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ERIC Number: EJ776160
Record Type: Journal
Publication Date: 2003-Oct
Pages: 18
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0273-5024
Chapter 2: Student Performance Data, School Attributes, and Relationships
Mitchell, Murray; Castelli, Darla; Strainer, Skip
Journal of Teaching in Physical Education, v22 n5 p494-511 Oct 2003
Physical education as a school subject can be characterized as largely void of both consensus and accountability. Until the publication of the national content standards (NASPE, 1995) there was no explicit, shared vision regarding what is important to teach in school programs. There has been a sense that this lack of consensus somehow preserves the right of every teacher in every school to teach what they want to students--a right not granted to teachers in the core academic areas of the school curriculum. The rationale for this approach is that it provides opportunities for good teachers to be creative and to design appropriate curriculum. Instead, it could be argued that the lack of defined outcomes and accountability for their achievement has done nothing but ensure that many school programs accomplish very little. Now, evidence-based educational policy has been embraced in South Carolina and stands as a prime example of what Kohn (2000) identified as "legislature centered" education. The purpose of this study is to report the results of the first statewide data collection on the effectiveness of physical education programs in the high schools of South Carolina. A related purpose is to investigate the relationships among the data that were collected and relationships among school and teacher performance and school and teacher characteristics. (Contains 6 tables.)
Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina