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Navigating two cultures: An investig...

Lee, Okseon.

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Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school./
Author:	Lee, Okseon.
Description:	245 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2529.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Physical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3182832
ISBN:	9780542238277

Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school.
Lee, Okseon.

Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school. - 245 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2529.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.

The purpose of this study was to describe the culture of a responsibility-based physical activity program called Project Effort and its participants' school culture. Based on Students' Multiple Worlds Model (Phelan, Davidson, & Yu, 1998), the primary purpose of this study was to examine how the cultural similarities and differences were influencing participants' ability to transfer program goals to their school setting.

ISBN: 9780542238277Subjects--Topical Terms:

1018000
Education, Physical.

Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school.
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100 1 $a Lee, Okseon. $3 1915081
245 1 0 $a Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school.
300 $a 245 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2529.
500 $a Director: Thomas J. Martinek.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.
520 $a The purpose of this study was to describe the culture of a responsibility-based physical activity program called Project Effort and its participants' school culture. Based on Students' Multiple Worlds Model (Phelan, Davidson, & Yu, 1998), the primary purpose of this study was to examine how the cultural similarities and differences were influencing participants' ability to transfer program goals to their school setting.
520 $a Participants were selected from the pool of Project Effort elementary school club members who also attended Hope Academy. The participants were selected from children who have at least one full semester of participation in Project Effort and demonstrated an attendance rate of higher than 75% during the past semester. Three fourth graders (two girls, one boy) and two fifth graders (one girl, one boy) participated in the study.
520 $a Data were collected from participants' individual interviews, classroom teacher interviews, a program leader interview, and observations of participants' involvement at school and Project Effort. Each individual participant's perceptions of Project Effort and school cultures were analyzed in terms of characterizations, values and norms, and behaviors. Individual case results included five sections: (a) background information; (b) perceptions of Project Effort culture; (c) perceptions of school culture; (d) comparison of two cultures; and (e) implications for transfer.
520 $a The cross-case analyses results supported that participants' perceived characterizations of Project Effort were centered on the content of Project Effort (e.g., playing sports, learning goals), benefits of Project Effort (e.g., improving grade and behaviors), and atmosphere of Project Effort (e.g., entering the zone of comfort). Participants' interpretations of program goals were consistent with the definitions provided by Hellison (2003).
520 $a Participants' perceived characterizations of school were different from Project Effort. In addition, some of the Project Effort values (i.e., respect, self-direction, responsibility) were refracted in the school setting as a way of behavior management. In addition, two Project Effort goals (i.e., self-direction, helping others) were deemphasized in the school setting.
520 $a Participants' ability to apply the program goals to the school setting was facilitated by a personal factor (i.e., personal aspiration to transfer), a Project Effort factor (i.e., program leader behavior), school factors (e.g., classroom teacher's interest in Project Effort), and a Project Effort-school factor (i.e., congruent value system). Participants' ability to apply the program goals to the school setting was impeded by a Project Effort factor (i.e., non-transmission of program value), school factors (e.g., test-centeredness, controlled atmosphere), Project Effort-school factors (e.g., refraction of program values, peer culture difference).
590 $a School code: 0154.
650 4 $a Education, Physical. $3 1018000
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Sociology of. $3 626654
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710 2 0 $a The University of North Carolina at Greensboro. $3 1029687
773 0 $t Dissertation Abstracts International $g 66-07A.
790 1 0 $a Martinek, Thomas J., $e advisor
790 $a 0154
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3182832