk, and John M. Ramsey. Champaign, IL: Stipes. 1998. Paperback. ISBN 0-87563-756-6.

The Industrial Green Game: Implications for Environmental Design and Management , edited by Deanna Richards. Washington, DC: National Academy of Engineering, National Academy Press. 1997. Hardback. 224 pp. $39.95. ISBN 0-309-05294-7.

Stories in the Land: A Place-Based Environmental Education Anthology , with an introductory essay by John Elder. Great Barrington, MA: Orion Society. 1998. Paperback. 127 pp. $8.00. ISBN 0-913098-51-5.

Energies: An Illustrated Guide to the Biosphere and Civilization , by Vaclav Smil. Cambridge, MA: MIT Press. 1998. Hardcover. 210 pp. $25.00. ISBN 0-262-19410-4.

Human Settlements and Planning for Ecological Sustainability: The Case of Mexico City , by Keith Pezzoli. Cambridge, MA: MIT Press. 1998. Hardcover. 464 pages. $40.00. ISBN 0-262-16173-7.

Tunnel Visions: Into the Sea of Uncertainty. Ben Lomond , CA: The Video Project, TUN-546-0. 1998. $99.95 institutions, $69.95 individuals; $5.95 shipping and handling. Available as one video of 57 minutes or two videos of 27 1/2 minutes each.

Biodiversity and Conservation , by Michael J. Jeffries. New York: Routledge. 1997. Paperback. 208 pp. $25.99. ISBN 0-415-14905-3.

The Natural Wealth of Nations: Harnessing the Market for the Environment , by David M. Roodman. New York: W.W. Norton. 1998. Paperback. 304 pp. $13.00. ISBN 0-393-31852-4.

Evaluation: A Systematic Approach , Sixth Edition, by Peter H. Rossi, Howard E. Freeman, and Mark W. Lipsey. Thousand Oaks, CA: Sage. 1999. Hardback. 500 pp. $59.95. ISBN 0-7619-0893-5.     

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This study investigated the relationship between the communication source variables of attraction, credibility, and perceived similarity and the overall image of public figures. The arrangement of 15 public figures in a multidimensional space was compared to their arrangement on measures of attraction, credibility, and similarity. The arrangement of public figures in the multidimensional space was based on respondents' paired comparisons among all public figures. Results indicated that most of the theoretic concepts were used by respondents to construct their iamge of public figures. However, the concepts did not emerge as major determinants of that image. It was suggested that these concepts might be part of a latent structure which emerges whenever public figures are viewed as communicative sources.     

Catalyzing student–teacher interactions and teacher learning in science practical formative assessment with digital video technology

This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices and attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning. The educative effects produced by the catalyst were dependent on the teacher noticing changes in her students and moving in tandem with them along a parallel path of experiential and practitioner-based learning. Overall, the value of the study undertaken is located in sharing an authentic, lived science assessment experience with the intention of assisting colleagues notice aspects of their own pedagogic practices that may be hidden at present.     

The utility of the key math diagnostic arithmetic test for adolescent learning disabled students

The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that: (a) mean LD performance peaked at approximately the fourth grade level of difficulty; (b) there was marginal variation in performance across the 14 subtests; (c) a strong negative correlation existed between years behind grade level and seven Key Math subtests; (d) the subtests factored into two ability categories, as opposed to the three suggested by the test developers; and (e) LD performance was quite distinct from that of normal children in terms of the types of computational errors made on the test.