Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

2021 ◽  
pp. 1356336X2110509
Author(s):  
Niki Tsangaridou ◽  
Ermis Kyriakides ◽  
Charalambos Y. Charalambous
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Teaching Quality ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Field Placement ◽  
Exploratory Case Study ◽  
National University ◽  
Student Practice

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

Physical activity experiences of youth with visual impairments: An Alaskan perspective

2017 ◽  
Vol 35 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Justin A Haegele ◽  
Amanda Yessick ◽  
T Nicole Kirk
Keyword(s):  
Physical Activity ◽  
Qualitative Methodology ◽  
Visual Impairments ◽  
Study Data ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Case Study Design ◽  
Exploratory Case Study ◽  
Analytic Process

The purpose of this study was to explore the physical activity experiences of youth with visual impairments living in Alaska. This study utilized a descriptive-qualitative methodology using an exploratory case study design. A convenience sample of four (one female, three males; aged 12–18 years) Alaskan youths with visual impairments participated in this study. Data included semi-structured interviews, reflective interview notes, and observational notes. Data were transcribed verbatim, and thematic development was undertaken inductively using a three-step analytic process. Based on the analysis, two interrelated themes emerged from the data: (a) “I don’t really participate in sports other than at camp”: preferences for unstructured activities and (b) “my sister’s willing to do anything”: familial impact on physical activity. Results of this study can help inform future efforts to promote physical activity engagement among youth with visual impairments, particularly those living in geographic areas similar to Alaska.

scholarly journals Entrepreneurial preparedness: an exploratory case study of Chinese private enterprises

2014 ◽  
Vol 20 (4) ◽  
pp. 351-374 ◽  
Author(s):  
Catherine L. Wang ◽  
Mohammed Rafiq ◽  
Xiaoqing Li ◽  
Yu Zheng
Keyword(s):  
Future Research ◽  
High Tech ◽  
Private Enterprises ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Content Type ◽  
Exploratory Case Study ◽  
Entrepreneurial Management ◽  
Practical Implications

Purpose – The purpose of this paper is to advance the conceptualisation of entrepreneurial preparedness (EP), and study how EP occurs in new venture creation and management. Design/methodology/approach – The paper primarily draws evidence from an exploratory case study of two Chinese high-tech private enterprises operating in the healthcare industry in Beijing, following a two-stage sampling process: informal, purposive sampling; and formal, theoretical sampling. Qualitative data collected from multiple semi-structured interviews within each firm were analysed using a thematic analytical framework. Findings – The paper advances the conceptualisation of EP as a cumulative, social and purposeful learning process. Accordingly, the paper highlights the roles of experiential learning, social learning and entrepreneurial goals (both performance and learning goals) as mechanisms that enable EP in entrepreneurial management. Research limitations/implications – The findings reveal idiosyncrasies of EP in a particular context. Future research may investigate different types of entrepreneurs or entrepreneurial firms. Furthermore, this study uses triangulation of retrospective interview data with concurrent interview and secondary data. Future research may pursue concurrent longitudinal case study data to unpack real-time events in entrepreneurial management. Practical implications – The findings have practical implications for entrepreneurs and “would-be” entrepreneurs to better understand their learning needs and how they can prepare themselves for entrepreneurial challenges. Originality/value – EP as an emerging concept within the entrepreneurial learning (EL) literature requires conceptual and empirical development. The paper advances the conceptualisation of EP, supported with empirical evidence. By articulating the cumulative, social and purposeful nature of EP, the paper contributes to the understanding of the human and social dynamics of EL.

scholarly journals A day in the life of third-year medical students: using an ethnographic method to understand information seeking and use

2017 ◽  
Vol 105 (1) ◽  
Author(s):  
Andrea B. Twiss-Brooks, MS, MLIS ◽  
Ricardo Andrade Jr., MLIS ◽  
Michelle B. Bass, PhD, MSI ◽  
Barbara Kern, MLIS ◽  
Jonna Peterson, MLIS ◽  
...  
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Information Seeking ◽  
Information Resources ◽  
Clinical Settings ◽  
Structured Interviews ◽  
School Students ◽  
Desktop Computers ◽  
Available Technology

Objective: The authors undertook this project to learn how third-year medical students seek and use information in the course of daily activities, especially activities conducted in clinical settings in a variety of institutions.Methods: We recruited sixty-eight third-year undergraduate medical school students to create a mapping diary of a day that included clinical activities. We conducted semi-structured interviews based on the mapping diaries. Using content and thematic analyses of the resulting interview transcripts, we developed an ethnographic case study for each participant.Results: In the studied sample, we identified a broad range of information resources used for personal, clinical, and educational use. Participants relied heavily on technology throughout their day, including desktop computers, smart phones, handheld tablets, and laptops. Time management was a pervasive theme in the interviews, with participants squeezing in time to study for exams wherever and whenever they could. Selection of a particular information resource or technology to use was governed largely by the convenience of using that resource or technology. When obstacles were encountered, workarounds might be sought, but in many cases, the resource or technology would be abandoned in favor of a more convenient solution. Convenience was also a consideration in choosing spaces to use for clinical duties or for study, with specific considerations of available technology, proximity to clinical areas, and security for belongings contributing to choices made.Conclusions: Some of our results align with those of other recent studies of information use among medical students, residents, and practicing physicians. In particular, the fast-paced clinical setting favors use of information resources that are fast and easy to use. We demonstrated that the methods used are suitable to better understand clinicians’ discovery and use of information.

scholarly journals Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 268
Author(s):  
Rais Ahmed Attamimi ◽  
Nasser Omer M. Al-Tamimi ◽  
Jon Andrew Chittick
Keyword(s):  
Language Learning ◽  
English Language ◽  
Case Study Research ◽  
Sampling Technique ◽  
Target Language ◽  
Structured Interviews ◽  
Exploratory Case Study ◽  
Identity Conflicts ◽  
High Level

The importance of the concept of “identity” in the context of language learning is unassailable. Stemming from this premise, the current study is intended to explore the identity conflicts of a group of Yemeni learners who were studying English, as well as the techniques and strategies used to mitigate and/or lessen the conflicts between their actual identity and the identity associated with the target language, i.e., English. This research project used a qualitative exploratory case study research design with a sample of 20 students who were requested to write their journal diaries. Following that, semi-structured interviews were conducted using the double-sampling technique to select 10 of the previously sampled students who were proven to have written the most stimulating and intriguing journal entries. From the results of the study, tangible identity conflicts between the Yemeni culture and society at large and the implied behaviors and conventions accompanying the intensive study of the English language became apparent. The students exhibit a high level of motivation and they also exert their efforts using different techniques and strategies to excel at the learning and/or acquisition of the speaking skill of the English language. These conflicts may be consciously or subconsciously realized by the language learners, but what has been proven is that their attitudes, motivation and general inclinations towards the goal of speaking with a native or a native-like accent are unquestionably genuine. Lastly, the study suggested or recommended a revamp of the current textbooks giving teachers more training sessions in order to improve their individual repertoire, as well as a higher degree of awareness upon the part of the Yemeni society at large that these conflicts can interfere with the strong motivations, both aspirational and actual, to achieve the learning outcomes of the nation’s most promising future leaders and pioneers.

scholarly journals The effect of Israeli checkpoints on Palestinian students’ psychology: An-Najah National University’s students as a case study

2021 ◽  
Vol 58 (1) ◽  
pp. 3142-3148
Author(s):  
Sima Fareed Abed Al-Hadi Et al.
Keyword(s):  
Negative Impact ◽  
Qualitative Approach ◽  
Main Concern ◽  
Structured Interviews ◽  
Academic Achievements ◽  
Online Platforms ◽  
National University ◽  
Psychological Pressure ◽  
The University

This paper documents several key contributions made to the field of psychology and education. The main aim of this paper is to investigate the psychological pressures resulting from the Israeli military checkpoints on Palestinian university students who are passing through Azzun area to their university. The study focused on the negative impact of Israeli checkpoints on their daily life routine at the university such as their academic plans, intended goals, and time organizations. The researchers adopt the qualitative approach for this study. The sample of the study included (5) students of both genders who were randomly selected for this study. For data collection, the researchers used semi-structured interviews to identify the opinion of the study sample regarding the questions of the study. The researchers developed four main questions to collect data comprehensively. The results of the study show that Israeli checkpoints are considered their main concern every single day they come to university. The stay sample agreed among themselves on the fact that checkpoints cause headache, tension, low-academic achievements, and frustration. The study recommended An-Najah National University to facilitate their needs in case they miss an exam or arrive late at the university. Furthermore, the study recommended using technology to support and assist those who face psychological pressure through online platforms.

scholarly journals Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study

2020 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Lien Thi My Tong
Keyword(s):  
Foreign Language ◽  
First Year ◽  
International Studies ◽  
Structured Interviews ◽  
Group Discussions ◽  
Group Activities ◽  
National University ◽  
Language Classrooms ◽  
Efl Students

Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.

scholarly journals Un estudio sobre la participación en Educación Física de una alumna con discapacidad física (A study about the participation in Physical Education of a student with physical disability)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 116-127
Author(s):  
Alicia Valle Ramírez ◽  
Nieves María Sáez-Gallego ◽  
Jorge Abellán
Keyword(s):  
Physical Education ◽  
Phase Iii ◽  
Structured Interviews ◽  
Tree Model ◽  
Documentary Analysis ◽  
Primary School Student ◽  
Teaching Unit ◽  
Family Based ◽  
Individualized Activities

  Se presenta un estudio de caso sobre una alumna de tercero de primaria con discapacidad física en España. El objetivo fue evaluar la participación de Alba en las sesiones de Educación Física e implementar estrategias que favorezcan su inclusión en la asignatura a través de la adaptación de tareas. Para ello, se llevaron a cabo cuatro fases durante la investigación: La fase I, correspondiente a una observación no participante de cuatro sesiones no consecutivas de las clases de Educación Física; la fase II, correspondiente a la realización de entrevistas semiestructuradas a los agentes implicados en la educación de la alumna y a la propia alumna; la fase III, correspondiente al análisis documental de una Unidad Didáctica del maestro mediante el modelo TREE, para detectar las posibles barreras en la participación de la alumna; y por último, la fase IV, correspondiente a una propuesta de adaptación de tareas de la Unidad Didáctica evaluada. Los resultados muestran una escasa participación de la alumna en Educación Física, ya que la interacción de esta con el grupo clase se limita a la asunción de roles pasivos o a la realización de actividades individualizadas en muchas ocasiones. Asimismo, se observa un claro desconocimiento sobre la trayectoria escolar de la alumna por parte de los agentes implicados, así como una falta de comunicación entre ellos y su familia. A partir de estos resultados se han propuesto una serie de adaptaciones para incrementar su participación en las sesiones de Educación Física. Abstract: A case study is carried out on a third-year primary school student with physical disabilities from a school in Spain. This research aims to evaluate the participation of Alba in Physical Education sessions and implement strategies that favour her inclusion through the adaptation of tasks. To do this, four phases were conducted during the investigation: phase I, corresponding to a non-participative observation of four non-consecutive sessions of the Physical Education classes that the participant attended; phase II, corresponding to the semi-structured interviews, carried out interviews with the agents involved in the student´s education; phase III, corresponding to the documentary analysis of a Teaching Unit of the teacher, using the TREE model, to detect the possible barriers that the participant must face; and finally, phase IV, corresponding to a proposal to adapt the tasks of that Teaching Unit. Results show a scare participation of the student in Physical Education, because the interaction with the group is limited to the assumption of passive roles or the performance of individualized activities on many situations. There is also a clear lack of knowledge about the student's school trajectory by the agents involved, as well as a lack of communication between them and their family. Based on these results, several adaptations have been proposed to increase their participation in physical education sessions.

scholarly journals The Use of Volunteers in Local Study Library Projects: A Case Study of the Walter Gardiner Photography Project

2012 ◽  
Vol 7 (1) ◽  
pp. 41 ◽  
Author(s):  
Beth Hewitt ◽  
Juliet Eve
Keyword(s):  
Time Management ◽  
Professional Training ◽  
Public Library ◽  
Positive Outcome ◽  
Good Time ◽  
Structured Interviews ◽  
Project Staff ◽  
Local Study ◽  
Library Staff

Abstract Objectives – Interviews with library staff and volunteers were conducted to evaluate the use of volunteers in UK public libraries via a case study of the Walter Gardiner Photographic Project, a digitisation project based in Worthing Library, to inform future guidelines on volunteer usage and to make recommendations to existing practice. Methods – Fourteen semi-structured interviews were carried out to explore the perceptions and experiences of both staff and volunteers of the project. All interviews were fully transcribed and then coded to identify emergent themes. Results – Key positives for volunteers were professional training, good time management and organization by staff, the friendliness and approachability of staff, and the informal nature of the volunteering. Enjoyment of the work and forming close relationships with others were key motivating factors. For staff, the completion of work which would have otherwise been impossible was the most positive outcome. Problem areas identified by volunteers were lack of contact time with project staff and feeling isolated from other library staff. For project staff, a lack of professionalism on behalf of some volunteers was the primary negative. Key issues to emerge were the need to strike a balance between formal and informal management, the need for good integration between the volunteers and host organization, and the importance of acknowledging the nature of the voluntary commitment. Conclusions – The project proved overall to be a successful example of using volunteers in public library projects with good examples of volunteer recruitment, training, and management being demonstrated. Areas of conflict that did arise stemmed from differing expectations of levels of service between staff and volunteers. Clarification on these expectations through a written volunteer agreement is advocated for further projects.

“I’d Rather Chew on Aluminum Foil:” Overcoming Classroom Teachers’ Resistance to Teaching Physical Education

2002 ◽  
Vol 21 (3) ◽  
pp. 287-308 ◽  
Author(s):  
Nell Faucette ◽  
Peg Nugent ◽  
James F. Sallis ◽  
Thomas L. McKenzie
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Development Program ◽  
Aluminum Foil ◽  
Professional Development Program ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Instructional Behaviors ◽  
Self Confidence ◽  
Problem Solve

Classroom teachers’ responses to a 2-year professional development program are presented. Sixteen 4th- and 5th-grade teachers involved in Project SPARK completed structured interviews, questionnaires, and written evaluations of program sessions. Although in Year 1 more than half of the teachers expressed concerns about schedules and equipment management, results indicated that the program helped increase their self-confidence when teaching physical education. Participants believed that students benefitted from their enhanced knowledge and instructional behaviors. Program components most appreciated included: the input received and responsiveness of the design team; opportunities to collaborate, discuss concerns, and problem-solve with each other and the facilitators; and having on-site and large-group-session modeling. Results indicated that the teachers were less enthusiastic about a self-management curriculum due to its behavioral emphasis, yet supported the assertion that an ongoing, supportive professional development program can substantially improve classroom teachers’ physical education programs.

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