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Eckert, Ruth E.; Stecklein, John E.; Sagen, H. Bradley

doi:10.2307/40222478

Cited by 15 publications

(15 citation statements)

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“…Findings from studies of other samples of university professors (Carnegie Foundation, 1985;Eckert & Williams, 1972;Freeman, 1977;Jacobson, 1985;Ladd & Lipset, 1976), education faculty (Burch, 1989;Ducharme & Agne, 1982;Raths, 1985), and physical educators (Metzler & Freedman, 1985;Scott, 1986) are reported and contrasted where appropriate.…”

Section: Resultsmentioning

confidence: 99%

“…These indicators were selected because they are consistent with data collected in previous studies of university professors (Camegie Foundation, 1985;Eckert & Williams, 1972;Freeman, 1977;Jacobson, 1985;Ladd & Lipset, 1976), education faculty (Burch, 1989;Ducharme & Agne, 1982;Raths, 1985), and physical educators (Metzler & Freedman, 1985;Scott, 1986) with regard to examining indicators of scholarly behavior. Data from previous studies are presented and contrasted with findings from the current study to facilitate a comparison of the extent to which PEMTEs demonstrate similarities to and differences from other university professors.…”

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confidence: 99%

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Scholarly Behaviors of Physical Education Methods Teacher Educators in Ohio

Mitchell

1992

Journal of Teaching in Physical Education

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This study focused on the behavior of a proportional, stratified random sample of 40 physical education methods teacher educators (PEMTEs) in the state of Ohio, or more specifically, on the professional implications of their scholarly behaviors. The focal questions addressed were (a) how do PEMTEs meet their responsibility to stay current in their professional areas, and (b) what are the professional implications of these efforts? Four specific behaviors were examined as evidence of scholarly behaviors: (a) reading professional journals, (b) writing for publication, (c) attendance at professional conferences, and (d) active involvement in research. Findings were then contrasted to findings from previous studies of physical educators, education professors, and university professors. PEMTEs in Ohio tend to read the professional literature related to physical education without attending to the literature in the broader realm of education. Few of the PEMTEs in Ohio write for publication or are actively involved with research—behaviors shared with other physical educators, education professors, and many university professors. PEMTEs appear to attend more state and national meetings than do other physical educators or other university professors. The extent of involvement at such conferences, however, is unknown. Implications of the behaviors described are discussed, and conclusions are drawn on the basis of the reported data.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Scholarly Behaviors of Physical Education Methods Teacher Educators in Ohio

Mitchell

1992

Journal of Teaching in Physical Education

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show abstract

“…Complaints were also registered concerning pyramiding committee and administrative duties, inadequate facilities, practices governing academic promotions, and fac ulty-administrative tensions. Eckert, Stecklein, and Sagen (1959) concluded that most college teachers were reasonably well satisfied in their profession and would choose the field again given an opportunity to do so. Although many complaints were reported, few college faculty felt these frustrations outweighed the satisfaction the profession affords.…”

Section: Job Satisfactionmentioning

confidence: 99%

“…Studies on the job satisfaction of college faculty have been con ducted by Eckert, Stecklein, and Sagen (1959), Russell (1962), Bachman (1968, Kratcowski (1970), Bess (1971), Buxton (1971), Aebi (1973), Borck (1972), Farley (1974), andCentra (1974).…”

Section: Job Satisfactionmentioning

confidence: 99%