Comparison of teaching behaviors among elementary physical education specialists, nonspecialists, and PETE teacher candidates

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dc.contributor.advisor Ignico, Arlene Anne, 1956-
dc.contributor.author Vetor, Cristina L.
dc.date.accessioned 2011-06-30T17:36:24Z
dc.date.available 2011-07-01T05:30:05Z
dc.date.created 2010-12-18
dc.date.issued 2010-12-18
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/194696
dc.description.abstract This study compared the teaching behaviors of elementary physical education specialists, elementary physical education nonspecialists (also known as generalists), and physical education teacher candidates (PETE). Previous research showed mixed findings on activity time provided by nonspecialists and specialists. Feedback distribution was higher for specialists (Faucette & Patterson, 1990; Placek & Randall, 1986). Gender treatment interventions show that teachers made aware of their gender stereotyping can provide more equitable feedback (Dunbar & O’Sullivan, 1986). Six participants took part in the study, one female and one male from each teacher group. Each participant was videotaped four times totaling 24 visits. The observational instruments included three classroom management forms: activity time, feedback, and gender-interaction. The instruments are commonly used to evaluate teacher education students. Descriptive statistics were used to provide means and standard deviations within teacher types for dependent variables. Non-parametric Independent t-tests, Mann-Whitney U, were used to compare teachers and gender. The hypotheses were that specialists have significantly higher activity times, provide more total feedback, and show a more balanced gender interaction in their classrooms than nonspecialists and PETE teacher candidates. Secondly, it was hypothesized that differences would not be evident between nonspecialists and PETE teacher candidates in the three variables. Lastly, male students would receive more interaction from teachers than female students. Results supported one hypothesis that teacher would provide more interactions with male students than female students as supported through previous findings (Papaioannou, 1995; McBride p. 255, 1990; Dunbar & O’Sullivan, 1986). Results in the remaining six hypotheses were not proven. However, PETE candidates did provide significantly more total feedback than nonspecialists. Future studies should examine a larger population and examine the effects of an intervention on these teacher behaviors.
dc.description.sponsorship School of Physical Education, Sport, and Exercise Science
dc.subject.lcsh Physical education for children -- Study and teaching (Elementary)
dc.subject.lcsh Physical education teachers.
dc.subject.lcsh Elementary school teachers.
dc.subject.lcsh Student teachers.
dc.title Comparison of teaching behaviors among elementary physical education specialists, nonspecialists, and PETE teacher candidates en_US
dc.type Research paper (M.A.), 3 hrs.
dc.description.degree Thesis (M.A.) en_US
dc.date.liftdate 2011-07-01
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1637035


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  • Research Papers [5068]
    Research papers submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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