Kathryn LaMaster

High School General Physical Education Teachers' Behaviors and Beliefs Associated with Inclusion.

The purpose of this study was to describe the behaviors and beliefs of secondary general physical education (GPE) teachers relative to inclusion and teaching of students with disabilities. Participants were nine experienced high school GPE teachers from suburban school districts in California, Ohio, and Pennsylvania. The research method was naturalistic inquiry. Qualitative data were collected using observer field notes and interview schedules. Findings were presented using descriptive summaries and thematic narratives. These teachers regularly verbally interacted with and expressed mostly favorable beliefs about teaching students with disabilities. Teacher interviews revealed three recurring themes: (a) teachers were positively disposed to inclusion as an educational philosophy, (b) teachers had differential efficacy in achieving successful inclusion, and (c) teachers encountered challenges to establishing inclusive practice. Despite their mostly favorable beliefs about inclusion, several teachers felt inadequately prepared or lacked support and resources to effectively teach students with more severe disabilities.

A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities

The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple‐case study situated in the theory of planned behaviour. The primary data sources were attitude surveys and interviews. Survey data were analysed with descriptive statistics and the interview data were analysed using a constant comparative method. Results indicate that the teachers’ beliefs tended to vary on inclusion and teaching students with disablities. Paradoxically, they expressed compelling intrinsic motives while voicing a multiplicity of concerns on teaching students with disabilities. They all desired greater opportunities for relevant professional development, which should be made available more frequently by school districts.

Improving web-based instruction: using action research to enhance distance learning instruction

Abstract This study evolved as an instructor took over a course that recently had been converted to a web-based course. While navigating the web-based course the instructor and students recognised several issues and concerns (instructional alignment, lack of interactivity, poorly designed test questions and confusing instructions for assignments). Study participants were students enrolled in the online course. Date were collected from students, teaching assistants, and the instructor to explore the issues involved with this course, and included student focus group interviews, descriptive student surveys, student feedback, student work and an instructor journal. Qualitative methods were employed in this study and all data sources served as triangulating resources, allowing the researchers to confirm emerging trends. Data were organised chronologically and initial trends were sought. Within the chronological patterns that emerged, data were further organised into similar themes and categories. This process allowed analytical comparison of the different data forms (i.e. student interviews, instructor journals, etc.) Six central themes emerged: impersonality, interactivity, taking responsibility for independent work, course workload and accountability, technological skill and course alignment. In response to the data, several pedagogical changes were made to the course. Additionally, suggestions are made concerning future web-based course design.