Literaturnachweis - Detailanzeige
Autor/inn/en | Rukavina, Paul; Doolittle, Sarah; Li, Weidong; Beale-Tawfeeq, Angela; Manson, Mara |
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Titel | Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students |
Quelle | In: Journal of School Health, 89 (2019) 6, S.476-484 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rukavina, Paul) ORCID (Li, Weidong) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4391 |
DOI | 10.1111/josh.12760 |
Schlagwörter | Middle School Teachers; Physical Education Teachers; Teacher Attitudes; Obesity; Inclusion; Middle School Students; Educational Environment; Social Environment; Social Influences Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Physical education; Physical training; Sportlehrer; Lehrerverhalten; Adipositas; Inklusion; Student; Students; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Sozialer Einfluss |
Abstract | Background: Establishing and maintaining a positive, inclusive social climate in school is essential, especially given the many potential social pressures that make school a toxic environment for vulnerable students. We explored middle school physical education (PE) teachers' perceptions of the factors that influence the implementation of social-oriented approaches to include overweight and obese students. Methods: We used a qualitative multicase study design guided by the Social Ecological Constraints model to study 9 PE teachers' perspectives and actions. We analyzed the transcripts of semistructured interviews, field notes, and artifacts related to teaching, PE programs, and school policies. Trust was established in conventional ways. Results: Social-ecological factors influenced teachers including program and school culture, policies, and norms of collaboration. Teachers acted beyond their instructional setting level strategies and used school-program level strategies to socially include overweight and obese in PE. Conclusions: Some environments challenge employment of more than simple accommodations and a caring attitude; in others, teachers can collaborate with other school personnel to teach social goals through negotiating constraints, creating ingenious modifications and interactive tasks, and incorporating personal and social skills as a primary curricular goal. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |