Analysis of Teaching and Learning in Physical Education

Description

Analysis of Teaching and Learning in Physical Education presents research-based “best practices” for teaching physical education in order to help pre-service and practicing teachers improve their skills through analysis and reflection. The text begins with an informal analysis of teaching and then quickly moves into systematic strategies for analyzing student and teacher behaviors and interactions. Based on Bill Anderson’s groundbreaking work, Analysis of Teaching Education (1980), this text is designed to help physical education teachers meet NASPE’s Standards for Advanced Programs in Teacher Education.

Key Features

• Each chapter contains 4 to 5 clinical tasks that help teachers collect and analysis information about their teaching.
• Blank forms are included to suggest ways to collect information about teaching.
• Chapter 4 includes an action research project with specific procedures and examples of projects that have been completed by the lead author’s students.
• The text addresses both formal and informal analysis of student behaviors, teaching behaviors, student achievement data, and teacher-student interactions.
• Research on each topic is summarized to help teachers understand “best practices.”
• Addresses how to continue using analysis of teaching in the future to continue professional growth and development.
• The skills that are promoted in this text will help teachers prepare for National Board Certification.

Table of Contents

Introduction
Chapter 1 Informal Analysis
Chapter 2 Analyzing Student Behaviors
Chapter 3 Analyzing Teacher Behaviors
Chapter 4 Analysis of Student Achievement Data
Chapter 5 Analyzing Teacher-Student Interactions
Chapter 6 Putting the Pieces Together
Chapter 7 Evaluating the Match Between the Plan and Reality
Chapter 8 Reflections and Prospects for the Future

Author Information

Mary Lou Veal, EdD-Middle Tennessee State University
Mary Lou Veal began her teaching career as an elementary physical education teacher in Dallas, Texas. She taught physical education for 16 years in elementary, middle, and senior high schools and along the way she coached volleyball and track in addition to serving as a curriculum coordinator in Denton, Texas. Since receiving her EdD, she has taught in physical education teacher education programs at the University of Houston, the University of North Carolina at Greensboro, and at Middle Tennessee State University. Dr. Veal’s research has focused primarily on teachers’ assessment perceptions and practices.

William G Anderson, EdD-Teachers College, Columbia University, Retired