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RISS 인기검색어
- 검색키워드
- 저자 : Sue Sutherland (검색결과 3 건)
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Adventure-based Learning and Reflection: The Journey of One Cohort of Teacher Candidates
Sue Sutherland,James Ressler,Paul T. Stuhr 한국체육학회 2011 International journal of human movement science Vol.5 No.2
Adventure-based learning (ABL) consists of a deliberate sequence of activities that foster the personal and social development of participants (Cosgriff, 2000). Participation in ABL programs help to foster an increased level of self-awareness which can then be applied to other areas of the participant’s life. The mechanism to help participants to reflect on the learning that has occurred in an ABL program is called the debrief, and it is one of the most important aspects of ABL. The purpose of this study was to explore, through the lens of experiential learning (Jarvis, 2004), how teacher candidates (TCs) in one Physical Education Teacher Education program learned to incorporate a meaningful debrief (reflection) in a five day ABL unit. An interpretive qualitative research design utilizing a case study approach was employed to explore the experiences of TCs learning to incorporate a meaningful debrief during an ABL unit. Data were collected through three different sources: observations, interviews, daily reflections (called critical friends). Data were analyzed using line by line coding (Strauss & Corbin, 1998) and constant comparison (Patton, 2002) resulting in two themes: Technical vs practical understanding and learning to guide not teach. The TCs in this study demonstrated that the primary experience of both participating in and teaching an ABL unit resulted in reflective cognitive learning (Jarvis, 2004) that further developed their biographies related to incorporating a meaningful debrief in their lessons.
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Physical Educators’ Experiences Teaching Secondary English Language Learners
Takahiro Sato,Sue Sutherland 한국체육학회 2013 International journal of human movement science Vol.7 No.2
Ethnic, cultural, and linguistic diversity is becoming more prevalent in public schools within the United States (US). According to the Migration Policy Institute (2010), close to 5.3 million English Language Learners (ELLs) are enrolled in K-12 public schools in the US. Of these 5.3 million ELLs, many of whom attend urban schools, are also new to the US and are experiencing American culture for the first time. While common academic language in physical education is easily understood by English speaking students, this is not often the case for ELLs, putting them at a disadvantage in physical education. The purpose of this qualitative study was to examine and analyze eight secondary physical education teachers' experiences of teaching English Language Learners (ELLs) in urban schools. Data were collected through face-to-face and email interviews and transcribed verbatim. Transcribed data were analyzed and reduced using the constant comparative method (Merriam, 1998). The recurring themes from this study were (a) teaching normative American activities, (b) challenges and concerns of teaching PE, and (c) gender roles and religions. On a positive note, these teachers were empathetic and supportive of the ELLs in urban secondary schools. Implications include strategies for assisting physical education teachers who teach ELLs.
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Care Enacted by Two Elementary Physical Education Teachers and Their Students
Paul T. Stuhr,Sue Sutherland,Phillip Ward 한국체육학회 2011 International journal of human movement science Vol.5 No.1
Positive, supportive teacher-student relationships can produce behaviors (e.g., helping tendencies, generosity, and interpersonal understanding) that represent an ethic of care (Noddings, 1992). Teachers who are able to build close caring relationships with students are likely to have students with higher student engagement and achievement (Pianta, Stuhlman, & Hamre, 2002). Using a phenomenological design we examined the lived-experience of care produced and enacted by two physical education teachers and their 5th grade students. Findings indicated that the physical education teachers did find fostering caring and supportive relationships with students as having an impact on achieving learning objectives within class. Specifically, four themes from the data supported the care framework (Noddings, 1984) used in this study: (a) establishing a care relationship is primary, (b) using intentional dialogue, (c) valuing the caring-learning association, and (d) understanding the importance of reciprocity. Findings from this study challenge readers to conceptualize care situated within their own physical education context.
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