期刊
MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE
卷 22, 期 3, 页码 250-262出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/1091367X.2018.1429445
关键词
teaching personal and social responsibility model; national standards; teacher effectiveness; systematic observation
National content standards in PE address responsibility; however, learning outcomes and teacher effectiveness in this area remain poorly defined. This study employed the Social and Emotional Learning framework and a teaching personal and social responsibility (TPSR) model fidelity instrument to address this gap. Our purpose was to examine the utility of the Tool for Assessing Responsibility-based Education (TARE) in assessing teacher effectiveness promoting responsibility. We conducted a comparative case study of three PE teachers in an urban public high school. Data sources included observations, interviews, and artifacts. Findings indicate that the TARE is a feasible instrument to assess PE teachers' effectiveness in promoting responsibility. Data were sufficient to develop distinct teacher profiles. While the TARE is a TPSR fidelity instrument, it is also a valid and reliable observation instrument that can be applied in the context of practice. Implications for professional development and research are discussed.
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