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dc.contributor.advisorKozub, Francis
dc.contributor.advisorPetersen, Susan C.
dc.contributor.authorFequiere, Joanessa
dc.date.accessioned2021-09-07T20:37:32Z
dc.date.available2021-09-07T20:37:32Z
dc.date.issued5/13/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3994
dc.description.abstractThe purpose of this synthesis was to identify the various factors to consider in preparing adapted physical education teachers to teach in urban settings. The literature examined twelve articles that were chosen to be included in the critical mass. The following five research questions were answered: (a) what are the contextual factors and challenges that influence teaching in an urban setting? , (b) what are the unique concerns and challenges of adapted physical education teachers? (c) What are the teachers’ perspective regarding the challenges of teaching physical education in urban settings?, (d) what are the teachers’ attitudes and perspective on teaching children with disabilities in physical education?, and (e) what are the best practices for preparing adapted physical education teachers for urban settings?. Results indicated that the biggest contextual factors and challenges that influenced teaching in urban settings were inadequate gym space, limited parental involvement, insufficient funding and lack of resources. The unique concerns of adapted physical education teachers consisted of large caseloads, lack of support from paraeducators and administration and a lack of equipment. Teachers believed that the biggest challenge for them was the lack of administrator support, inadequate equipment and insufficient cultural knowledge relevant to the students. In addition, teachers believed that teaching students with disabilities was a challenge due to the lack of support from administration, insufficient coursework received from their PETE program, insufficient opportunities to take part in professional development and the abundance of paperwork. Overall, the best practices indicated are for APE teachers to become proficient in student backgrounds, increase support from administrators and staff members, require less paperwork and more opportunities for professional development.
dc.language.isoen_US
dc.subjectPhysical Education
dc.subjectUrban Settings
dc.subjectAdapted Physical Education
dc.subjectNew Teachers
dc.subjectStudents With Disabilities
dc.subjectAPE
dc.subjectGPE
dc.titleFactors to Consider in Preparing Adapted Physical Education Teachers to Teach in Urban Settings
dc.typearticle
refterms.dateFOA2021-09-07T20:37:32Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects
dc.contributor.organizationThe College at Brockport


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