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Navigating Change : = Implementation of Teaching Personal and Social Responsibility in K-1 Physical Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating Change :/
Reminder of title:	Implementation of Teaching Personal and Social Responsibility in K-1 Physical Education.
Author:	Rosenbery, Adam.
Description:	1 online resource (112 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-02.
Contained By:	Masters Abstracts International84-02.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062057click for full text (PQDT)
ISBN:	9798834086697

Navigating Change : = Implementation of Teaching Personal and Social Responsibility in K-1 Physical Education.
Rosenbery, Adam.

Navigating Change :Implementation of Teaching Personal and Social Responsibility in K-1 Physical Education. - 1 online resource (112 pages)

Source: Masters Abstracts International, Volume: 84-02.

Thesis (M.S.)--Illinois State University, 2022.

Includes bibliographical references

This paper provides perspective of a teacher's experiences attempting pedagogical change. Action research (AR) served as the structured methodology for self-inquiry which influenced the teacher/researcher's approach to instructional change while providing evidence to support the results outlined in this paper. Nonexistent and vague affective student learning outcomes were the driving force behind the adoption of Hellison's responsibility model. Teaching Personal and Social Responsibility (TPSR) was implemented in an existing K-1 physical education program, consisting of a six-week cumulative intervention. The teacher/researcher's experiences, perceptions, teaching strategies, and planning practices where chronicled throughout the study by utilizing daily journals, the TARE post-teaching reflection, the TARE implementation checklist, and daily lesson plans. The results of the study suggest pedagogical change is messy and often leaves more questions than answers. Changes were noted in the teacher's planning and delivery of responsibility-based content, suggesting the teacher became more comfortable and confident resulting in a shift towards self-efficacy when considering the teachers role as a TPSR program leader. The paper concludes by suggesting that, pedagogical change is gradual and requires the support of others sharing a common philosophical perspective towards priorities in physical education. Furthermore, the teacher's willingness to change and perseverance where the result of the teacher's value orientation and the perceived benefit of responsibility-based education in a K-1 physical education setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834086697Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Action researchIndex Terms--Genre/Form:

542853
Electronic books.

Navigating Change : = Implementation of Teaching Personal and Social Responsibility in K-1 Physical Education.
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500 $a Source: Masters Abstracts International, Volume: 84-02.
500 $a Advisor: Jones, Emily.
502 $a Thesis (M.S.)--Illinois State University, 2022.
504 $a Includes bibliographical references
520 $a This paper provides perspective of a teacher's experiences attempting pedagogical change. Action research (AR) served as the structured methodology for self-inquiry which influenced the teacher/researcher's approach to instructional change while providing evidence to support the results outlined in this paper. Nonexistent and vague affective student learning outcomes were the driving force behind the adoption of Hellison's responsibility model. Teaching Personal and Social Responsibility (TPSR) was implemented in an existing K-1 physical education program, consisting of a six-week cumulative intervention. The teacher/researcher's experiences, perceptions, teaching strategies, and planning practices where chronicled throughout the study by utilizing daily journals, the TARE post-teaching reflection, the TARE implementation checklist, and daily lesson plans. The results of the study suggest pedagogical change is messy and often leaves more questions than answers. Changes were noted in the teacher's planning and delivery of responsibility-based content, suggesting the teacher became more comfortable and confident resulting in a shift towards self-efficacy when considering the teachers role as a TPSR program leader. The paper concludes by suggesting that, pedagogical change is gradual and requires the support of others sharing a common philosophical perspective towards priorities in physical education. Furthermore, the teacher's willingness to change and perseverance where the result of the teacher's value orientation and the perceived benefit of responsibility-based education in a K-1 physical education setting.
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538 $a Mode of access: World Wide Web
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653 $a Teaching personal and social responsibility
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710 2 $a Illinois State University. $b School of Kinesiology and Recreation. $3 3287391
773 0 $t Masters Abstracts International $g 84-02.
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