A Decade of Research Literature in Physical Education Pedagogy

2009 ◽  
Vol 28 (2) ◽  
pp. 119-140 ◽  
Author(s):  
Pamela Hodges Kulinna ◽  
Kristin Scrabis-Fletcher ◽  
Stephen Kodish ◽  
Sharon Phillips ◽  
Stephen Silverman
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Health Education ◽  
Social Science ◽  
Detailed Analysis ◽  
Research Literature ◽  
Research Focus ◽  
Research Papers ◽  
Heath Education ◽  
Published Research

The purpose of this study was to provide a detailed analysis of the research literature in physical education for one decade, including data on the research focus (i.e., teaching, teacher education, and curriculum). Α database of published research and research-based scholarship was created. Data were coded maintaining 97% or higher agreement levels. There were 1,819 physical education pedagogy research papers published during 1995–2004 in 94 different journals, including those that primarily pertain to (a) physical education (56.40%), (b) kinesiology (30.02%), (c) education and social science (9.35%), and (d) heath education and medical (4.23%). Papers represented all three focus areas: teaching (65.31%), curriculum (19.24%), and teacher education (15.45%). Research in physical education pedagogy has increased each year since 1995, including a small presence in education and social science journals as well as health education and medical journals.

scholarly journals Text Analysis of Disciplinary Research Papers

2020 ◽  
Author(s):  
Emily Carey ◽  
James Gopsill ◽  
Linda Newnes
Keyword(s):  
Content Analysis ◽  
Social Science ◽  
Text Analysis ◽  
Unique Feature ◽  
Research Literature ◽  
Research Papers ◽  
Venn Diagrams

Research literature terminology illustrates that publications claim to pertain to “disciplinary” approaches and researcher’s align themselves to specific, multi-, inter- or trans-disciplinarities. Ambiguity exists in definition and application of disciplinarity, hence there is need to establish a coherent application of disciplinarity. We present results of content analysis of research literature claiming to be inter-, multi-, or transdisciplinary to assist in ascertaining commonalities or differences for those disciplinarities. We analyse the abstracts and keywords of 8834 papers, using n-grams and bi-grams, dating from 1970 until 2018, extracting a list of 76,552 terms for comparison. The top 15 most frequent terms characterise each disciplinarity and Venn diagrams of the top 15 features illustrate differences and overlap. A total of six terms appear common to all approaches in the abstracts, with four shared by multi- and inter-, two between inter- and trans-, and none common to multi- and trans-. The term “social science(s)” appears to be a unique feature in the trans- abstracts and our findings identify common text terms such as the “research” feature, common to all disciplinarities. This supports characterising the nature of transdisciplinarity and its unique differences from other approaches such as inclusion of social science(s).

How do pre-service physical education teachers understand health education and their role as health educators?

2018 ◽  
Vol 78 (3) ◽  
pp. 288-300 ◽  
Author(s):  
Jennifer Fane ◽  
Shane Pill ◽  
Joss Rankin
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Health Education ◽  
Education Programme ◽  
Physical Education Teachers ◽  
Pedagogical Practice ◽  
Health Educators ◽  
Education Students ◽  
Study Participants ◽  
Teacher Education Students

Objective: The purpose of this study was to examine how pre-service physical education (PE) teacher education students understand health education and their role as health educators. The challenges that a cohort of pre-service teachers ( n = 20) majoring and minoring in PE face in engaging in a socially contextualised understanding of health are examined. Design: Study participants were in a semester length foundational health education course. Following ethics board approval, participants’ reflective journals were accessed for data. The data were coded for themes and then analysed using Windschitl’s framing of constructivism in practice. Setting: Undergraduate health education teacher education programme at an Australian university. Results: Findings reveal how PE teacher education students made meaning of socially contextualised and contested areas of health, and developed their own understanding of health education pedagogical practice. Common challenges were evidenced by the students when attempting to explain their expanding understanding of health education pedagogy and practice. Conclusion: The simple understandings and conceptual ambiguities evident in this group of students help to explain why health education taught in secondary schools by PE teachers more often takes the form of ‘PE theory’ than health education.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Chitosan Adsorbent Derivatives for Pharmaceuticals Removal from Effluents: A Review

Macromol ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 130-154
Author(s):  
Efstathios V. Liakos ◽  
Maria Lazaridou ◽  
Georgia Michailidou ◽  
Ioanna Koumentakou ◽  
Dimitra A. Lambropoulou ◽  
...  
Keyword(s):  
Emerging Contaminants ◽  
Low Cost ◽  
Value Added ◽  
Ph Effects ◽  
Hydroxyl Groups ◽  
Research Papers ◽  
Natural Polysaccharide ◽  
Best Fitting ◽  
Isotherm And Kinetic Models ◽  
Published Research

Chitin is mentioned as the second most abundant and important natural biopolymer in worldwide scale. The main sources for the extraction and exploitation of this natural polysaccharide polymer are crabs and shrimps. Chitosan (poly-β-(1 → 4)-2-amino-2-deoxy-d-glucose) is the most important derivative of chitin and can be used in a wide variety of applications including cosmetics, pharmaceutical and biomedical applications, food, etc., giving this substance high value-added applications. Moreover, chitosan has applications in adsorption because it contains amino and hydroxyl groups in its molecules, and can thus contribute to many possible adsorption interactions between chitosan and pollutants (pharmaceuticals/drugs, metals, phenols, pesticides, etc.). However, it must be noted that one of the most important techniques of decontamination is considered to be adsorption because it is simple, low-cost, and fast. This review emphasizes on recently published research papers (2013–2021) and briefly describes the chemical modifications of chitosan (grafting, cross-linking, etc.), for the adsorption of a variety of emerging contaminants from aqueous solutions, and characterization results. Finally, tables are depicted from selected chitosan synthetic routes and the pH effects are discussed, along with the best-fitting isotherm and kinetic models.

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