Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

Should Silent Reading feature in a secondary school English programme? West Australian students' perspectives on Silent Reading     

Margaret K. Merga 《English in Education》2013,47(3):229-244

The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi‐structured, dyadic interviews were gathered and analysed, with the reflections of students providing insight into the current status of Silent Reading in secondary schools, and the efficacy of elements of contemporary models of Silent Reading.  相似文献   

The Ballad of Charlotte Dymond     

Margaret Mallett 《English in Education》1983,17(2):7-13

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Audio-visual     

Margaret C. Jones 《Health information and libraries journal》1988,5(3):197-199

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3. Jeff—A case study     

Margaret B. Rawson 《Annals of dyslexia》1973,23(1):182-185

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The Piagetian Child and the Scientist: Problems of Assimilation and Accommodation*     

D. C. Phillips 《Educational theory》1978,28(1):3-15

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Satisfactory Explanations in the Primary School     

Margaret A. Fairhurst 《Journal of Philosophy of Education》1981,15(2):205-213

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The search for perfection     

Harris J  Shakespeare T  Phillips K  Bruce D 《New scientist (1971)》2002,174(2342):52-54

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Student Unrest and Relevant Education     

James Arthur Phillips 《College Teaching》2013,61(3):250-251

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Seats of Learning: Oxford and Cambridge in recent studies     

David Phillips 《牛津教育评论》2013,39(1):121-129

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