Physical Education Teachers' Views about the Impact of Educational Reform on the Quality of Their Instruction. (Pedagogy)

By Weinberg, William; Lund, Jacalyn L. | Research Quarterly for Exercise and Sport, March 2003 | Go to article overview

Physical Education Teachers' Views about the Impact of Educational Reform on the Quality of Their Instruction. (Pedagogy)


Weinberg, William, Lund, Jacalyn L., Research Quarterly for Exercise and Sport


In 1990 the state of Kentucky enacted the Kentucky Education Reform Act (KERA). At that time this initiative was considered "the most sweeping education package ever conceived by a state government" (New York Times). Now, more than a decade later, virtually all of its initiatives remain intact. Among KERA's most relevant reform initiatives for physical education instruction are high stakes school accountability (reward and sanctions) that is partially based on authentic assessments, including portfolios, curricula that emphasize content integration, precisely defined benchmarks in each content area, school-based decision making (SBDM) and ungraded primary schools. Although most elements of KERA have been systematically evaluated (cf. Pankratz & Petrosko, 2000), there have been no studies that have examined how reform initiatives have impacted physical education instruction. Therefore, the purpose of the study was to ascertain how systemic educational reform has affected the instructional practices of experien ced physical education teachers. Hopefully, the results of this study may be used to gauge the impact of educational reform on physical education instruction in school districts where reform is just now occurring. Participants were elementary (n=167), middle (n=80) and high school (n=107) physical education teachers who responded to a comprehensive survey about their instructional practices. …

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