東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Stakeholders' Perceptions of Physica...

Gonzales, Monica.

Linked to FindBook

Google Book

Amazon

博客來

Stakeholders' Perceptions of Physical Education at a Selected Elementary School.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Stakeholders' Perceptions of Physical Education at a Selected Elementary School./
Author:	Gonzales, Monica.
Description:	104 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
Subject:	Education, Physical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3593020
ISBN:	9781303349768

Stakeholders' Perceptions of Physical Education at a Selected Elementary School.
Gonzales, Monica.

Stakeholders' Perceptions of Physical Education at a Selected Elementary School. - 104 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the transtheoretical and cognitive evaluation theories, both of which focus on the motivation to change, this qualitative case study explored the perceptions of members of an elementary school community in the southern United States about the value and importance of the school's physical education program. Twelve stakeholders (teachers, administrators, and parents of children enrolled at the school) participated in interviews for the study. Typological and inductive analyses of the data yielded emergent themes on communication, health, lifelong learning of physical education, positive experiences of physical education, scheduling, and social aspects of physical education. The key finding was that communication is necessary for an effective physical education program. This finding would advance practice by improving communications between the physical education teacher and members of the elementary school community. The implication for positive social change comes from guidelines about improved communications between the physical education teacher and administration, school personnel, parents, and students at the participating elementary school. This improved communication will increase the support for the physical education program, and in turn, will benefit the students who participate in a more effective physical education program.

ISBN: 9781303349768Subjects--Topical Terms:

1018000
Education, Physical.

Stakeholders' Perceptions of Physical Education at a Selected Elementary School.
LDR:02583nam a2200289 4500 001 1961843
005 20140722092951.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303349768
035 $a (MiAaPQ)AAI3593020
035 $a AAI3593020
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gonzales, Monica. $3 2097810
245 1 0 $a Stakeholders' Perceptions of Physical Education at a Selected Elementary School.
300 $a 104 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Tom Cavanagh.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the transtheoretical and cognitive evaluation theories, both of which focus on the motivation to change, this qualitative case study explored the perceptions of members of an elementary school community in the southern United States about the value and importance of the school's physical education program. Twelve stakeholders (teachers, administrators, and parents of children enrolled at the school) participated in interviews for the study. Typological and inductive analyses of the data yielded emergent themes on communication, health, lifelong learning of physical education, positive experiences of physical education, scheduling, and social aspects of physical education. The key finding was that communication is necessary for an effective physical education program. This finding would advance practice by improving communications between the physical education teacher and members of the elementary school community. The implication for positive social change comes from guidelines about improved communications between the physical education teacher and administration, school personnel, parents, and students at the participating elementary school. This improved communication will increase the support for the physical education program, and in turn, will benefit the students who participate in a more effective physical education program.
590 $a School code: 0543.
650 4 $a Education, Physical. $3 1018000
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Elementary. $3 516171
690 $a 0523
690 $a 0680
690 $a 0524
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-01A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3593020