Advisor
Parker, Missy
Advisor
Smith, Mark A.
Committee Member
Patton, Kevin E.
Committee Member
Sinclair, Christina
Committee Member
Edwards, Carolyn
Department
Sport & Exercise Science
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-1-2010
Genre
Thesis
Extent
259 pages
Digital Origin
Born digital
Description
The purpose of this study was to examine the reflections of a physical education teacher after the first year of new curriculum implementation. Data were collected from formal and informal interviews based on field notes of prior classroom observations, documents, and artifacts. Data were analyzed using two distinct yet overlapping processes of analysis derived from a grounded theoretical perspective: open and axial coding (Corbin & Strauss, 2008). Analyses highlighted initiated changes on three factors: past experiences, changes to materials and practices, and the perspective of the teacher. The teacher's past experiences indicated that three aspects during the years leading up to implementation influenced the process: the ability to overcome barriers, lack of resources, and being a part of the curriculum development team. Next, the teacher's adoption of different teaching practices also changed with the implementation of the new curriculum. Two dimensions of change were planning and assessment. Finally, two aspects reflected the teacher's perception of the experience: support and student response. The findings of the current study determined that multiple forms of support were significant influences during the implementation process. Support was viewed as the "players involved" and "how they supported implementation". The individuals included in the process were student teachers, the professional learning community (PLC), significant others, and an instructional coach. Each played a different role but essentially supported her efforts on an instructional level. The final perception as important to implementation was how students responded to the "new" curriculum. Student response was classified as student behavior and learning transfer. The teacher's perception was that the older students just wanted to play large-sided games and therefore were a barrier to change. Alternatively, the teacher's perceptions were that the less-skilled students (younger) benefited from the instructional approach. This benefit was related to the transfer of cue from one activity to another. Overall, the study viewed the role of the teacher as the change agent throughout implementation. To understand change is to understand the teacher. Specifically, the study's results indicated that previous knowledge has an impact on implementation. The teacher changed her teaching approaches and practices on multiple levels. Finally, the teacher perceived support in one form or another as necessary for teacher change to occur (Dyson & O'Sullivan, 1998). This study reinforces the importance of understanding the teachers as they adopt new strategies, and change their teaching approach.
Notes
[Released from 1-year embargo]
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Madden_unco_0161D_10051.pdf
Rights Statement
Copyright is held by author.
