作者 Ferry, Matthew Daniel
書名 Secondary school physical educators' content negotiations
國際標準書號 9781267038661
book jacket
說明 324 p
附註 Source: Dissertation Abstracts International, Volume: 73-03, Section: B, page: 1521
Adviser: Nathan McCaughtry
Thesis (Ph.D.)--Wayne State University, 2011
In light of growing concern over the relation between physical inactivity and a variety of biomedical and psychosocial conditions and the disjuncture between larger physical activity culture and secondary school physical education curriculum, the purpose of this study was to examine how middle school physical education teachers negotiated content and curricular decisions. A variety of theories guided this study, including Bourdieu's theories of habitus and field (1977), teacher socialization theory (Lawson, 1983; 1988), teacher ideology (Apple, 2004), teacher emotion (Hargreaves, 1998; McCaughtry, 2004), curriculum as a political text (Pinar, Reynolds, Slattery, & Taubman, 2004), and range of critical and post-structural social theories (Ingram & Simon-Ingram, 1991; Wilber, 2001). This qualitative study was grounded in the interpretive tradition. Eight middle school teachers were observed and interviewed for five whole days over the span of one school year. The main finding from this study revealed that the complex interplay of teachers' personal, institutional, and student factors, and the teachers' consideration of these factors, coalesced in ways that resulted in the perpetuation of competitive sport as the dominant content of their curricula
School code: 0254
Host Item Dissertation Abstracts International 73-03B
主題 Education, General
Health Sciences, Recreation
0515
0575
Alt Author Wayne State University. Physical Education