Physical Education Teachers’ Understandings of Culturally Relevant Pedagogy in Teaching Black Male Students

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Samuel R. Hodge ◽  
Frankie G. Collins
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Culturally Relevant Pedagogy ◽  
Black Male ◽  
Culturally Relevant ◽  
Male Students ◽  
Physical Education Teachers ◽  
Urban High Schools ◽  
Black Male Students ◽  
Relevant Pedagogy

AbstractThe purpose of this study was to analyze high school physical education teachers’ beliefs and understandings regarding culturally relevant pedagogy and teaching Black males in urban high schools. The participants were forty Black1and White2physical education teachers (male = 23, 57.5 %; female = 17, 42.5 %) randomly sampled from urban high schools. The research method was descriptive survey. Data were collected with a demographic questionnaire and a multidimensional attitude scale, which was constructed in the theoretical orientation of culturally relevant pedagogy. Descriptive and inferential statistical procedures were used to analyze the data. The teachers held mostly favorable beliefs about teaching Black male students, but their beliefs tended to vary as a function of their gender and race/ethnic status. The findings and implications are discussed.

Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher

2016 ◽  
Vol 56 (1) ◽  
pp. 32-60 ◽  
Author(s):  
Toni Milton-Williams ◽  
Nathaniel Bryan
Keyword(s):  
Middle School ◽  
Life History ◽  
Critical Race Theory ◽  
Black Male ◽  
Culturally Relevant ◽  
School Teacher ◽  
Pedagogical Practices ◽  
Male Students ◽  
Middle School Teacher ◽  
Black Male Students

Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers.

scholarly journals Culturally Relevant Physical Education: Educative Conversations with Mi’kmaw Elders and Community Leaders

in education ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 2-21
Author(s):  
Daniel B. Robinson ◽  
Joe Barrett ◽  
Ingrid Robinson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Community Leaders ◽  
Aboriginal Education ◽  
School Communities ◽  
Aboriginal Students ◽  
Education Leaders ◽  
Relevant Pedagogy

This paper presents results from a recently completed inquiry that investigated culturally relevant physical education for Aboriginal students. Employing a decolonizing research methodology (storywork), we engaged seven Mi’kmaw Elders and three Mi’kmaw community physical activity/education leaders in conversations about culturally relevant physical education. Attending to Halas, McCrae, and Carpenter’s (2012) framework for culturally relevant physical education, we share our findings related to Mi’kmaw students and school communities. The results ought to be of notable interest to those who share an interest in culturally relevant pedagogy, physical education, and/or Aboriginal education.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

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