The Consultation Process: Adapted Physical Education Specialists’ Perceptions

2002 ◽  
Vol 19 (3) ◽  
pp. 261-279 ◽  
Author(s):  
Rebecca K. Lytle ◽  
Doug Collier
Keyword(s):  
High School Students ◽  
Physical Education ◽  
General Education ◽  
Phenomenological Study ◽  
Study Data ◽  
Adapted Physical Education ◽  
School Students ◽  
Consultation Process ◽  
Individual Interviews ◽  
Consultation Model

The purpose was to examine adapted physical education (APE) specialists’ perceptions about consultation as a delivery model for individuals with disabilities. Six APE specialists (4 female, 2 male) from California participated in this phenomenological study. Data came from in-depth individual interviews, field observations, researcher notes, and focus group interactions. Analysis revealed distinct categories related to consultation: definition, contextual factors, effectiveness (benefits, barriers, documentation), competency, training, and consultation model preferences. Consultation interactions varied greatly because of the dynamic nature of the educational environment. The use of consultation was more prevalent with middle and high school students. Adapted physical education consultation occurred on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education (GE) teacher, and the student. The effectiveness of consultation was dependent upon the GE teacher’s attitude and the APE specialist’s communication skills and competencies.

Shifting and Narrowing Masculinity Hierarchies in Physical Education: Status Matters

2014 ◽  
Vol 33 (3) ◽  
pp. 342-362 ◽  
Author(s):  
Amy Tischler ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Study Data ◽  
School Students ◽  
Education Status ◽  
Male High School ◽  
Past Experiences ◽  
Member Checks

The purpose of this study was to examine boys’ perceptions of masculinity hierarchies in adventure physical education in relation to past experiences in sport-based physical education and their evolving views about physical activity in their lives. Theoretical principles of masculinity guided this study. Data were collected with 55 male high school students through 84 formal interviews, 200 e-mail interviews, and 135 ninety-minute class observations over 15 weeks. Data were analyzed using constant comparison with frequent member checks to facilitate trustworthiness. Three main findings emerged. First, boys described masculinity hierarchies in many past sport-based physical education classes as static and well-pronounced, which for many negatively impacted their perceptions of and engagement with physical activity. Second, boys described masculinity hierarchies in adventure physical education at Apex High School as shifting and narrowing, which stood in stark contrast to the inequitable status differentials in many sport-based physical education classes. Third, shifting and narrowing masculinity hierarchies resulted in significant positive outcomes for boys, most notably enhancing their orientations toward physical activity. Findings from this study suggest that physical education settings that produce shifting and narrowing masculinity hierarchies can enhance boys’ perceptions of and engagement with physical activity both in and out of school.

Girls Opting in to Senior Elective Physical Education

2014 ◽  
Vol 22 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Viviene A. Temple ◽  
Louise Humbert
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Focus Group Interviews ◽  
School Students ◽  
Individual Interviews ◽  
Flexible Planning ◽  
Group Interviews ◽  
Education Courses ◽  
Insight Into

It is well documented that many young women become discontented with physical education in their high school years. The purpose of this investigation was to gain insight into the characteristics of nine senior elective physical education courses that were specifically designed to accommodate the needs and interests of female students. Data collection methods included focus group interviews with students; individual interviews with teachers; and analysis of course documents. The following themes are presented: (a) choice in what to learn and how to learn it; (b) all-female learning environment; (c) lifetime physical activities; (d) personalized assessment; and (e) responsive and flexible planning. Findings offer considerations for the development of physical education curricula that will gain and hold the interest of female high school students.

scholarly journals Case Study

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Christina Short ◽  
Barbara N. Martin
Keyword(s):  
High School Students ◽  
General Education ◽  
Special Education Teachers ◽  
Study Data ◽  
Rural Setting ◽  
School Students ◽  
Teachers Perceptions ◽  
Primary Focus ◽  
K 12

This case study was intended to explore the premise that the perceptions of the stakeholders regarding inclusion should enhance the implementation of the process in a k-12 rural setting. Therefore, rural high school students’ and rural general education and special education teachers’ perceptions of inclusion provided the primary focus of this case study. Data analysis identified that while overall general education teachers supported the idea of inclusion they did not believe that they were trained. Additionally, the students supported the concept of inclusion when they were allowed choice in which classroom they were placed and if the teacher allowed choice in classroom activities. Also the classroom size was identified by all stakeholders as an issue by being affected negatively by the addition of more students being placed in inclusive classrooms. Implications for the teacher training, and the allocation of resources in rural settings are significant.  

Views of Students with Learning Disabilities of their Homework in General Education Classes: Student Interviews

1996 ◽  
Vol 19 (2) ◽  
pp. 70-85 ◽  
Author(s):  
Valerie Sawyer ◽  
Janet S. Nelson ◽  
Madhavi Jayanthi ◽  
William D. Bursuck ◽  
Michael H. Epstein
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Future Research ◽  
Research Needs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Individual Interviews ◽  
Teachers And Parents

This study examined the experiences and views of students with learning disabilities regarding the homework they receive in their general education classes and identified ways that teachers and parents might positively affect students' performance. Subjects were 10 high school students identified as having learning disabilities. Individual interviews were conducted to elicit information from each student. An analysis of the interviews resulted in the emergence of three themes: (a) factors that make homework easy, (b) factors that make homework difficult, and (c) recommendations for teachers, students, and parents. The results, limitations of the study, and future research needs are discussed.

Students' Views of Instructional Practices: Implications for Inclusion

1995 ◽  
Vol 18 (3) ◽  
pp. 236-248 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Janette Klingner ◽  
Linda Saumell
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Learning Strategies ◽  
High Achievers ◽  
Learning Needs ◽  
School Students ◽  
Individual Interviews ◽  
Special Learning Needs

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

The relationship between physical education and sports school students' positive thinking skill levels and their attitudes to learning: Comparison by gender and years of exercising

2020 ◽  
Vol 8 (4) ◽  
pp. 754-760
Author(s):  
Alparslan Ince ◽  
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Positive Thinking ◽  
Thinking Skill ◽  
School Students ◽  
Skill Levels ◽  
Quantitative Research Methods ◽  
The Relationship

The aim of this study was to compare the relationship between physical education and sports high school students' positive thinking skill levels and attitudes of learning in terms of gender and years of doing sports. The study is a descriptive method, one of the quantitative research methods. The study group consisted of 280 (age: 20.98 ± 1.390) university students from School of Physical Education and Sports in Ordu university. As a result, it was concluded that the students' positive thinking skills were at a high level, and the nature of learning, anxiety, expectation, and openness to learning sub-dimensions of the attitude tolearning scale were at high levels. It was concluded that there is a statistically significant and positive relationship between the nature of learning, Expectation, and openness to learning, and positive thinking skill from sub-dimensions of the attitude to learning scale, but there is a negatively significant relationship between anxiety and positive thinking skills

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