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Models-based Practice in Physical Education
This book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice.
Starting from the premise that true MbP does not yet exist, the book makes a case for the term \"pedagogical model\" over alternatives such as curriculum model and instructional model, and explains how learners' cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education.
An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.
eBook
(L)earning to Teach: Financial Inequities Facing Trainee Teachers in England
Teacher shortages are a global issue. England chose to address this by offering financial incentives (in the form of bursaries and scholarships) to postgraduates in shortage subjects. The impact of these incentives, however, on those training in non-shortage areas remains unclear. A survey of 439 trainee teachers in England (2019–2020) revealed that those without financial incentives often took up additional paid work, primarily during holidays and weekends. Most of these working students were young, female, single, lived with their parents, and traveled more than 10 miles to their universities and placements. This study highlights the unintended consequences of the current policy to offer financial incentives to postgraduates in shortage subjects, including financial inequalities and a divide among trainees based on the subject they chose to teach. It suggests the need for policies that ensure long-term support and equal opportunities for all trainee teachers, irrespective of their teaching specialty.
Journal Article
Cooperative learning in physical education : a research-based approach
This work defines cooperative learning in physical education and examines how to implement cooperative learning in a variety of educational settings. It explores cooperative learning in physical education from three main perspectives.
Book
Effects of grazing and prescribed fire on resource selection and nest survival of upland sandpipers in an experimental landscape
CONTEXT: Conservation of grassland vertebrates requires a mechanistic understanding of the effects of landscape heterogeneity on habitat selection and demographic performance. OBJECTIVES: Our goal was to investigate the effects of rangeland management on resource selection and nest survival of upland sandpipers (Bartramia longicauda). METHODS: We conducted our project at Konza Prairie, a Long-Term Ecological Research site. The station has 60 experimental units with replicated grazing and fire treatments that create a heterogeneous landscape of different habitat patches. We radio-tracked sandpipers for two breeding seasons (2003–2004, n = 37 birds) and monitored sandpiper nests for eight seasons (2001–2008, n = 246 nests). We used resource utilization functions to examine resource selection with respect to five landscape features. RESULTS: Home ranges of sandpipers were large in contiguous prairie ([Formula: see text]) and explain area-sensitive occurrence in fragmented prairie. Upland sandpipers selected grazed and burned sites with short vegetation within their home range. In contrast, nest site selection was influenced by fire frequency and birds selected infrequently burned sites with greater vegetative structure. Settlement decisions affected fitness because nest survival was low in burned and grazed sites (0.068), but higher in unburned and ungrazed sites (0.201–0.247). CONCLUSIONS: Our results raise concerns for conservation because private rangelands managed for livestock production are often homogeneous landscapes with heavy grazing and frequent fires. Rotational grazing and fire could be used to restore heterogeneity to grasslands but the duration of rotation, patch size, and optimal configuration require further investigation.
Journal Article
Cooperative learning in physical education
Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content. It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first context of learning provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. The book includes bibliographical references and index. (Verlagsinformation).
eBook
Genetic Parentage and Local Population Structure in the Socially Monogamous Upland Sandpiper
For a single lineage of birds, the diversity of mating systems and parental care among shorebirds (Charadrii) is high, which has made them an important group for investigations of the evolution of social mating systems. From 2003 to 2007, we studied a population of the Upland Sandpiper (Bartramia longicauda) at Konza Prairie Biological Station in northeastern Kansas. Our objectives were to determine the genetic mating system of this socially monogamous shorebird and to determine whether spatial patterns of philopatry and nest placement might affect opportunities for extra-pair mating. We used six microsatellite markers to estimate rates of extra-pair paternity in 58 family groups (107 parents, 184 offspring). We found that 30% of broods contained extra-pair offspring, representing 15% of chicks, the highest rate of extra-pair paternity ever reported in a socially monogamous shorebird. High rates of extra-pair paternity were not due to the degree of relatedness between partners in mated pairs, and they did not result in greater diversity among broods with extra-pair young. We used a spatial genetic-autocorrelation analysis and found evidence for relatedness among females nesting <1 km apart. The Upland Sandpiper might have a high rate of extra-pair paternity because related females nest synchronously and in close proximity, but the probability of extra-pair young was not related to nest density or distance to nearest nest. Female-biased natal philopatry is unusual among birds but is consistent with the mate-defense mating system of the Upland Sandpiper.
Journal Article