![]() The latter paradigm extends our understanding of teaching effectiveness in new ways by describing the dynamic and interdependent relationship among teacher, student, and content in the gymnasium. In discussing how teaching effectiveness has evolved, I describe a relationship among the process-product paradigm, the ecological paradigm, and a neo-ecological paradigm called the instructional core. Improving the effectiveness of teachers is seen as the primary mechanism for improving student learning. ![]() For the first time, physical education teachers are being held accountable for student learning in the same way as their classroom peers. This policy environment is grounded in an ideology that postulates that schools and teachers, rather than social forces, should be held responsible for academic outcomes, and in turn, economic success. Physical education teachers and the programs that prepare them find themselves in the early part of the 21st century in a public policy environment that differs significantly from that of the 20th century. Our findings show that the enacted PCK of a teacher can be changed from immature to mature as a function of learning CK and that this change has a significant and meaningful impact on student learning. Large effect size differences (>2.0) were found for teacher PCK behaviors. ![]() 67, indicating a moderate-to-high practical difference between groups in favor of the experimental condition. The analyses consisted of independent variables, including teachers as a block, treatment, class nested within conditions, gender, skill levels, and 2-way interactions among treatment conditions, gender, and skill levels.Ī statistically significant effect was reported for both analyses. Analyses of variance were conducted examining the effects of the intervention on students' percentage of correct or incorrect trials. The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning.Ī quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does teachers' selection of tasks differ in teaching as a function of CK? (c) How does teachers' representation of tasks differ in teaching as a function of CK? (d) How does teachers' adaptation of tasks differ in teaching as a function of CK? In examining student learning, 2 statistical analyses were employed using correct trials and incorrect trials as dependent measures, respectively. Conclusions : The findings provided evidence supporting the effectiveness of the SGTSP model on developing students’ tactical knowledge as compared to a technique-focused approach. Results : Participants’ tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition over time. Responses to reflection journals were analyzed by deductive analysis and constant comparison. A 3 × 2 × 2 factorial analysis of variance with a repeated measure was conducted to analyze the data. Data were collected from a tactical knowledge test and reflection journals. A convenient sample of 27 sixth graders from two classes participated in this study. Participants’ perceptions of SGTSP were collected through reflection journals throughout the unit. Methods : A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Purpose : This study was to examine the effects of a curricular model named Situated Game Teaching through Set Plays (SGTSP) on secondary students’ tactical knowledge in a 10-lesson soccer unit.
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