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ERIC Number: EJ1027627
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0270-1367
Time to Demonstrate How We Impact Student Learning
Roberts, Georgi
Research Quarterly for Exercise and Sport, v85 n1 p27-30 2014
With the recent emphasis on evaluating teachers' effectiveness by the performance of their students, it should be no surprise that this subject has reached the physical education (PE) sector. This commentary examines 3 articles by Rink (2013), McKenzie and Lounsbery (2013), and Ward (2013), who each take a different perspective on measuring physical educators' effectiveness. The commentary, written from the standpoint of a public school district PE administrator, compares and contrasts the viewpoints and possible outcomes of each approach. The commentary seems to agree most with Rink. That is to say that there will be challenges in evaluating PE teachers based on student outcomes, but it is a reasonable expectation. These challenges include class size and determination of what outcomes we choose to use. These outcomes should be decided by physical educators, and the time is now. The commentary also points out the benefits of the other 2 approaches such as incorporating evaluation and assessment in teacher training programs at universities and inculcating a culture of "do as I do" not just "do as I say." In reaching the conclusion, it cannot be overstated that using student outcomes should be a measure of a teacher's effectiveness, but not the only measure. Classroom observations and management, levels of student physical activity, and student engagement continue to be critical components of teacher evaluation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A