Author: Mohammad Shokri ZamzamiPublisher:
ISBN:
Category : Physical education for people with disabilities
Languages : en
Pages : 150
Book Description
Attitudes of Preservice Physical Education Teachers Toward Teaching Movement Skills to Students with Disabilities in Inclusive Classrooms in Saudi Arabia
Author: Mohammad Shokri ZamzamiPublisher:
ISBN:
Category : Physical education for people with disabilities
Languages : en
Pages : 150
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
Book Description
Attitudes of Currently Practicing and Preservice Physical Education Teachers Toward Students with Disabilities
Author: James D. BrattonPublisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 168
Book Description
Comparison of the Attitudes Between Undergraduate Physical Education Students in Saudi Arabia and the United States Toward Teaching Students with Disabilities
Author: Tariq A.. AlsalhePublisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 420
Book Description
Attitudes of Pre-service Physical Educators at a Faith-based University Toward Individuals with Disabilities
Author: James E. SchoffstallPublisher:
ISBN:
Category : People with disabilities
Languages : en
Pages : 112
Book Description
The purpose of this study was to examine the effects of an undergraduate adapted physical education course on the attitudes of pre-service physical educators toward individuals with disabilities. The participants for this study were 108 students enrolled in undergraduate adapted physical education courses at a faith-based university. The Physical Educators Attitude toward Teaching Individuals with Disabilities, third edition pre- and post-intervention was utilized to assess any changes in the participants' attitudes toward individuals with disabilities. Statistically significant differences were found between the participants' pre- and post-intervention attitudinal scores on all measured areas (i.e. emotional disturbance, learning disabled, mild intellectual disability, severe intellectual disability, and total). There were no statistically significant differences in attitudinal scores based on the gender of the respondents. There were no statistically significant differences in the attitudinal scores based on the respondents either enrolling in both the lecture course and the laboratory, or alone enrolling in the lecture course.
Attitudes of Physical Education Teachers Toward Inclusion of Students with Disabilities
Author: Carol D. FeldmannPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 158
Book Description
The Effect of Additional Special Physical Education and Mainstreaming Knowledge and Skills on Preservice Elementary Educators' Attitudes Toward Physical Education with Handicapped and Nonhandicapped Children
Author: Gerald R. HarmonPublisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 212
Book Description
The main purpose of this study was to examine the influence of additional content from areas of mainstreaming and adapted physical education on preservice elementary educators attitudes toward teaching nonhandicapped and handicapped children in elementary physical education. To achieve this goal (a) an instrument was constructed to assess the attitudes of preservice elementary educators toward teaching physical education to handicapped and nonhandicapped children, and (b) an experiment was devised to influence the attitudes of the treatment groups. The Elementary Major's Attitude Toward Handicapped Scale (EMATH) was validated utilizing a jury panel and the method of equal-appearing intervals (Edwards, 1957). Twenty items were matched for cell placement to provide a .74 split-half reliability coefficient adjusted by the Spearman-Brown Prophecy Formula (Gay, 1981). Sixty-four randomly selected elementary majors involved in student teaching, participated in the treatments. The main effects of school, group, and treatment were statistically analyzed using a three way analysis of covariance in a pretest-posttest design. As a result of the empirical findings of this study, the following conclusions were stated regarding development of positive attitudes in preservice elementary educators toward teaching physical education with handicapped and nonhandicapped children. 1. The application of cooperative learning rationale and models across curriculum lines help preservice elementary educators hold more favorable attitudes toward teaching physical education to handicapped and nonhandicapped children. 2. Provisions for preservice elementary educators to experience limited-direct contact with handicapped children was most advantageous for the acquisition of positive attitudes toward teaching physical education to handicapped and nonhandicapped children.
Preserive Physical Education Attitudes Towards Teaching an Inclusionary Class
Author: Rachel L. BallPublisher:
ISBN:
Category :
Languages : en
Pages : 99
Book Description
ABSTRACT: An explanatory mixed methods design was used to investigate pre-service physical education attitudes towards teaching students with disabilities. The purpose of the quantitative portion of the study was to examine whether there was a difference in self-efficacy of pre-service teachers enrolled in an adapted physical education (APE) course with embedded fieldwork, teaching students with disabilities (Group 1; N = 19) versus pre-service teachers enrolled in a prerequisite course with fieldwork that does not include working with students with disabilities (Group 2; N = 25). Data was collected using the 33-question, Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education (SE-PETE-D), Version 3.3 survey. Three separate two-way ANOVAs, one for each type of disability (ID, PD, VD), were conducted, where timing (pre, post) is a within-subjects factor and course (Group 1: APE course, Group 2: prerequisite course) was a between subjects factor. There was a significant main effect of timing between the pre and post survey for both groups, on all sections of the test. The results exhibited no significant interaction or main effect of the between-subjects factor (group) on increasing self efficacy. The researcher then conducted one-on-one semi structured interviews with purposeful selection of participants. The purpose of this qualitative portion was to investigate the following research question: what are pre-service physical education teacher’s self-efficacy towards teaching in an inclusion class? With the use of the data collected through a survey and interviews, this present study will provide professors with a better understanding of the readiness of pre-service teachers to teach in an inclusion class. Participants included three pre-service teachers, who were all currently enrolled in an APE course (Group 1). Open, axial, and selective coding was used to analyze data. Key themes included self concept, room for growth, and resources. Trustworthiness of the themes was established through the use of peer debriefing and member checking. The results acquired through the quantitative portion of the study provided future implications for increasing pre-service teachers self-efficacy when they enter into fieldwork. The results for the qualitative interviews conducted led to future implications for providing pre-service teachers the proper content and experience needed to gain self-efficacy in working with students with disabilities.
Inclusion in Physical Education
Author: Pattie RousePublisher:
ISBN: 9780736087506
Category :
Languages : en
Pages : 150
Book Description
Relationship Between Pre-service Physical Education Teachers' Value Orientation in Curriculum Decisions and Attitudes Towards Teaching Students with Disabilities
Author: Wing Yin TaiPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 188
Book Description