My recent presentation at AIESEP on teacher's use of innovative pedagogical models in physical education. I can be seen presenting this at http://goo.gl/wgMIo
In time of test family is best
**the Family
Family is defined as a specific group of people that may be made up of partners, children, parents, aunts, uncles, cousins and grandparents.
**Types of family
*Nuclear family
Nuclear family is also known as conjugal, elementary or traditional family.
A family consisting of only a couple ( Mother and Father ) and their children .
* Extended family
The term joint family defines a family that extends beyond the nuclear family.
It consist of grandparents , aunts , uncles & cousins all living nearby or in a same household .
**Family relationships
family relationships help all members of a family feel safe and connected to one another. Family relationships sometimes involve conflict, which is a normal part of family life. Some examples of conflicts could be disagreements about household chores, parenting decisions, houserules or siblings wanting to watch different TV shows or not wantingto share toys. It is important that these conflicts are dealt with in a safe and respectful way. family relationships also mean that positive interactions between family members outnumber the difficult times.
**Family Relationship
Trust,Commitment,Time together ,Communication,Respect,Solving Problems,Love,Affirmation
** Responsibilities within the family
*Parents’s responsibilities
Parents are expected to provide for their children’s basic needs. The needs include food, clothing, shelter, education, and love.
*Children’ responsibilities
Responsible for following rules and for showing respect for all family members
Should ask permission and seek approval from their parents in making important decisions
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They cover chapters 1, 2 and 5 of Mill's text called Utilitarianism. There is also a slide towards the end distinguishing act and rule utilitarianism.
In time of test family is best
**the Family
Family is defined as a specific group of people that may be made up of partners, children, parents, aunts, uncles, cousins and grandparents.
**Types of family
*Nuclear family
Nuclear family is also known as conjugal, elementary or traditional family.
A family consisting of only a couple ( Mother and Father ) and their children .
* Extended family
The term joint family defines a family that extends beyond the nuclear family.
It consist of grandparents , aunts , uncles & cousins all living nearby or in a same household .
**Family relationships
family relationships help all members of a family feel safe and connected to one another. Family relationships sometimes involve conflict, which is a normal part of family life. Some examples of conflicts could be disagreements about household chores, parenting decisions, houserules or siblings wanting to watch different TV shows or not wantingto share toys. It is important that these conflicts are dealt with in a safe and respectful way. family relationships also mean that positive interactions between family members outnumber the difficult times.
**Family Relationship
Trust,Commitment,Time together ,Communication,Respect,Solving Problems,Love,Affirmation
** Responsibilities within the family
*Parents’s responsibilities
Parents are expected to provide for their children’s basic needs. The needs include food, clothing, shelter, education, and love.
*Children’ responsibilities
Responsible for following rules and for showing respect for all family members
Should ask permission and seek approval from their parents in making important decisions
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They cover chapters 1, 2 and 5 of Mill's text called Utilitarianism. There is also a slide towards the end distinguishing act and rule utilitarianism.
This is the lecture-1 notes for my online course "Philosophy for Entrepreneurship" - The topic is "Truth and Prespective" - Sign up to my online course at https://cutt.ly/cmOYjmr
Credits :
Soma Kumar kolathur - Mentor
Sandeep Maderametla - Content
Ajith Gonamanda - Design
Nivruthi Gala - Copy editing
The whole purpose of school PE is that it is supposed to prepare you to be active for life. Given that we know lots of people are not sufficiently active we thought it would be fascinating to ask people about their school PE experiences. So in 2014 we launched the BIG PE Conversation survey and here are the results.
This presentation is part of the Outstanding Physical Education MOOC. More information can be found here https://www.futurelearn.com/courses/outstanding-physical-education
Can Cooperative Learning achieve the four learning outcomes of physical educa...Ashley Casey
Cooperative Learning is a dynamic student-centred approach. This paper explores if it works and if it should be used in physical education. The answer is YES. It successfully promotes the physical, cognitive and social learning outcomes of physical education. However, we need more evidence now of the longer-term outcomes and how the model supports students motivation, self-esteem and confidence.
Link - http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract
Sports Education is essential for everyone to keep fit and healthy. Here are the best ideas as per Rich Walinsky for sports education. So, follow these best ideas for keeping fit and healthy.
The point of publication is not the end of your research but the start. This presentation considers the "what now?" questions and ask you to think bigger than just publication.
12 Fundamental Motor Pattern Posters for elementary PE.
It shows a compilation of the following elements: TGMD-2 assessment, performance indicators, stages of motor development (Gallahue), GLSP, Movement Concepts, and common errors and strategies.
I would love to find out how teachers use them in PE/PETE.
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
This is the lecture-1 notes for my online course "Philosophy for Entrepreneurship" - The topic is "Truth and Prespective" - Sign up to my online course at https://cutt.ly/cmOYjmr
Credits :
Soma Kumar kolathur - Mentor
Sandeep Maderametla - Content
Ajith Gonamanda - Design
Nivruthi Gala - Copy editing
The whole purpose of school PE is that it is supposed to prepare you to be active for life. Given that we know lots of people are not sufficiently active we thought it would be fascinating to ask people about their school PE experiences. So in 2014 we launched the BIG PE Conversation survey and here are the results.
This presentation is part of the Outstanding Physical Education MOOC. More information can be found here https://www.futurelearn.com/courses/outstanding-physical-education
Can Cooperative Learning achieve the four learning outcomes of physical educa...Ashley Casey
Cooperative Learning is a dynamic student-centred approach. This paper explores if it works and if it should be used in physical education. The answer is YES. It successfully promotes the physical, cognitive and social learning outcomes of physical education. However, we need more evidence now of the longer-term outcomes and how the model supports students motivation, self-esteem and confidence.
Link - http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract
Sports Education is essential for everyone to keep fit and healthy. Here are the best ideas as per Rich Walinsky for sports education. So, follow these best ideas for keeping fit and healthy.
The point of publication is not the end of your research but the start. This presentation considers the "what now?" questions and ask you to think bigger than just publication.
12 Fundamental Motor Pattern Posters for elementary PE.
It shows a compilation of the following elements: TGMD-2 assessment, performance indicators, stages of motor development (Gallahue), GLSP, Movement Concepts, and common errors and strategies.
I would love to find out how teachers use them in PE/PETE.
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Harding University professor Dr. Kelly Elander presents of Academic, Higher Education, blended course design that combines (integrates) objectivist / instructivist methods with constructivist learning methods for better learning and critical thinking.
"There's a Policy: Nobody Bats an Eye at Babies Being Born...Using Institutional Policy Discourse to Reframe Tenure & Parenting for the Next Generation"
ASHE, Charlotte, NC, November 2011
Models-Based Practice: Problematising the M and the P. Ashley Casey
The extent to which one interprets the use of the term ‘model’ is important. ‘Model’ can imply that there is an intention to model practice / provide a ‘blue print’ (Metzler). It could however also imply a framework in which teachers and students are encouraged to explore the enactment of the specific elements most relevant to their local teaching and learning context.
This AIESEP presentation begins to consider these (and other) points.
Data Analysis for Qualitative Research Ashley Casey
A water-themed, film-based exploration of data analysis form three perspectives (Thematic Analysis, Grounded theory and Action Research). The aim of this presentation is to use well know films to present different perspectives on qualitative research. In seeking to make ideas stick I sought to develop a strong narrative to help my students better relate to the complexities of data analysis.
Adopting a models-based approach to teaching physical education Ashley Casey
BERA Conference 2017 presentation exploring the experiences of one teacher as he sought to adopt a models-based approach to teaching physical education.
"Are you a cover to cover reader?"
"Do you find yourself reading lots of material that doesn't actually help?"
This brief presentation on reading academic work helps you to work a little smarter by digging progressively deeper into the research as/if it proves useful to your work.
Technology at the Forefront of Future Sport Engagement StrategiesAshley Casey
A critical discussion of technologies place in future sporting strategies. This keynote presentation was given at the Future Directions in Physical Education Research and Practice symposium at Leeds Beckett University on Friday 8th July 2016. It crucially explores the future of physical education and school sport as represented in the Youth Sport Trust's class of 2035 report.
A video of the presentation can be found https://www.periscope.tv/w/1RDxlwaeQlrJL/card#
A Narrative Inquiry in physical educationAshley Casey
Presentation at AIESEP Madrid 2015 - A Narrative Inquiry into the negotiation of the dominant stories of physical education: Living, telling, re-telling, and re-living
Research in physical education suggests that things are not changing as they might (and perhaps haven't for forty years). In short, we are living out our own collective "Groundhog Day". This keynote will explore some of these repetitive messages and what we can do about them. It's a whistle stop tour, but one that hopefully takes us toward greater benefits for our students.
NB:
The picture of the television links to a youtube video - https://www.youtube.com/watch?v=tSVeDx9fk60
The recording of the address can be found https://www.youtube.com/watch?v=OZNiLEAdmN4
Should we have a pedagogy of technology?Ashley Casey
In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.
A conference presentation exploring the reasons why physical education teachers start the journey to being teachers. Where have they come from and who has influenced them.
A presentation may at the American Educational Research Association conference in Vancouver on Saturday 14th April. It explores the transition that two teacher educators made from being teachers to teachers of teachers and challenges the expectation that prior experience is easily transferred from one context to another.
Games-Making: What we know and future research agendaAshley Casey
Recent Presentation to the American Educational Research Association's Annual Meeting, New Orleans 2011. Research on learning and instruction in Physical Education Special Interest Group.
A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I
A presentation on my reflective journey as a teacher of physical education made to the 16th International Reflective Practice conference, University of Bedfordshire, June 2010.
My presentation at the British Educational Research Association's (BERA) International Conference, University of Warwick, 1-4 September 2010. This was part of practitioner research in physical education symposium.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
16. A better understanding of the
teacher change process is
necessary if we are to
understand why teachers have
not adopted some of these
`
innovations..”
Bechtel and O’Sullivan ( 2007)
17. Change Shift Discussion
Rookies Support Future
29. theory of change-in-action that is
driven by knowledge, experience,
beliefs and assumptions
concerning how and why people
change, and what can motivate or
support them do so”
HARGREAVES AND FULLAN, 2009
30. Theorizing
Theory
Conceptual
CF CF frameworks CF CF
M M M M M M Models M M M M M
Local Curricula
38. collaborative partnerships are
developed between teachers, parents,
administrators, curriculum developers,
professional associations, teacher
educators and researchers
MACDONALD 2003
39. Change Shift Discussion
Rookies Support Future
41. Methods
EBSCO databases with the main identifiers:
Instructional Models, Sport Education,
Cooperative learning, Teaching Games
for Understanding, Teaching Personal
and Social Responsibility, Personalised
System of Instruction, Peer Teaching
Model, Inquiry Teaching.
43. increase in teachers’ positive feelings,
efficacy, enthusiasm and vigour
Alexander and Luckman (2001) and Clarke and Quill (2003)
44. research in the UK
and USA reported a
positive feeling
towards the changing
role of the teacher”
CLARKE AND QUILL (2003) AND GRENIER, DYSON, AND YEATON (2005)
45. allowed primary
school teachers in
the UK to
overcome their
discomfort with
teaching physical
education.
O’Donovan et al. (2010)
46. sustained and ongoing
pedagogical change required the
teacher to initially learn how to
teach through the model and
then engage in a conceptual shift
of what teaching in physical
education was”
CASEY ET AL, 2009, CASEY, 2009 AND
BARRETT AND TURNER (2000)
47. many preferred MBP to traditional
physical education pedagogies
Alexander and Luckman (2001) and Brunton (2003)
48. positively disrupted the
established and
inappropriate student
hierarchy and allowed the
teacher to refocus on the
learning of all students”
PILL, 2008
49. others in the Far East
reported that the unfamiliarity
of the new classroom roles
inherent in MBP impacted on
both the teachers’ and the
students’ attitudes towards the
lessons. ”
CRUZ 2008 AND ROSSI ET AL. 2007
50. Time
teachers need to consider the time it takes
to learn a new pedagogical model,
reconceptualising the roles that the
participants take
BRUNTON (2003), CASEY AND DYSON (2009), CASEY, DYSON, AND CAMPBELL (2009), DYSON (2002), DYSON, LINEHAN, AND HASTIE (2010), GUBACS-COLLINS AND OLSEN
(2010), HASTIE AND CURTNER-SMITH (2006), MCCAUGHTRY ET AL. (2004), SINELNIKOV (2009), AND WRIGHT AND BURTON (2008)
54. decline in the teacher’s self-
esteem, initial frustrations due
to unfamiliarity with the
model and that teachers felt
they made simple mistakes
due to their lack of experience
with the approaches.”
BARRETT AND TURNER (2000) AND GUBACS-COLLINS (2007)
55. Shift was too much
MCCAUGHTRY ET AL. (2004) AND MCNEILL ET AL. (2004)
56. lack of either instant or guaranteed success
associated with the approaches
KIM (2006)
57. these costs were too high and forced early
career teachers to actively avoid MBP
MCCAUGHTRY ET AL. (2004)
58. teachers’ prior
experiences and habitus
and extraneous matters
such as school culture
have strong residual
influence.”
KO, ET AL. (2006), GUBACS-COLLINS (2007) AND
MARTINEK, SCHILLING, AND JOHNSON 2001)
59. As the gap between old and
new pedagogies is closed
teachers may become better
able to anticipate their
students’ responses and
therefore become more
reactive to students’ needs”
KIM (2006)
60. MBP acts as a scaffold
for the learning process
and helps to create a
questioning approach
that aids learning”
MCNEILL ET AL. (2004) AND MACPHAIL, KIRK, AND GRIFFIN (2008)
62. practitioners need to
see proof from other
schools through
practice undertaken
by other teachers that
show MBP works.”
63. pedagogical and
curricular change is
evidence-based and that
teachers need to see the
results of their efforts to
believe in their potency.
SINELNIKOV (2009)
64. teachers were a little scared of
what might happen. However,
the evidence of their own eyes
and experiences was enough
to leave them delighted with
both the outcome and its
appropriateness.”
KINCHIN, ET AL. (2009)
65. the importance of school/university
collaborations in supporting the
teachers’ ability to move the theory of
the model into their classroom and
subsequently engage in research-
informed teaching
BARRETT & TURNER (2000), BROOKER ET AL (2000),
MCCAUGHTRY ET AL. (2004), MCNEILL ET AL. (2004),
MACPHAIL ET AL. (2008), MACPHAIL, ET AL. (2008),
O'DONOVAN ET AL. (2010), AND WRIGHT ET AL. (2006)
72. innovation could be
considered as a hit-and-run
a t t e m p t( Htao g rc ahv asn2g e9 ) p r a c t i c e s
r e e 00 .
in schools rather than
something that can bear
the weight of sustainable
educational change
HARGREAVES 2009
73. a number of authors
acknowledged that teachers
needed to be involved in
enhanced and ongoing continued
professional development (CPD)
when they seek to change
practice
KO, WALLHEAD, AND WARD 2006,
MACPHAIL ET AL. 2008 AND SINELNIKOV 2009
74. the development of
sustainable curriculum
renewal through what
they call ‘networked
learning communities”
DAY AND TOWNSEND (2009)
75. “the challenge here is no longer
just how to have a theory of
action that can implement
particular changes, but how to
develop one that can choose
between changes, prioritize them,
and create coherence among all
of them.”
HARGREAVES AND FULLAN (2009)
76. need to challenge our
assumptions about
schools, schooling,
learning and young
people
78. References
Alexander, K., and J. Luckman. 2001. Australian teachers' perceptions and uses of the sport education
curriculum model. European Physical Education Review 7, no. 3:243-267.
Alexander, Ken, Andrew Taggart, and Stephen Thorpe. 1996. A Spring in their Steps? Possibilities for
Professional Renewal through Sport Education in Australian Schools. Sport, Education and Society 1, no.
1:23-46.
Armour, Kathleen M., and Martin Yelling. 2007. Effective Professional Development for Physical Education
Teachers: The Role of Informal, Collaborative Learning. Journal of Teaching in Physical Education 26, no.
2:177-200.
Barrett, Kate R., and Adrian P. Turner. 2000. Sandy's Challenge: New Game, New Paradigm Journal of Teaching
in Physical Education 19, no. 2:162.
Brooker, Ross, David Kirk, Sandy Braiuka, and Aarjon Bransgrove. 2000. Implementing a Game Sense Approach
to Teaching Junior High School Basketball in a Naturalistic Setting. European Physical Education Review 6,
no. 1:7-26.
Brunton, J. A. 2003. Changing hierarchies of power in physical education using sport education. European
Physical Education Review 9, no. 3:267-284.
Casey, Ashley, and Ben Dyson. 2009. The implementation of models-based practice in physical education
through action research. European Physical Education Review 15, no. 2:175-199.
Casey, Ashley, Ben Dyson, and Anne Campbell. 2009. Action research in physical education: focusing beyond
myself through cooperative learning. Educational Action Research 17, no. 3:407-423.
79. References
Clarke, G., and M. Quill. 2003. Researching sport education in action: a case study. European Physical Education
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Cruz, Alberto. 2008. The Experience of Implementing Sport Education Model. Journal of Physical Education &
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Curtner-Smith, Matthew, Peter A. Hastie, and Gary D. Kinchin. 2008. Influence of occupational socialization on
beginning teachers' interpretation and delivery of sport education. Sport, Education & Society 13, no. 1:97-
117.
Curtner-Smith, Matthew, and Seidu Sofo. 2004. Preservice teachers' conceptions of teaching within sport
education and multi-activity units. Sport, Education and Society 9, no. 3:347-377.
Day, Christopher, Gordon Stobart, Pam Sammons, and Alison Kington. 2006. Variations in the work and lives of
teachers: relative and relational effectiveness. Teachers & Teaching 12, no. 2:169-192.
Day, Christopher, and Townsend, Andrew. 2009. Practitioner Action Research: Building and sustaining success
through networked learning communities. In The SAGE Handbook of Educational Action Research, edited
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Dyson, Ben. 2002. The Implementation of Cooperative Learning in an Elementary Physical Education Program.
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Dyson, Ben P., Nicole R. Linehan, and Peter A. Hastie. 2010. The Ecology of Cooperative Learning in Elementary
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Dyson, Ben, and Allison Rubin. 2003. Implementing Cooperative Learning in Elementary Physical Education.
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Programme. Waikato Journal of Education 10, 117-139.
Ennis, C. D., et al. 1999. Creating a sense of family in urban schools using the "Sport for Peace" curriculum. /
Creer un sens de la famille dans les ecoles urbaines grace au programme 'sport pour la paix'. Research
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Grenier, Michelle, Ben Dyson, and Pat Yeaton. 2005. Cooperative Learning that Includes Students with
Disabilities. JOPERD: The Journal of Physical Education, Recreation & Dance 76, no. 6:29-35.
Groundwater-Smith, Susan, and Judyth Sachs. 2002. The Activist Professional and the Reinstatement of Trust.
(Cover story). Cambridge Journal of Education 32, no. 3:341-358.
Gubacs-Collins, Klara. 2007. Implementing a tactical approach through action research. Physical Education &
Sport Pedagogy 12, no. 2:105-126.
Gubacs-Collins, Klara, and Edward B. Olsen. 2010. Implementing a Tactical Games Approach with Sport
Education. JOPERD: The Journal of Physical Education, Recreation & Dance 81, no. 3:36-42.
Ha, Amy S., Ada C. Wong, Raymond K. Sum, and Daniel W. Chan. 2008. Understanding teachers' will and
capacity to accomplish physical education curriculum reform: the implications for teacher development.
Sport, Education & Society 13, no. 1:77-95.
Haerens, Leen, David Kirk, Cardon. G, and I. Bourdeauhuji. Forthcoming. The development of a pedagogical
model for Health-Based Physical Education. Quest.
81. References
Hargreaves, Andy. 2009. The fourth way of change: Towards an age of inspiration and sustainability. In Change
Wars, edited by Andy Hargreaves and Michael Fullan. Bloomington, IN: Solution Tree Press.
Hargreaves, Andy, and Fullan, Michael. 2009a. Change War: A hopeful struggle. In Change Wars, edited by
Andy Hargreaves and Michael Fullan. Bloomington, IN: Solution Tree Press.
Hargreaves, Andy, and Fullan, Michael, eds. 2009b. Change Wars.Kindle (retrieved Amazon.co.uk) ed.
Bloomington, IN: Solution Tree Press.
Hastie, Peter A. 2000. An ecological analysis of a sport education season. Journal of Teaching in Physical
Education 19, no. 3:355-373.
Hastie, Peter A., and Alice M. Buchanan. 2000. Teaching responsibility through sport education: Prospects of a
coalition. Research Quarterly for Exercise & Sport 71, no. 1:25.
Hastie, Peter A., and Matthew Curtner-Smith. 2006. Influence of a hybrid Sport Education—Teaching Games for
Understanding unit on one teacher and his students. Physical Education & Sport Pedagogy 11, no. 1:1-27.
Jewett, Ann, E, and Bain, Linda, L. 1985. The curriculum process in Physical Education. Dubeque, Iowa: Wm. C.
Brown.
Kemmis, Stephen, and Peter Grootenboer. 2008. Situating praxis in practice: Practice architectures and the
cultural, social and material conditions for practice. In Enabling praxis: Challenges for education., eds.
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86. Image Credits
Slide 2 – Image from iStockphoto
Slide 3 – Pack Ahead of Time by LTV International Removals 2010 on flickr
Slide 4 – Wedding Party (1971) by musicmuse_ca on flickr
Slide 5 – Divorse by By LegalAssistance on fLickr
Slide 13 – Beach resort by TimoBalk on stck xchng
Slide 15 – School Lunch by fazoom on flickr
Slide 18 – Time for Change by David Reece on Flickr
Slide 19 – accounting calculator tax return by djshaw on stck xchng
Slide 23 – Sample Photo
Slide 26 – home design by forwardcom on stck xchng
Slide 27 – Numerous blueprints, reading glasses and a pencil by chigmaroff on flickr
Slide 34 – the teacher by Prozac74 on flickr
87. Image Credits
Slide 35 – “Cavalry charge” by U.S. Army on Flickr
Slide 36– Image from iStockphoto
Slide 42– shift by luvnish on flickr
Slide 43– Image from iStockphoto
Slide 45 – hot pepper from iStockphoto
Slide 47– Image from iStockphoto
Slide 50 – Image from iStockphoto
Slide 53 – No storage zone by desigu on stockxchng
Slide 56 – magic wand by digital zoetrope on flickr
Slide 57 – £124,533 by Dave_D on Flickr
Slide 61 – bleacher-scaffolding by rezendi on flickr
Slide 66 – studying for a test by hvaldez1 on stockxchng
88. Image Credits
Slide 67 – Coach Joe Gibbs by nflravens on flickr
Slide 68– Old fashioned basketball court by ryanmcginnisphoto on flickr
Slide 70– Watching by ngould on stockxchng
Slide 71– Henhouse by loungerie on flickr