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    The Relationship Between Instructional Alignment and the Ecology of Physical Education

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    Author
    James, Alisa
    Griffin, Linda L.
    Dodds, Patt
    Keyword
    Program Of Action
    Instructional Alignment
    Ecology
    Journal title
    Journal of Teaching in Physical Education
    Date Published
    2008-01-01
    Publication Volume
    27
    Publication Issue
    3
    
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    URI
    http://hdl.handle.net/20.500.12648/2499
    Abstract
    The purpose of the study was to examine the ecologies of two teachers and the extent that each teacher's agenda aligned with instructional activities and assessments for each unit of instruction. Data were collected in four ways: (1) videotaped record of each lesson, (2) live observation field notes and expanded field notes from the videotape, (3) formal and informal interviews, and (4) document data. Field note data were analyzed inductively and excerpted into meaningful units that demonstrated aspects of the classroom ecology and instructional alignment. Interview data were analyzed qualitatively through constant comparison. Results indicated that the teachers had differing agendas for the units of instruction. The differences in their agendas resulted in different classroom ecologies and a weakened program of action. The teachers shifted their espoused agendas (focus on student learning) to an enacted agenda that focused on safety and completing tasks. As a result of this shift, the focus of each teacher's agenda was not assessed in the manner that they had espoused. Consequently, there was no instructional alignment between the teachers' espoused agenda, lesson tasks, and assessments.
    Citation
    James, A. R., Griffin, L.L., & Dodds, P. (2008). The Relationship Between Instructional Alignment and the Ecology of Physical Education. The Journal of Teaching in Physical Education, 27(3), 308-326.
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    Brockport Kinesiology, Sport Studies and Physical Education Faculty Publications

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