Nell Faucette

Effects of a Curriculum and Inservice Program on the Quantity and Quality of Elementary Physical Education Classes

The primary responsibility for engaging children in opportunities to be physically active and learn physical skills rests with school physical education. This study evaluated the effects of a combined health-related curriculum and inservice program on the quantity and quality of elementary school physical education lessons. Seven schools (N = 28 fourth-grade classes) in one district were randomly assigned to one of three conditions: 10 classes were taught in their usual manner by classroom teachers (Control [CO]); 10 classes were taught by trained classroom teachers (TT) who received inservice training and follow-up consultations; and 8 classes were taught by physical education specialists (PES) hired by the research project. Student activity level, curriculum context, and teacher behavior were directly observed and coded during a sample of 112 lessons over an 8-month period. Results indicated significant differences in both the frequency and mean length of classes (PES, 26.7 min; TT, 23.4 min; CO, 18.9 min). Additionally, the curriculum and inservice program equipped trained classroom teachers to provide significantly better classes than were provided by controls in terms of student activity engagement, lesson context, and active instructional behavior, though their classes did not match the quality of those taught by the physical education specialists. This study is unique in its use of direct observation of lessons to assess a curriculum and inservice intervention.

Developing Beginning Teachers through: An Interactive Induction and Internship Program

Abstract The Interactive Induction and Internship Program (HIP) emphasized collaborative development among 4 first-year teachers, 8 interns, and 2 university supervisors. During fall semester, the new teachers were invited to supervise 2 students each during their 2-day a week internships (13 weeks). The teachers were interviewed formally at the beginning and end and informally throughout (on site or by phone). Also, throughout the program, the university supervisors conducted on-site observations with written logs. Weekly intern self-reports also were collected. Results indicated that the 3 groups worked cooperatively and enthusiastically with each other creating a learning community environment where each received support for professional growth. The first-year teachers felt empowered by their roles as developers and university partners, enjoyed their eminent status in public schools, and appreciated being able to serve as mentors to interns. Both the new teachers and interns reflected increasing levels of confidence and commitment to excellence, collegiality, and professionalism during the program.