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Class Discussion Why Study this Area? Purpose? Research Question(s)? Methods Used? Findings/Results? One Take-Away Idea
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Teacher Characteristics:Teacher Characteristics:Research on Effective Research on Effective
TeachingTeachingKNR 364KNR 364
Effective Teaching PracticesEffective Teaching Practices
Schempp, P., Manross, D., Tan, S. & M. Schempp, P., Manross, D., Tan, S. & M. Fincher (1998). Subject Expertise and Fincher (1998). Subject Expertise and Teachers’ Knowledge. Teachers’ Knowledge. Journal of Journal of Teaching Teaching in Physical Education, 17,in Physical Education, 17, 342-356. 342-356.
O’Sullivan, M. & Dyson, B. (1994). Rules, O’Sullivan, M. & Dyson, B. (1994). Rules, Routines, and Expectations of 11 High Routines, and Expectations of 11 High School Physical Education Teachers. School Physical Education Teachers. Journal Journal of Teaching in Physical Education, 13,of Teaching in Physical Education, 13, 361- 361-374.374.
Class DiscussionClass Discussion
Why Study this Area?
Purpose? Research Question(s)?
Methods Used?
Findings/Results?
One Take-Away Idea
Schempp, et al. 1998Schempp, et al. 1998
Purpose?Purpose? How does subject matter expertise influence How does subject matter expertise influence
PCK? PCK?
Schempp, et al. 1998Schempp, et al. 1998 MethodologyMethodology
Who: Who:
4 interviews 4 interviews
Schempp, et al. 1998 - FindingsSchempp, et al. 1998 - Findings Grade Level: Grade Level:
Subject matter expertise: Subject matter expertise:
Subject matter knowledge: Subject matter knowledge:
Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings Students’ Understanding:Students’ Understanding:
Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings
Curricular Materials and LevelsCurricular Materials and Levels
Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings
Instructional Strategies:Instructional Strategies:
Schempp, et al., 1998Schempp, et al., 1998 DiscussionDiscussion
Differences in how two groups address class Differences in how two groups address class issues: issues:
Merits of increasing a teacher’s subject matter Merits of increasing a teacher’s subject matter knowledge?knowledge?
O’Sullivan & Dyson, 1994O’Sullivan & Dyson, 1994Class DiscussionClass Discussion
Why Study this Area?
Purpose? Research Question(s)?
Methods Used?
Findings/Results?
One Take-Away Idea
O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994
Purpose?Purpose?
O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994
Methodology: Methodology: Who: Who: What:What:
O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings
Rules, Routines and Expectations - Dress:Rules, Routines and Expectations - Dress:
O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings
Rules, Routines and Expectations – Rules, Routines and Expectations – Cont’d.Cont’d.
O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings
Nature and Frequency of Disciplinary Nature and Frequency of Disciplinary Actions:Actions:
O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings
Teachers’ Perceptions of Discipline:Teachers’ Perceptions of Discipline:
Dealing with Misbehavior:Dealing with Misbehavior:
O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings
Discipline and Running a Class:Discipline and Running a Class:
O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994
Discussion:Discussion: Focus of class managerial or instructional?Focus of class managerial or instructional?
Lack of student responsibilitiesLack of student responsibilities
What IS effective teaching?What IS effective teaching? Does it mean the students are orderly and listen? That they learn something measurable? Is student learning the best way to define effective
teaching? Can you have effective teaching without student
learning? What do effective teachers DO? What are your takeaway ideas from each article?