Implementing a new curriculum: reflections of a ...
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Implementing a new curriculum: reflections of a physical education teacher
Implementing a new curriculum: reflections of a physical education teacher
Name:Personal
Madden, Matthew Daniel Role :Text(marcrelator)
creator
Madden, Matthew Daniel Role :Text(marcrelator)
creator
Name:Personal
Parker, Missy Role :Text(marcrelator)
thesis advisor
Parker, Missy Role :Text(marcrelator)
thesis advisor
Name:Personal
Smith, Mark A Role :Text(marcrelator)
thesis advisor
Smith, Mark A Role :Text(marcrelator)
thesis advisor
Name:Personal
Patton, Kevin E Role :Text
committee member
Patton, Kevin E Role :Text
committee member
Name:Personal
Sinclair, Christina Role :Text
committee member
Sinclair, Christina Role :Text
committee member
Name:Personal
Edwards, Carolyn Role :Text
committee member
Edwards, Carolyn Role :Text
committee member
Name:Corporate
Sport & Exercise Science Role :Text(marcrelator)
sponsor
Sport & Exercise Science Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-12
2010-12
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-12
2010-12
Language
:Text
English
English
Physical Description
259 pages
born digital
259 pages
born digital
abstract
The purpose of this study was to examine the reflections of a physical education teacher after the first year of new curriculum implementation. Data were collected from formal and informal interviews based on field notes of prior classroom observations, documents, and artifacts. Data were analyzed using two distinct yet overlapping processes of analysis derived from a grounded theoretical perspective: open and axial coding (Corbin & Strauss, 2008). Analyses highlighted initiated changes on three factors: past experiences, changes to materials and practices, and the perspective of the teacher. The teacher's past experiences indicated that three aspects during the years leading up to implementation influenced the process: the ability to overcome barriers, lack of resources, and being a part of the curriculum development team. Next, the teacher's adoption of different teaching practices also changed with the implementation of the new curriculum. Two dimensions of change were planning and assessment. Finally, two aspects reflected the teacher's perception of the experience: support and student response. The findings of the current study determined that multiple forms of support were significant influences during the implementation process. Support was viewed as the "players involved" and "how they supported implementation". The individuals included in the process were student teachers, the professional learning community (PLC), significant others, and an instructional coach. Each played a different role but essentially supported her efforts on an instructional level. The final perception as important to implementation was how students responded to the "new" curriculum. Student response was classified as student behavior and learning transfer. The teacher's perception was that the older students just wanted to play large-sided games and therefore were a barrier to change. Alternatively, the teacher's perceptions were that the less-skilled students (younger) benefited from the instructional approach. This benefit was related to the transfer of cue from one activity to another. Overall, the study viewed the role of the teacher as the change agent throughout implementation. To understand change is to understand the teacher. Specifically, the study's results indicated that previous knowledge has an impact on implementation. The teacher changed her teaching approaches and practices on multiple levels. Finally, the teacher perceived support in one form or another as necessary for teacher change to occur (Dyson & O'Sullivan, 1998). This study reinforces the importance of understanding the teachers as they adopt new strategies, and change their teaching approach. note
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:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
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doctoral
doctoral
identifier:Local
Madden_unco_0161D_10051.pdf
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http://hdl.handle.net/10176/cogru:1127
http://hdl.handle.net/10176/cogru:1127
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Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Subject
Case Studies
Case Studies
Subject
Pedagogy
Pedagogy
Subject
Physical Education
Physical Education
Subject
Curriculum Implementation
Curriculum Implementation
Subject
Educational Reform
Educational Reform
Subject
Teacher Change
Teacher Change
Subject
Teacher Reflection
Teacher Reflection
Subject
Teacher Education
Teacher Education