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"Stroot, Sandra A"
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Brad's Story: Exploration of an Inclusive Adventure Education Experience
Adventure education programs impact the interpersonal and intrapersonal development of participants through experiences within the natural environment that provide emotional, physical, and social challenge (Ewert, 1989; Priest & Gass, 1997). The premise of such programs is that there is an increased level of self-awareness brought about by the positive change experienced through participation. The purpose of this ethnographic case study was to explore opportunities for interpersonal and intrapersonal experiences for a 13-year-old boy with high functioning autism (HFA) who participated in an inclusive adventure education program. Social Cognitive Theory (Bandura, 1986), particularly social self-efficacy, was used as a lens to guide the design and data analysis of the study. Two themes emerged from the data: a) letting down his guard, and b) Brad as helper. The findings suggest that participation in the 3-day trip provided positive interpersonal and intrapersonal experiences for Brad. [PUBLICATION ABSTRACT]
Journal Article
Socialisation and participation in sport
Socialisation into sport does not happen in isolation from the rest of society. 'Sport is a social representation of historical, social and cultural forces, and at the same time it affirms, legitimates and reproduces those very same conditions. In other words, sport reproduces social reality and transmits those aspects of culture that convey meanings about the social, political and the economic order of society; about gender, race, and class relations; about the body and physical activity' (Greendorfer and Bruce, 1991:137).
Book Chapter
Focus on Physical Education: Academic and Physical Excellence at Westgate Alternative School
Describes Ohio's Westgate Alternative School of Academic and Physical Excellence which focuses on physical education. Westgate's philosophy is based on educating the total child--physically, intellectually, and emotionally. Physical education, critical-thinking skills, health, self-concept, self-esteem, the writing process, and lifetime learning are integrated into the academic curriculum. (SM)
Journal Article
Mark your calendar!
Before the school year begins, first-year teachers can develop an overall course outline for at least the first grading period. Early winter is a great time for entry-year teachers to network with other teachers in their district.
Journal Article
Mark Your Calendar
Presents a seasonal checklist for first year science teachers that focuses on establishing policies and procedures, organization, and thoughtful lesson planning. (DDR)
Journal Article
Teachers Helping Teachers
In 1986, the Columbus (Ohio) Public Schools established the Peer Assistance and Review (PAR) program, cooperatively developed by teachers' union representatives and district administrators. The idea was to help interns (new teachers and those experiencing particular difficulties) become effective teachers. Interns do not perceive a conflict between the program's assistance and review components. Most credit their teaching success to PAR. (MLH)
Magazine Article
Benefits, Limitations, and Implications of Collaborative Research among Beginning Physical Education Teacher Educators
Describes how five beginning physical education teacher educators collaborated on a joint research project to systematically record their experiences as they entered their university careers. The paper outlines their data collection methods, describes phases of collaboration throughout the project, and examines benefits, limitations, and implications of collaborating with the faculty. (SM)
Journal Article