The tennis common content knowledge measure validation

2021 ◽  
pp. 1356336X2098262
Author(s):  
Emi Tsuda ◽  
Phillip Ward ◽  
Junyoung Kim ◽  
Yaohui He ◽  
Debra Sazama ◽  
...  
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Undergraduate Students ◽  
The United States ◽  
Instructional Effectiveness ◽  
Measure Validation ◽  
Essential Step ◽  
High Knowledge ◽  
Knowledge Levels ◽  
Common Content

The purpose of this study was to develop a valid and reliable common content knowledge (CCK) instrument for pre-service teachers who teach fundamental tennis in secondary schools. The instrument, called the tennis CCK test for pre-service teachers (CCK-Tennis), was administered to 117 undergraduate students who were enrolled in physical education (PE) teacher education programmes at three universities in the United States. Two tennis content experts developed the CCK-Tennis and five in-service teachers reviewed the test to establish content validity. A total of 10 pre-service teachers took the test for pilot testing. The data were analysed using Rasch statistics (Linacre, 2011; Rasch, 1980). The authors judged the unidimensionality of the CCK-Tennis using the unexplained variance in the first contrast (2.59) and the standardized residual contrast one plot (-0.4 to 0.4). These data provided evidence that the test is unidimensional and measures tennis CCK. The results of infit (0.8 to 1.2) and outfit (0.5 to 1.5) mean square residuals showed that the difficulty of the questions matches respondents’ knowledge levels. The item (5.32, Cronbach’s α = 0.97) and person (1.71, Cronbach’s α = 0.72) separation index and the Wright map showed that there are low to high knowledge levels of the respondents who took the test. The results illustrate that the CCK-Tennis is a robust, valid, and reliable tool that people can use in teacher education. Having valid and reliable measures for CCK is an essential step to improve teachers’ instructional effectiveness from the area of content knowledge.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

scholarly journals Exploring InTASC Standards and Principals from the Perspectives of Soka (Value-Creating) Education

2018 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Nai-Cheng Kuo ◽  
Loretta Aniezue
Keyword(s):  
United States ◽  
Teacher Education ◽  
Content Knowledge ◽  
Educational Philosophy ◽  
The United States ◽  
Education Standards ◽  
Learning Content ◽  
International Attention ◽  
Tsunesaburo Makiguchi ◽  
The U.S

Value-creating education, developed by Tsunesaburo Makiguchi (1871-1944), Josei Toda (1900-1958), and Daisaku Ikeda (1928-present), is a relatively new educational philosophy based on compassion and love for humanity. Originating in Japan, this philosophy has gradually gained international attention through scholarly research, particularly in the United States (Sherman, 2016). In this paper, we discuss how value-creating education can maximize the use of the U.S. national teacher education standards, InTASC, across four categories: the learner and learning, content knowledge, instructional practice, and professional responsibility. By using value-creating education, we hope to cultivate teachers whose role is not merely to deliver knowledge but to nurture the next generation who will uphold the dignity of each individual’s life.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

scholarly journals Online supplementary mathematics tuition in a first-year childhood teacher education programme

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Kathleen Fonseca ◽  
Nadine Petersen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
South African ◽  
Content Knowledge ◽  
Primary Schools ◽  
Intermediate Phase ◽  
First Year ◽  
Intervention Programme ◽  
Common Content

This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

The Status of Undergraduate String Teacher Education in American Colleges and Universities

1995 ◽  
Vol 43 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Camille M. Smith
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Undergraduate Students ◽  
The United States ◽  
Colleges And Universities ◽  
Education Majors ◽  
String Education ◽  
The North ◽  
Music Education Majors ◽  
String Teacher

This study is an examination of undergraduate string teacher education in American colleges and universities. A random sample of 180 NASM-accredited teacher training institutions was selected from the six MENC divisions, each of which represents a large geographical region of the United States. Specific research questions posed were (a) What types of string education courses are required for undergraduate music education majors? (b) What content is included in these courses? (c) How does string teacher education vary in different regions of the country? and (d) How well are undergraduate students being prepared to function as future public school string teachers? Statistically significant findings were obtained for the different regions of the country, with institutions in the North Central Division requiring the greatest number of separate string techniques and string methods courses for all music education majors. Institutions in this region also require the most contact hours per week per course, have the largest number of string education specialists teaching the courses, and taken as a group, do a significantly better job of preparing students to meet specific string teacher competencies than do institutions in other regions of the country.

Life Science Literacy of an Undergraduate Population

2014 ◽  
Vol 76 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Stephanie R. Medina ◽  
Evan Ortlieb ◽  
Sandra Metoyer
Keyword(s):  
Content Knowledge ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Science Learning ◽  
Life Science ◽  
The United States ◽  
Informal Science ◽  
Science Content ◽  
Informal Science Learning ◽  
Significant Difference

Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors influencing levels of scientific literacy, and make recommendations for improving scientific literacy. Participants (n = 255) answered a one-time, 18-item life science questionnaire. A significant difference in content knowledge was found between participants who engaged in informal science learning weekly and participants who did not engage in informal science learning (i.e., learning outside the classroom).

Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research

2017 ◽  
Vol 41 (1) ◽  
pp. 453-476 ◽  
Author(s):  
Ayanna F. Brown ◽  
David Bloome ◽  
Jerome E. Morris ◽  
Stephanie Power-Carter ◽  
Arlette I. Willis
Keyword(s):  
United States ◽  
Teacher Education ◽  
African Americans ◽  
Content Knowledge ◽  
The United States ◽  
Political Discussion ◽  
Educational Inequalities ◽  
Classroom Conversations ◽  
Academic Content ◽  
The U.S

This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students’ and educators’ understandings of a racialized society, their construction of and reflection on relationships among students, as well as to their learning of academic content knowledge. The review considers research across grades P–12, as well as conversations in teacher education, with a specific focus on the U.S. context. Limiting the review to the U.S. context is done not to obfuscate conceptions of race and inequalities globally, but to elucidate how race becomes manifested in unique ways in the United States—often positioning African Americans and Blackness as the “fundamental other.” The review offers a social, historical, and political discussion that contextualizes how classroom conversations, and their omission, are not conversations only relegated to the classroom, but are part of a larger dialogue within the broader society.

scholarly journals Professional Knowledge and Organizational Commitment of Faculty Members Handling Science Subjects in the University of Eastern Philippines

2021 ◽  
pp. 17-25
Author(s):  
Rita D. Gordo
Keyword(s):  
Teacher Education ◽  
Organizational Commitment ◽  
Content Knowledge ◽  
Science Teacher Education ◽  
Faculty Members ◽  
Curriculum Structure ◽  
High Knowledge ◽  
General Pedagogy ◽  
The University ◽  
Very High

This study aimed to determine the professional knowledge of faculty members in terms of knowledge of science content, knowledge of general pedagogy, pedagogical content knowledge, and knowledge of the curriculum structure and materials and find out the degree of organizational commitment along with affective, continuance, and normative organizational commitment. A complete enumeration of faculty members handling science teacher education courses in the College of Education and College of Science. Descriptive-observational and survey were employed. The questionnaires were adapted from the framework for Philippine Science Teacher Education published by the Department of Science and Technology (DOST) and University of the Philippines-National Institute for Science and Mathematics Education Development (UP-NISMED) and the organizational commitment along with affective, continuance, and normative commitment constructed and tested. It was found out that faculty members have very high professional; specifically, very high knowledge content, very high knowledge of general pedagogy, and very high knowledge of the curriculum structure and materials. It was also found out that faculty members are very highly committed to the University. Specifically, faculty members are very highly committed to affective, continuance, and normative organizational commitment.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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