ERIC Number: ED473251
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Putting Research to Work in Elementary Physical Education: Conversations in the Gym.
Locke, Lawrence F.; Lambdin, Dolly
This book provides teachers with insights for using research to improve their teaching, offering a career-long conversation between a world-renowned researcher and an excellent teacher with considerable professional physical education (PE) experience. It includes 30 summaries of studies on elementary PE instruction, class management, program design, and workplace conditions and offers tips for navigating the typical research report. It also highlights differences between the vantage points of the researcher and the teacher, noting how to find common groups. The book covers new teaching strategies, measurement instruments, and program alternatives. Ten sections focus on: (1) "The Basics: Numbers, Time, Space, Equipment, and Behaviors"; (2) "Managing the Class"; (3) "Interactions Among Students"; (4) "Strategies for Teaching and Learning"; (5) "The Voices of Students"; (6) "Teachers in the Workplace: Training, Experience, and Context"; (7) "Assessment as Part of Teaching"; (8) "The SPARK Studies: A Program for Teachers and Children"; (9) "Reviewing Studies of the Effects of Physical Education"; and (10) "The Trois-Rivieres Studies: Long-Term Effects of Physical Education." Annotated bibliographies are appended. (Contains 91 references.) (SM)
Descriptors: Accountability, Classroom Techniques, Educational Equipment, Educational Research, Elementary Education, Interpersonal Competence, Learning Strategies, Peer Teaching, Physical Education, Preservice Teacher Education, Student Attitudes, Student Behavior, Student Evaluation, Student Teachers, Teaching Experience, Teaching Methods
Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076 (ISBN 0-7360-4531-7, $27) Tel: 800-747-4457 (Toll Free); e-mail: firstname.lastname@example.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A