Sustaining comprehensive physical activity practice in elementary school: A case study applying mixed methods

Teachers and Teaching: Theory and Practice

Volumn 16, Issue 1, 2010, Pages 73-95

  Tjomsland, Hege Eikland ^a  

^a UNIVERSITY OF BERGEN   (Norway)

Author keywords

Case study; School physical activity promotion; Sustainability

Indexed keywords

EID: 77953115733     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600903475678     Document Type: Article

References (50)

1. Barnekow Rasmussen, V., & Rivett, D. (2000). The European Network of Health Promoting Schools - An alliance of health, education and democracy. Health Education, 100(2), 61-67
2. Barroso, C.S., McCullum-Gomez, C., Hoelscher, D.M., Kelder, S.H., & Murray, N.G. (2005). Self-reported barriers to quality physcial education by physcial education specialists in Texas. Journal of School Health, 75(8), 313-318
3. Bauer, K.W., & Yang, Y.W. (2004). How can we stay healthy when you're throwing all of this in front of us? Findings from focus groups and interviews in middle schools on environmental influences on nutrition and physical activity. Health Education & Behavior, 31(1), 34-46
4. Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1(1), 8-22
5. Capel, S. (2005). Teachers, teaching and pedagogy in physical education. In K. Green & K. Hardman (Eds.), Physical Education (Vol. 1, pp. 111-127). London: Sage
6. Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43-56
7. Chen, W.Y. (2006). Teachers' knowledge about and views of the national standards for physical education. Journal of Teaching in Physical Education, 25(1), 120-142
8. Creswell, J.W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). London: Sage
9. Daft, R.L. (2005). The leadership experience. Canada: Thomson South-Western
10. Dahl, T., Klewe, L., & Skov, P. (2004). En skole i bevegelse [A school that learns]. Copenhagen: Danmarks Pedagogiske Universitets Forlag
11. Datnow, A. (2005). The sustainability of comprehensive school reform models in changing district and state contexts. Educational Administration Quarterly, 41(1), 121-153
12. Deschesnes, M., Martin, C., & Hill, A.J. (2003). Comprehensive approaches to school health promotion: how to achieve broader implementation? Health Promotion International, 18(4), 387-396
13. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433-479
14. Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W.B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256
15. Dwyer, J., Allison, K., Barrera, M., Hansen, B., Goldenberg, E., & Boutilier, M. (2003). Teachers' perspectives on barriers to implementing physical activity curriculum guidelines for school children in Toronto. Canadian Journal of Public Health, 94(6), 448-452
16. Fischer, C.T. (2006). Qualitative research methods for psychologists: Introduction through empirical studies. Amsterdam: Elsevier Academic Press
17. Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York/London: Teacher College Press
18. Gomm, R., Hammersley, M., & Foster, P. (2004). Case study and generalization. In R. Gomm, M. Hammersley, & P. Foster (Eds.), The case study method (3rd ed., pp. 98-116). London: Sage
19. Green, L.W., & Kreuter, M.W. (2005). Health program planning: An educational and ecological approach (4th ed.). New York: McGraw Hill
20. Grieg Viig, N., & Wold, B. (2005). Facilitating teachers' participation in school-based health promotion - A qualitative study. Scandinavian Journal of Educational Research, 49(1), 83-109
21. Hardman, K., & Marshall, J. (2005). Physical education in schools in European context: Charter principles, promises and implementation realities. In K. Green & K. Hardman (Eds.), Physical education essential issues (Vol. 1, pp. 39-64). London: Sage
22. Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41
23. Harris, J. (2005). Health-related exercise and physical education. In K. Green & K. Hardman (Eds.), Physical Education Essential Issues (Vol. 1, pp. 78-97). London: Sage
24. Johnson, O.B. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26
25. Kallestad, J., Olweus, D., & Alsaker, F. (1998). School climate reports from norwegian teachers: A methodological and substantive study. School Effectiveness and School Improvement, 9(1), 70-94
26. Kelder, S., Mitchell, P., & McKenzie, T. (2003). Long-term implementation of the catch physical education program. Health Education & Behavior, 30(4), 463-475
27. Kirk, D. (2006). The 'obesity crisis' and school physical education. Sport, Education and Society, 11(2), 121-133
28. Krueger, R., & Casey, M. (2000). Focus Groups (3rd ed.). London: Sage
29. Kulinna, P.H., & Silverman, S. (2000). Teachers' attitudes towards teaching PA and fitness. Research Quarterly for Exercise and Sport, 71(1), 80-85
30. Larsen, T., & Samdal, O. (2008). Implementing second step: Implementation and sustainability. Scandinavian Journal of Educational Research, 52(2), 187-204
31. Lincoln, Y., & Guba, E. (2004). The only generalization is: There is no generalization. In R. Gomm, M. Hammersley, & P. Foster (Eds.), The case study method (3rd ed., pp. 27-44). London: Sage
32. Madriz, E. (2000). Focus groups in feminist research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 835-850). Thousand Oaks, CA: Sage
33. Miles, M., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage
34. Ministry of Education and Research. (2004). Culture for learning (Report no. 30). Retrieved October 15, 2008, from http://www.regjeringen.no/en/dep/kd/ Documents/Brochures-andhandbooks/2004/Report-no-30-to-the-Storting-2003-2004. html?id=419442
35. Ministry of Education and Research. (2006). Knowledge promotion. Retrieved October 15, 2008, from http://www.regjeringen.no/en/dep/kd/Selected- topics/andre/Knowledge-Promotion.html?id=1411
36. Moffet, C.A. (2000). Sustaining change: The answers are blowing in the wind. Educational Leadership, 57(7), 35-38
37. Rogers, E.M. (1995). Diffusion of innovations (4th ed., Vol. 1). New York: The Free Press
38. Samdal, O., Leversen, I., Haug, E., & Hansen, F. (2005). PA and healthy meals in schools in Norway. Network News, The ENHPS (9th issue, p. 21)
39. Schmidt, M., & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949-965
40. Schofield, J.W. (2004). Increasing the generalizability of qualitative research. In R. Gomm, M. Hammersley, & P. Foster (Eds.), The case study method (Vol. 1, pp. 69-97). London: Sage
41. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books
42. Sosulski, M.R., & Lawrence, C. (2008). Mixing methods for full-strength results: Two welfare studies. Journal of Mixed Methods Research, 2(2), 121-148
43. Stake, R. (2000). Case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage
44. Stake, R. (2004). The case study method in social inquiry. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case Study Method (3rd ed., pp. 19-26). London: Sage
45. Stone, E.J., McKenzie, T.L., Welk, G.J., & Booth, M.L. (1998). Effects of physical activity interventions in youth: Review and synthesis. American Journal of Preventive Medicine, 15(4), 298-315
46. Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100
47. Tjomsland, H., Iversen, A.C., & Wold, B. (2009). The Norwegian network of health promoting schools: A three-year follow-up study of teacher motivation, participation and perceived outcomes. Scandinavian Journal of Educational Research, 53(1), 89-102
48. Trudeau, F.S., & Roy J. (2005). Contribution of school programmes to physical activity levels and attitudes in children and adults. Sports Medicine, 35(2), 89-105
49. Yin, R.K. (1989). Case study research: Design and methods. In Applied Social Research Methods Series, Volume 5. Thousand Oaks, CA: Sage
50. Yonezawa, S., & Stringfield, S. (2000). Special strategies for educating disadvantaged students follow-up study: Examining the sustainability of research based school reforms. Baltimore: John Hopkins University CRESPAR