The ecology of the gym: Reconceptualized and extended

Quest

Volumn 60, Issue 2, 2008, Pages 268-289

  McCaughtry, Nate ^a   Tischler, Amy ^a   Flory, Sara B ^a  

^a WAYNE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44449179430     PISSN: 00336297     EISSN: 15432750     Source Type: Journal    
DOI: 10.1080/00336297.2008.10483581     Document Type: Article

References (68)

1. Allen, J.D. (1986). Classroom management: Students’ perspective, goals and strategies. American Educational Research Journal, 23, 437-459.
2. Azzarito, L., & Solmon, M.A. (2005). A reconceptualization of physical education: The intersection of race, gender, and social class. Sport Education and Society, 10, 25-47.
3. Azzarito, L., Solmon, M.A., & Harrison, L. (2006). “If I had a choice I would….”: A feminist poststructuralist perspective on girls in physical education. Research Quarterly for Exercise and Sport, 77, 222-239.
4. Banks, J.A. (2002). An introduction to multicultural education. Boston: Allyn and Bacon.
5. Bennett, C.I. (1995). Comprehensive multicultural education: Theory and practice. Boston: Allyn and Bacon.
6. Carlson, T.B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching in Physical Education, 14, 467-477.
7. Carlson, T.B., & Hastie, P.A. (1997). The student-social system within sport education. Journal of Teaching in Physical Education, 16, 176-195.
8. Chen, A. (1996). Student interest in activities in a secondary physical education curriculum: An analysis of student subjectivity. Research Quarterly for Exercise and Sport, 67, 424-432.
9. Condon, R., & Collier, C.S. (2002). Student choice makes a difference in physical education. Journal of Physical Education, Recreation & Dance, 73, 26-30.
10. Cothran, D.J., & Ennis, C.D. (1997). Students’ and teachers’ perceptions of conflict and power. Teaching and Teacher Education, 13, 541-553.
11. Cothran, D., Kulinna, P.H., & Garrahy, D.A. (2003). “This is kind of giving a secret away., Students’ perspectives on effective class management. Teaching and Teacher Education, 19, 435-444.
12. Doyle, W. (1980). Classroom management. West Lafayette, IN: Kappa Delta Pi.
13. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
14. Doyle, W. (1984). How order is achieved in classrooms: An interim report. Journal of Curriculum Studies, 16, 259-277.
15. Doyle, W. (1986). Classroom organization and management. In M.C. Wittrock (Ed.). Handbook of research on teaching (pp. 392-431). New York: Macmillan.
16. Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14, 129-149.
17. Drummond, M.J.N. (2003). The meaning of boys’ bodies in physical education. Journal of Men’s Studies, 11, 131-143.
18. Dyson, G.P (1995). Students’ voices in two alternative elementary physical education programs. Journal of Teaching in Physical Education, 14, 394-407.
19. Emmers, A.P. (1981). After the lesson plan: Realities of high school teaching. New York: Teachers College Press.
20. Ennis, C.D. (1995). Teachers’ responses to non-compliant students: The realities and consequences of a negotiated curriculum. Teaching and Teacher Education, 11, 445-460.
21. Ennis, C.D. (2000). Canaries in the coal mine: Responding to disengaged students using theme-based curricula. Quest, 52, 119-130.
22. Ennis, C.D., Solmon, M.A., Satina, B., Loftus, S., Mensch, J., & McCauley, M.T. (1999). Creating a sense of family in urban schools using the sport for peace curriculum. Research Quarterly for Exercise and Sport, 70, 273-285.
23. Exemplary Physical Education Curriculum. (2001). EPEC user's manual, grades K-5. Okemos, MI: Michigan Fitness Foundation.
24. Fink, J., & Siedentop, D. (1989). The development of rules, routines and expectations at the start of the school year. Journal of Teaching in Physical Education, 8, 198-212.
25. Garrahy, D., Cothran, D., & Hodges-Kulinna, P. (2005). Voices from the trenches: An exploration of teachers’ management knowledge. The Journal of Educational Research 99, 56-63.
26. Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.
27. Griffin, P.S. (1984). Girls’ participation patterns in a middle-school team sports unit. Journal of Teaching in Physical Education, 4, 30-38.
28. Griffin, P.S. (1985). Boys’ participation styles in a middle school physical education team sports unit. Journal of Teaching in Physical Education, 4, 100-110.
29. Hastie, P.A., & Buchanan, A.M. (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71, 25-35.
30. Hastie, P. A. & Pickwell, A. (1996). A description of a student social system in a secondary school dance class. Journal of Teaching in Physical Education, 15, 171-187.
31. Hastie, PA., & Siedentop, D. (1999). An ecological perspective on physical education. European Physical Education Review, 5, 9-29.
32. Hastie, P.A., & Siedentop, D. (2006). The classroom ecology paradigm. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 214-225). Thousand Oaks, CA: Sage.
33. Hellison, D. (2003). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
34. Hopple, C. & Graham, G. (1995). What children think, feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14, 408-417.
35. Kulinna, PH., Cothran, D.J., & Regualos, R. (2006). Teachers’ reports of student misbehavior in physical education. Research Quarterly for Exercise and Sport, 77, 32-40.
36. McCaughtry, N. (2004a). Learning to read gender relations in schooling: Implications of personal history and teaching context on identifying disempowerment for girls. Research Quarterly for Exercise and Sport, 75, 400-412.
37. McCaughtry, N. (2004b). The emotional dimensions of a teacher’s pedagogical content knowledge: Influences on content, curriculum and pedagogy. Journal of Teaching in Physical Education, 23, 30-47.
38. McCaughtry, N. (2005). Elaborating pedagogical content knowledge: What it means to know students and think about teaching. Teachers and Teaching: Theory and Practice, 11, 379-395.
39. McCaughtry, N. (2006). Working politically amongst professional knowledge landscapes to implement gender-sensitive physical education reform. Physical Education and Sport Pedagogy, 11, 159-179.
40. McCaughtry, N., Barnard, S., Martin, J.J., Shen, B., & Hodges-Kulinna, P. (2006). Teachers’ perspectives on the challenges of teaching physical education in urban schools: The student emotional filter. Research Quarterly for Exercise and Sport, 77, 486-497.
41. McCaughtry, N., Martin, J., Kulinna, PH., & Cothran, D. (2006a). The emotional dimensions of urban teacher change. Journal of Teaching in Physical Education, 25, 99-119.
42. McCaughtry, N., Martin, J., Kulinna, PH., & Cothran, D. (2006b). What makes teacher professional development work? The influence of instructional resources on change in physical education. Journal of In-Service Education, 32, 221-235.
43. McCaughtry, N., & Rovegno, I. (2003). Development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22, 355-368.
44. McCaughtry, N., Sofo, S., Rovegno, I., & Curtner-Smith, M. (2004). Learning to teach sport education: Misunderstandings, pedagogical difficulties, and resistance. European Physical Education Review, 10, 135-155.
45. Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education. White Plains: Longman.
46. Noddings, N. (1984). A feminine approach to ethics and moral education. Berkeley: University of California Press.
47. O'Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340-369.
48. Olafson, L. (2002). “I hate phys. ed.”: Adolescent girls talk about physical education. Physical Educator, 59, 67-74.
49. Oliver, K.L., & Lalik, R. (2004). “The beauty walk, this ain’t my topic”: Learning about critical inquiry with adolescent girls. Journal of Curriculum Studies, 36, 555-586.
50. Panicucci, J., Hunt, L.F., Kohut, A., Rheingold, A., & Stratton, N. (2002). Adventure curriculum for physical education: Middle school. Beverly, MA: Project Adventure, Inc.
51. Placek, J. (1983). Conceptions of success in teaching: Busy, happy and good? In T. Tem-plin & J. Olson (Eds.), Teaching in physical education (pp. 46-56). Champaign. IL: Human Kinetics.
52. Portman, PA. (1995). Who is having fun in physical education classes? Experiences of sixth grade students in elementary and middle schools. Journal of Teaching in Physical Education, 14, 445-453.
53. Rink, J. (1993). Teacher education a focus on action. Quest, 45, 308-320.
54. Robinson, D.W. (1990). An attributional analysis of student demoralization in physical education settings. Quest, 42, 27-39.
55. Rovegno, I. (1994). Teaching within a curricular zone of safety: School culture and the situated nature of student teachers’ pedagogical content knowledge. Research Quarterly for Exercise and Sport, 65, 269-279.
56. Rovegno, I. (1995). Theoretical perspectives on knowledge and learning and a student teacher’s pedagogical content knowledge of dividing and sequencing subject matter. Journal of Teaching in Physical Education, 14, 284-304.
57. Rovegno, I. (1998). The development of in-service teachers' knowledge of a constructivist approach to physical education: Teaching beyond activities. Research Quarterly for Exercise and Sport, 69, 147-162.
58. Shen, B., McCaughtry, N., Martin, J.J., & Dillon, S. (2006). Does “sneaky fox” facilitate learning? Examining the effects of seductive details in physical education. Research Quarterly for Exercise and Sport, 77, 498-506.
59. Siedentop, D. (1988). An ecological model for understanding teaching/learning in physical education. In New horizons of human movement: Proceedings of the 1988 Seoul Olympic Scientific Congress (pp. 111-124). Seoul, Korea: Seoul Olympic Scientific Congress Organizing Committee.
60. Siedentop, D., Doutis, P., Tsangaridou, N., Ward, P., & Rauschenback, J. (1994). Don’t sweat gym! An analysis of curriculum and instruction. Journal of Teaching in Physical Education, 13, 375-394.
61. Siedentop, D., Hastie, P. A., & van der Mars, H. (2004). Sport education. Champaign, IL: Human Kinetics.
62. Solmon, M.A. (1996). Impact of motivational climate on students’ behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 88, 731-738.
63. Solmon, M.A., & Boone, J. (1993). The impact of student goal orientation in physical education classes. Research Quarterly for Exercise and Sport, 64, 418-424.
64. Stinson, S. (1993). Meaning and value: Reflections on what students say about school. Journal of Curriculum and Supervision, 8, 216-238.
65. Tinning, R., & Fitzclarence, L. (1992). Postmodern youth culture and the crisis in Australian secondary school physical education. Quest, 44, 287-303.
66. Tousignant, M., & Siedentop, D. (1983). A qualitative analysis of task structures in required secondary physical education classes. Journal of Teaching in Physical Education, 2, 45-57.
67. Vygotsky, L.S. (1978). Mind in society’: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
68. Webb, L.A., McCaughtry, N., & Macdonald, D. (2004). Surveillance as a technique of power in physical education. Sport Education and Society, 9, 207-222.