Differentiation in outcome-focused physical education: pedagogical rhetoric and reality

Whipp, Peter R.; Taggart, Andrew; Jackson, Ben

doi:10.1080/17408989.2012.754001

Cited by 31 publications

(34 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Good social interaction skills, emotional understanding and sensitiveness to the uniqueness of their learners are also essential for PE teachers (Klemola, Heikinaro-Johansson & O'Sullivan, 2013;O'Sullivan & Panayiotis, 1994). Because different students have unique needs and skills, it is essential to be able to deliver varied tailored styles of teaching to students (Whipp, Taggart & Jackson, 2014). The knowledge needed in PE teaching is complex.…”

Section: Physical Education Teachers' Jobmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

show abstract

Section: Physical Education Teachers' Jobmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

show abstract

“…Correctly calculated physical activity is an important condition for the education of children con dence in their abilities, the emergence of a positive psychological attitude necessary for success. (Burke et al, 2005;Whipp et al, 2014;Kozina et al, 2015;Milić et al, 2017;Ion et al, 2018). During the study, children independently selected for themselves the load when performing the exercise «Classic's», the height and duration of jumps.…”

Section: Discussionmentioning

confidence: 99%

Development of Speed Endurance and Coordination Abilities of Schoolchildren With the Help of Exercise Classics

Polevoy

2019

revtee

View full text Add to dashboard Cite

The aim of the study is to study the influence of the exercise «Classic’s» in the lessons of physical culture in school on the performance of speed endurance and coordination abilities of children 8-9 years. Material – the Study was conducted during the school year in a regular school in Kirov, Russia. The study involved schoolchildren from the second grade in the amount of 50 people. The lesson on physical culture at school lasted for 40 minutes, during the week there were two lessons. Indicators of speed endurance were determined by the test «Jumping through rope», indicators of coordination abilities were determined by the test «Shuttle run». Mathematical processing of the results of the study was carried out using programs Excel-2016, Bio-Stat-2009, T-Student, reliability at P<0.05. Results – after nine months of pedagogical experiment the results improved in both groups. The children in the control group improved their performance in the «Jumping through rope» test by 13.1% (P<0.05), and the performance in the «Shuttle run» test improved from 10.1±0.9 seconds to 9.7±0.5 seconds (P<0.05). The schoolchildren from the EG had significantly improved in both tests. In the test «Jumping through rope», the result has improved by 40% (P<0.05), and in the test «Shuttle run» the result has improved from 10.5±0.8 to 8.5 h±0.5 h (P<0.05). The results of the study in the EG say about the effectiveness of the use of exercises «Classic’s» in physical education lessons at school. Conclusion – if at each lesson on physical culture at school schoolchildren will perform the exercise «Classic’s» the level of development of speed endurance and coordination abilities will increase significantly.

show abstract

“…A premissa base da diferenciação pedagógica, não sendo nova, tem sido alvo de uma maior atenção nas últimas duas décadas (ROCK et al, 2008). Inúmeros estudos têm vindo a demonstrar o seu efeito positivo no desempenho dos alunos, quer em termos acadêmicos, quer em termos pessoais (ROCK et al, 2008;TIESO, 2002;TOMLINSON et al, 2003;WHIPP; TAGGART; JACKSON, 2014). Contudo, apesar das evidências positivas da utilização de práticas de diferenciação pedagógica na sala de aula, poucos professores as implementam (CIVITILLO et al, 2016;PRUD"HOMME et al, 2005;TOMLINSON et al, 2003;TOMLINSON, 2016), sobretudo em razão de barreiras relacionadas às suas concepções e crenças (e.g., sobre educação, currículo, ensino, diversidade); aos aspectos organizacionais da escola (e.g., tempo, recursos, apoios); às pressões da própria escola e dos pais; e aos aspectos relativos às lideranças.…”

Section: Diferenciação Pedagógica Inclusiva: Potencialidades E Barreirasunclassified

A diferenciação pedagógica no contexto da educação inclusiva

Maia¹,

Freire²

2020

Rev. Exitus

View full text Add to dashboard Cite

A diferenciação pedagógica é uma abordagem ao ensino em sala de aula que tem sido apontada como relevante na promoção da participação e sucesso de todos os alunos. É, por essa razão, muitas vezes descrita como uma componente essencial das práticas inclusivas. Contudo, apesar das evidências positivas do seu efeito no desempenho dos alunos, quer em termos acadêmicos, quer em termos pessoais, os professores tendem a implementá-la pouco. Uma das razões apontadas para que os professores não desenvolvam frequentemente práticas de diferenciação pedagógica na sala de aula é a falta de clarificação desse conceito, que deu origem a uma representação desalinhada dos princípios da diferenciação pedagógica inclusiva. Assim, torna-se importante esclarecer o que se entende, de fato, por diferenciação pedagógica no contexto da educação inclusiva. Para esse efeito, será apresentado o modelo de diferenciação pedagógica segundo a proposta de Tomlinson (2008), por configurar uma visão mais integrada e explícita da diversidade em sala de aula, como pressupõe a diferenciação pedagógica inclusiva. Simultaneamente, serão apontadas as potencialidades do seu desenvolvimento e algumas barreiras que têm sido identificadas à sua implementação em sala de aula. Espera-se, assim, dar um contributo para uma reflexão sobre as práticas dos professores e equacionar caminhos para a sua eventual mudança. Palavras-chave: Diferenciação Pedagógica. Diversidade. Educação Inclusiva.

show abstract

Differentiation in outcome-focused physical education: pedagogical rhetoric and reality

Cited by 31 publications

References 11 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Development of Speed Endurance and Coordination Abilities of Schoolchildren With the Help of Exercise Classics

A diferenciação pedagógica no contexto da educação inclusiva

Contact Info

Product

Resources

About