My Life, Teaching and Learning, and Academia: An Autoethnography of a Korean Physical Education Assistant Professor’s Academic Identity Development in United States

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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Assessment and Critical Pedagogy

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 ◽

10.1093/oxfordhb/9780190248130.013.51 ◽

2019 ◽

pp. 306-324

Author(s):

Frank Abrahams

Keyword(s):

United States ◽

Critical Theory ◽

Critical Pedagogy ◽

Teaching And Learning ◽

Teacher Performance ◽

Learning Experience ◽

The United States ◽

Summative Assessments ◽

The World ◽

Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

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Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18020669 ◽

2021 ◽

Vol 18 (2) ◽

pp. 669

Author(s):

Raquel Pérez-Ordás ◽

Alberto Nuviala ◽

Alberto Grao-Cruces ◽

Antonio Fernández-Martínez

Keyword(s):

Systematic Review ◽

Teacher Education ◽

Physical Education ◽

Service Learning ◽

Teaching And Learning ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

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Agency, Identity Development, and Subjective Well-Being, Among Undergraduate Students at a Central United States University

Journal of College Student Development ◽

10.1353/csd.2021.0049 ◽

2021 ◽

Vol 62 (4) ◽

pp. 488-493

Author(s):

Jordan A. Booker ◽

Rachel Wesley ◽

Natasha Pierre

Keyword(s):

United States ◽

Identity Development ◽

Undergraduate Students ◽

Well Being ◽

Subjective Well Being ◽

Central United States

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National Curriculum for Physical Education in the United States

Quest ◽

10.1080/00336297.2016.1218776 ◽

2016 ◽

Vol 69 (2) ◽

pp. 220-235 ◽

Cited By ~ 1

Author(s):

Junghwan Oh ◽

Kim C. Graber

Keyword(s):

United States ◽

Physical Education ◽

National Curriculum ◽

The United States

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The Teaching of Physical Education Amidst The Covid-19 Pandemic

JP JOK (Jurnal Pendidikan Jasmani Olahraga dan Kesehatan) ◽

10.33503/jp.jok.v4i2.1696 ◽

2021 ◽

Vol 4 (2) ◽

pp. 248-262

Author(s):

Wahyu Eko Widiyanto ◽

Andi Fepriyanto ◽

Albi Dwi Prasetyo

Keyword(s):

Online Learning ◽

Elementary Schools ◽

Physical Education ◽

Teaching And Learning ◽

Lesson Plans ◽

Quantitative Approach ◽

Survey Method ◽

Descriptive Research ◽

Internet Connection

The study aimed at exploring the implementation of physical education (PE) teaching during the Covid 19 Pandemic at elementary schools of sub-district of Balung, Jember, Indonesia. This descriptive research which follows the quantitative approach implemented the survey method using one shot case study. The samples participating in the study are 12 SE teachers. In order to gather the data, a questionnaire was distributed to the participants online through Google Form, containing 10 items. The data obtained were analyzed in descriptive quantitative through percentage. The findings indicate that all participants (100%) conduct the teaching and learning, where 50% of them delivered the teaching in online learning and 58% confirmed that the learning adheres to the lesson plans. Moreover, 67% of the participants informed that the learning materials are in the same order as stated in the lesson plans, 67% used WhatsApp groups as their teaching media, 67% of the participants informed that their students were enthusiastic and participated actively in the class, 50% have cooperated with their students’ parents for supporting learning, 67% of them stated the assessment was based on submitted exams and tasks, 58% stated that the assessment was less effective. Meanwhile, the analysis of learning indicators reveal that generally 41% of the participants claim difficulties in accessing good Internet connection, and 42% of the participants’ students could not afford smartphones for their learning and thus could not submit their tasks. Briefly the Covid 19 pandemic does not hamper the conduct of teaching and learning though it is now delivered online, however, in general the study found that the teaching and learning is less effective; therefore, more attention needs to be paid to students especially with their obstacles in using the learning media and accessing proper Internet connection.

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Contents and features of intramural (in-school) sports in the USA

Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports) ◽

10.31392/npu-nc.series15.2020.3(123).27 ◽

2020 ◽

pp. 143-147

Author(s):

I. Turchyk ◽

R. Chopyk ◽

N. Kizlo

Keyword(s):

United States ◽

Physical Education ◽

Information Technologies ◽

The United States ◽

Theory And Practice ◽

Successful Implementation ◽

Intramural Sports ◽

School Sports ◽

Motor Activities ◽

The Usa

The study and generalization of foreign experience is a value for Ukraine, which has set itself the task of integration into the world community and can be an important source of thorough thinking and creative use of positive ideas in domestic theory and practice of physical education and sports. This article analyzes the content and features of the organization of intramural (in-school) sports in the United States. The study found that intramural sports in the United States are an integral part of the overall education program, which provides an opportunity to involve children with different levels of development of motor skills and qualities in motor activities outside of physical education lessons. Participation in intramural sports programs is voluntary. It is determined that the intramural sports program in the United States is characterized by certain features that must be taken into account for its successful implementation. It was found that, first of all, American specialists determine the direction (nature) of the sports program and possible types of physical activity, taking into account the wishes of students; it is important to properly plan and compile a quality schedule for classes in compliance with the capacity of existing sports facilities; it is obligatory to observe the rules of admission of students to classes and competitions, as well as their annual medical examination; implementation of the sports program is carried out with the use of modern information technologies; the accounting and evaluation of the program is constantly carried out; proper administration and quality arbitration are of great importance; special attention is paid to the competition procedure itself and the determination of winners; a special place is given to the financing of programs and their support and promotion.

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Teachers’ Perceived Barriers to Implementation of Physical Education

Collegium Antropologicum ◽

10.5671/ca.45.3.2 ◽

2021 ◽

Vol 45 (3) ◽

pp. 191-200

Author(s):

Eng Hoe Wee ◽

Wei Fong Cheng ◽

Ngien Siong Chin

Keyword(s):

Physical Education ◽

Human Resources ◽

Teaching And Learning ◽

Teaching Experience ◽

Training Programme ◽

Male Teachers ◽

Barriers To Implementation ◽

Older Teachers ◽

Learning Factors ◽

Financial Allocation

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.

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