Engaging Urban Ninth Graders in Math: A Complementary Mixed-Methods Study of Teacher Behavior

This mixed-methods study examines engaging teaching at one racially and ethnically diverse public school using the self-system process model of student engagement. As theorized, multilevel analyses of student survey data (N?=?580) reveal that student perceptions of structure, autonomy support, and involvement differentiate highly, moderately, and weakly engaging teachers. Classroom observations (N?=?12) and student interviews (N?=?17) suggest that the behavior of autonomy supportive and involved teachers is friendly, helpful, and emphasizes student agency. Although few racial or ethnic differences are observed, autonomy supportive and involved teacher behavior appears particularly critical to the behavioral engagement of Black and Latinx students. Helpfulness may also moderate stereotype threat. Implications for researchers, practitioners, and policy-makers are discussed.

     

Experiences of teacher evaluation systems on high school physical education programs

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.     

Computerized Agility Training Improves Change-of-Direction and Balance Performance Independently of Footwear in Young Adults

Understanding the effects of training in different footwear on sporting performance would be useful to coaches and athletes. Purpose: This study compared the effects of computerized agility training using 3 types of footwear on change-of-direction and balance performance in young adults. Method: Thirty recreationally active young adults (M_age = 22.8 ± 3.1 years; M_height = 1.71 ± 0.7 m; M_bodymass = 73.4 ± 10.3 kg) were randomly assigned to a 6-week computerized agility training intervention in 1 of 3 footwear groups (n = 10/group): barefoot, minimal footwear, or traditional shoes. Participants had no previous barefoot or minimal-footwear training experience. Dependent variables included change-of-direction test time to completion, Star Excursion Balance Test, and single-leg stability evaluation. Testing was performed at the start of the training program, after 2 weeks, after 4 weeks, and at the end of the training program. Results: No group or time interactions were found for any of the dependent variables. Time main effects were observed for the performance measures of change of direction, Star Excursion, and single-leg-with-eyes-open stability evaluation. Participants improved in all 3 tests as early as 2 weeks into the intervention, with improvements continuing through the entire 6-week intervention. Conclusions: The lack of interaction and footwear effects suggests that agility and balance improvements during foot agility training are independent of footwear in a recreationally active young-adult population. Computerized agility training improves change-of-direction and balance performance within 2 weeks of training implementation. Future studies should consider footwear training effects in different populations, including frail older adults and athletes.