An Exploratory Study of Homeschooling in Kansas

1993 ◽  
Vol 73 (1) ◽  
pp. 79-82 ◽  
Author(s):  
Jennifer McGraw ◽  
M. Betsy Bergen ◽  
Walter R. Schumm
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Gender Role ◽  
Support Groups ◽  
Time Management ◽  
Exploratory Study ◽  
Family Interaction ◽  
Traditional Gender Role ◽  
Household Organization

Personal interviews with a nonrandom sample of four current or former homeschooling mothers indicated that these mothers were homeschooling to avoid what they perceived as negative social or academic aspects of public schools and to promote closer family interaction. While the families appeared to be divided along traditional gender-role assignments, fathers were responsible for at least one of the children's subjects, usually science, religion, or physical education. While all the mothers saw time management and household organization as a stressful challenge, support from their husbands and homeschooling-support groups was critical in dealing effectively with the stresses of homeschooling.

Homophobia and Heterosexism in Women’s Sport and Physical Education: A Review

1997 ◽  
Vol 6 (2) ◽  
pp. 189-210 ◽  
Author(s):  
Susan L. Greendorfer ◽  
Laurna Rubinson
Keyword(s):  
Physical Education ◽  
Social Construction ◽  
Gender Role ◽  
Popular Press ◽  
Theoretical Frameworks ◽  
Women's Sport ◽  
Traditional Gender Role ◽  
Masculinity And Femininity ◽  
The Social ◽  
Masculine Culture

This review of the extant literature suggests that the examination of homophobia, heterosexism and gay/lesbian identities in sport remains a topic of analysis for very few scholars. In addition, there may be debate whether articles relative to masculinity and femininity, traditional gender role constructions, gender relations and the social construction of sport and sport as masculine culture should be included. Despite the narrowness or breadth of topics considered, homophobia, a weapon of sexism and hegemonic masculinity (and femininity) becomes a powerful resistance to patriarchy and male domination. The review begins with definitions of homophobia and moves to research and discussions that focus more directly on homophobia in sport and physical education. To present the breadth of topics that could be considered, additional sections include articles dealing with lesbianism in sport, heterosexism in sport, and a brief overview of homophobia in the popular press. Lack of theoretical frameworks, applications of theory and insufficient impirical evidence contribute to an uneveness in the literature and make it difficult to draw specific conclusions.

Possible Ways To Manage Personal Gender-Role Conflicts In Career Development

1970 ◽  
pp. 50-58
Author(s):  
Оксана Чуйко
Keyword(s):  
Career Development ◽  
Gender Role ◽  
Achievement Motivation ◽  
Time Management ◽  
Family Values ◽  
Family Counseling ◽  
Organizational Level ◽  
Role Conflicts ◽  
Personal Level ◽  
And Gender

The paper contributes to efforts to theoretically analyze possible psychological approaches personal gender-role conflict in career development, selected in terms of causes and peculiarities of its manifestation. We suggest considering such approaches at two levels – personal and orga­ni­zational ones. Personal level involves generating achievement motivation and psychological cri­teria for success; developing emotional competence; analyzing career and family values, identifying immediate life goals; analyzing family concepts; family counseling; psychological work with men aimed at maintaining parental identity; developing role competence; time management; psycho­logical analysis of individual gender identity and gender experience; challenging gender stereo­types. Organizational level includes developing family-friendly workplace culture, relying on gen­der-specific approach in staff coaching.

Judgments of Sexism: A Comparison of the Subtlety of Sexism Measures and Sources of Variability in Judgments of Sexism

2005 ◽  
Vol 29 (4) ◽  
pp. 406-411 ◽  
Author(s):  
Janet K. Swim ◽  
Robyn Mallett ◽  
Yvonne Russo-Devosa ◽  
Charles Stangor
Keyword(s):  
Gender Role ◽  
Psychology Students ◽  
Male And Female ◽  
Traditional Gender Role ◽  
Sources Of Variation ◽  
Unwanted Sexual Attention ◽  
Scale Usage ◽  
Sexist Beliefs ◽  
Role Behaviors

We compared the subtlety of four measures of sexism and sources of variation in male and female psychology students' judgments that beliefs from these scales and everyday behaviors were sexist. Participants judged traditional gender role and hostile sexist beliefs as more sexist than benevolent and modern sexist beliefs, indicating the latter were more subtle measures of sexism. Participants also judged traditional gender role behaviors as more sexist than unwanted sexual attention, suggesting the latter may less readily be identified as sexist. Variation in judgments of beliefs as sexist was related to differences in likelihood of endorsing such beliefs. This relation fully accounted for the tendency for men to be less likely to judge beliefs as sexist in comparison to women. Endorsement of Modern and Hostile Sexist beliefs was related to judgments of behaviors as sexist. The implications of the results for scale usage and identifying sexist behavior are discussed.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

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.

The Role of the Information Contained in School Physical Evaluation Forms in Preventing the Development of Severe Clinical Conditions in Physical Education Classes

2020 ◽  
pp. 29-36
Author(s):  
Zhanna Vladimirovna Gudinova ◽  
Galina Nikolaevna Zhernakovа ◽  
Irina Vladimirovna Gegechkori ◽  
Elena Ivanovna Tolkova ◽  
Yuliya Sergeevna Vaskovskaya
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Russian Federation ◽  
Ministry Of Health ◽  
Physical Evaluation ◽  
Conflicting Information ◽  
The Russian Federation ◽  
Definition Of ◽  
Clinical Conditions ◽  
Development Assessment

This research analyses school physical evaluation forms obtained from one of Omsk public schools’ roll books as well as the physical development assessment of 820 students of this school. The findings uncovered a violation of the requirements of SanPiN, the provisions of the Russian Federation Ministry of Health orders regarding the maintenance of physical evaluation forms, the definition of medical groups for students in physical education, and conflicting information about the children’s health, which may cause severe clinical conditions in physical education classes. The noncompliance of the regulatory framework for RPN (in terms of the Health List) and the Russian Federation Ministry of Health (in terms of physical education regulation for children with accommodations) was also uncovered.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

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