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ERIC Number: EJ802060
Record Type: Journal
Publication Date: 2008-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0273-5024
The Relationship between Instructional Alignment and the Ecology of Physical Education
James, Alisa R.; Griffin, Linda L.; Dodds, Patt
Journal of Teaching in Physical Education, v27 n3 p308-326 Jul 2008
The purpose of the study was to examine the ecologies of two teachers and the extent that each teacher's agenda aligned with instructional activities and assessments for each unit of instruction. Data were collected in four ways: (1) videotaped record of each lesson, (2) live observation field notes and expanded field notes from the videotape, (3) formal and informal interviews, and (4) document data. Field note data were analyzed inductively and excerpted into meaningful units that demonstrated aspects of the classroom ecology and instructional alignment. Interview data were analyzed qualitatively through constant comparison. Results indicated that the teachers had differing agendas for the units of instruction. The differences in their agendas resulted in different classroom ecologies and a weakened program of action. The teachers shifted their espoused agendas (focus on student learning) to an enacted agenda that focused on safety and completing tasks. As a result of this shift, the focus of each teacher's agenda was not assessed in the manner that they had espoused. Consequently, there was no instructional alignment between the teachers' espoused agenda, lesson tasks, and assessments.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts