Doctor of Education, Ashland University, 2009, College of Education

This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs Questionnaire-Physical Education (Conkle, 1994), and the Teacher Concerns Questionnaire-Physical Education (McBride, 1993). Additional demographic data were collected and categorized according to grade level taught (elementary, middle school, high school, or some combination), and school setting/location (urban/inner city, suburban/small city, and rural). Descriptive statistics and Pearson correlation coefficients were analyzed to determine the strength of the relationship between the independent and dependent variables. Multiple regression using stepwise method was further conducted to determine the degree to which a teachers' stage of concern, grade level taught and school setting influenced their perceived professional development needs. Results indicated that participants' perceived professional development needs were driven primarily by issues of concern rather than teaching situation (e.g. grade level taught; school setting/location).

Committee: Ann Shelly PhD (Committee Chair); Robert Shelly PhD (Committee Member); Kathleen Flanagan-Hudson EdD (Committee Member); Randall Gearhart PhD (Committee Member) Subjects: Education; Physical Education; School Administration; Teacher Education

Doctor of Philosophy, The Ohio State University, 2014, EDU Physical Activity and Educational Services

The purpose of this study was to: (a) examine the influence of a teacher professional development workshop on a teacher's PCK of throwing unit and (b) to determine the effects of teachers' instruction of a four day throwing unit on student throwing performance prior to and following the professional development workshop. A randomized control-group pretest-posttest with a retention test design was utilized to examine the change of the teacher's PCK and students learning in the teacher's intact classes. The following variables were measured: (a) task representation; (b) task demonstration; (c) feedback; and (d) task modification alignment for teachers, and throwing performance (body component levels for the step, trunk, humerus, and forearm, and the ball velocity) for students. Descriptive statistics (i.e., means and frequencies) and inferential statistics (i.e., non-parametric tests) were used to analyze dependent variables in both the comparison and the experimental classes. The results of the teachers' data showed that teachers' PCK variables including task representation, task demonstration, feedback, and task modification alignment can be changed as a function of teachers' knowledge bases. Furthermore, the improved teachers' PCK can influence the increase of students' throwing performance. The findings of the study suggest that the teacher education programs should provide content courses to improve the teacher's knowledge bases and many opportunities to improve PCK that influence student learning.

Committee: Jacqueline Goodway (Advisor); Phillip Ward (Committee Member); David Porretta (Committee Member); Jessica Logan (Committee Member) Subjects: Physical Education

Doctor of Philosophy, The Ohio State University, 2020, Kinesiology

The United States has become increasingly aware of the prevalence of childhood trauma and adverse experiences which can have long-lasting negative consequences on health and school achievement. It is possible to recover from trauma with the right support and schools are ideally placed to support many children in the United States. One method schools can use is social and emotional learning (SEL). Ohio recently released K-12 SEL standards for use in the 2019-2020 school year that apply in all subjects and grade levels. Teachers need ongoing professional development (PD) support as they make changes but this was lacking for SEL standards on the systemic level. There was a need for quality PD for teachers as they transitioned to include SEL in their teaching. This project created PD for elementary physical education teachers through a community of practice (CoP) focused on the new SEL standards. Three elementary physical education teachers from one district participated. Data was gathered through interviews, journals, lesson observations, CoP meeting recordings, and artefacts. All three teachers' understanding of SEL changed as seen through new lesson implementation and articulation of SEL to others. The three teachers faced problems of a lack of school-wide support, time, assessment, and challenges with older students. Teachers were able to incorporate SEL into physical education lessons though stories, discussion, questions, and informal assessments. Students mostly responded with the expected behaviors during the lesson, but student behavior was not always consistent. The three teachers saw students improve in behavior and coping skills and hoped that these benefits might occur for all their students. This study had implications for physical education teachers, PETE and PD providers. SEL and physical education content can be taught together. Physical education teachers should seek out CoPs for PD and support as they make changes to their practice. PETE should includ (open full item for complete abstract)

Committee: Sue Sutherland PhD (Advisor); Jacqueline Goodway PhD (Committee Member); Phillip Ward PhD (Committee Member) Subjects: Education; Kinesiology; Physical Education

Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

Professional development that underlies education reform efforts carries the implicit assumption of teacher change (Fullan, 1992). Butler, Lauscher, Jarvis-Selinger and Beckingham (2004) suggest that regardless of the demand for professional development, “questions remain concerning how to conceptualize teacher learning and, correspondingly, about how to construct professional development so as to foster meaningful change” (p. 436). Questions also remain about how to achieve meaningful change beyond the level of the teacher. Richardson and Placier (2001) suggest that although both organizational, individual and small group change have been studied separately, change at all levels is necessary if systemic change is to be successful. This study is significant in that it is uniquely positioned to study changes in teachers and their practices while at the same time studying recursive relationships between teacher change and district level change. The purpose of this study was to understand the long-term influences that resulted from teachers' involvement in a community of practice underlying a 15 month professional development program. Twenty seven semi-structured interviews were conducted, audiotaped and transcribed. These included two interviews with each teacher, at the beginning and end of the data collection period in addition to an interview regarding classroom observations; interviews with three district representatives and each participant's principal; and a focus interview with all six teachers. Data were also collected from 18 classroom observations, three questionnaires and documents related to the professional development intervention. Data were inductively analyzed from an interpretive practice perspective that considers both what and how reality is constructed (Gubrium & Holstein, 2000). The analysis was conducted with the assistance of the qualitative software Nud*ist. Findings revealed that teachers shed their positional identities as an isolated and mar (open full item for complete abstract)

Committee: Mary O'Sullivan (Advisor) Subjects: