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| 005 | 20221101192147.0 | ||
| 008 | 040419s2003 ilu b 001 0 eng d | ||
| 010 | _a 2002007808 | ||
| 011 | _aBIB MATCHES WORLDCAT | ||
| 020 |
_a0736045317 _qsoftcover |
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| 020 |
_a9780736045315 _qsoftcover |
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| 035 | _a(ATU)b10939234 | ||
| 035 | _a(DLC) 2002007808 | ||
| 035 | _a(OCoLC)49853367 | ||
| 040 |
_aDLC _beng _erda _cDLC _dDLC _dOrLoB-B _dATU |
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| 042 | _apcc | ||
| 050 | 0 | 0 |
_aGV362 _b.L63 2003 |
| 082 | 0 | 0 |
_a372.86 _221 |
| 100 | 1 |
_aLocke, Lawrence F., _eauthor. _91033835 |
|
| 245 | 1 | 0 |
_aPutting research to work in elementary physical education : _bconversations in the gym / _cLawrence F. Locke, Dolly Lambdin. |
| 264 | 1 |
_aChampaign, IL : _bHuman Kinetics, _c[2003] |
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| 264 | 4 | _c©2003 | |
| 300 |
_axxv, 206 pages ; _c29 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages 200-203) and index. | ||
| 505 | 0 | _aThe basics--numbers, time, space, equipment, and behaviors. How equipment and class size make a difference. Who gets the teacher's attention? More days per week equals more learning. Modifying equipment to fit the students -- Managing the class. Reducing disruptive student behaviors. Active supervision and student learning. Teaching social behaviors. Recording and classifying teacher management behaviors. Teaching fair play in the gym and school -- Interactions among students. Using trained peer tutors. Peer-mediated accountability and successful practice -- Strategies for teaching and learning. Can learners guide their own practice with self-talk? Using environmental cues to guide practice -- The voices of students. Kindergarten children describe physical education. Third-grade children describe physical education. Children describe the mile-run fitness test. Children describe what they learn in physical education. High school seniors recall elementary physical education -- Teachers in the workplace--training, experience, and context. Preservice classroom teachers in the gym. Is daily physical education worth the price? The impact of inclusion on physical education teachers. How five years of experience changed a teacher. How veterans and rookies planned a class -- Assessment as part of teaching. Using skill assessment to build effective lessons. Is peer assessment both practical and accurate? -- The SPARK studies, a program for teachers and children. The impact of SPARK on children's fitness and activity. The impact of SPARK on catching, throwing, and kicking. How well do children like various P.E. activities? -- Reviewing studies of the effects of physical education. The legacy of elementary school physical education. Twenty-year follow-ups of participants in a model program -- Conclusion, finding different ways to make research serve teaching -- | |
| 505 | 0 | _aIntroduction--reading research, a commonsense view. Reading guidelines -- The basics--numbers, time, space, equipment, and behaviors. How equipment and class size make a difference. Who gets the teacher's attention? More days per week equals more learning. Modifying equipment to fit the students -- Managing the class. Reducing disruptive student behaviors. Active supervision and student learning. Teaching social behaviors. Recording and classifying teacher management behaviors. Teaching fair play in the gym and school -- Interactions among students. Using trained peer tutors. Peer-mediated accountability and successful practice -- Strategies for teaching and learning. Can learners guide their own practice with self-talk? Using environmental cues to guide practice -- The voices of students. Kindergarten children describe physical education. Third-grade children describe physical education. Children describe the mile-run fitness test. Children describe what they learn in physical education. High school seniors recall elementary physical education -- Teachers in the workplace--training, experience, and context. Preservice classroom teachers in the gym. Is daily physical education worth the price? The impact of inclusion on physical education teachers. How five years of experience changed a teacher. How veterans and rookies planned a class -- Assessment as part of teaching. Using skill assessment to build effective lessons. Is peer assessment both practical and accurate? -- The SPARK studies, a program for teachers and children. The impact of SPARK on children's fitness and activity. The impact of SPARK on catching, throwing, and kicking. How well do children like various P.E. activities? -- The Trois-Rivieres studies, long term effects of P.E. The legacy of elementary school physical education. Twenty-year follow-ups of participants in a model program -- Conclusion, finding different ways to make research serve teaching -- -- | |
| 505 | 0 | 0 |
_tIntroduction: Reading Research - A Commonsense View -- _tGuidelines for Reading Research -- _gPt. I. _tThe Basics - Numbers, Time, Space, Equipment, and Behaviors -- _g1. _tHow Equipment and Class Size Make a Difference -- _g2. _tWho Gets the Teacher's Attention? -- _g3. _tMore Days per Week Equals More Learning -- _g4. _tModifying Equipment to Fit the Students -- _gPt. II. _tManaging the Class -- _g5. _tReducing Disruptive Student Behaviors -- _g6. _tActive Supervision and Student Learning -- _g7. _tTeaching Social Behaviors -- _g8. _tRecording and Classifying Teacher Management Behaviors -- _g9. _tTeaching Fair Play in the Gym and School -- _gPt. III. _tInteractions Among Students -- _g10. _tUsing Trained Peer Tutors -- _g11. _tPeer-Mediated Accountability and Successful Practice -- _gPt. IV. _tStrategies for Teaching and Learning -- _g12. _tCan Learners Guide Their Own Practice With Self-Talk? -- _g13. _tUsing Environmental Cues to Guide Practice -- _gPt. V. _tThe Voices of Students -- _g14. _tKindergarten Children Describe Physical Education -- _g15. _tThird-Grade Children Describe Physical Education -- _g16. _tChildren Describe the Mile-Run Fitness Test -- _g17. _tChildren Describe What They Learn in Physical Education -- _g18. _tHigh School Seniors Recall Elementary Physical Education -- _gPt. VI. _tTeachers in the Workplace - Training, Experience, and Context -- _g19. _tPreservice Classroom Teachers in the Gym -- _g20. _tIs Daily Physical Education Worth the Price? -- _g21. _tThe Impact of Inclusion on Physical Education Teachers -- _g22. _tHow Five Years of Experience Changed a Teacher -- _g23. _tHow Veterans and Rookies Planned a Class -- _gPt. VII. _tAssessment As Part of Teaching -- _g24. _tUsing Skill Assessment to Build Effective Lessons -- _g25. _tIs Peer Assessment Both Practical and Accurate? -- _gPt. VIII. _tThe SPARK Studies: A Program for Teachers and Children -- _g26. _tThe Impact of SPARK on Children's Fitness and Activity -- _g27. _tThe Impact of SPARK on Catching, Throwing, and Kicking -- _g28. _tHow Well Do Children Like Various Physical Education Activities? -- _gPt. IX. _tReviewing Studies of the Effects of Physical Education -- _g29. _tThe Legacy of Elementary School Physical Education -- _gPt. X. _tThe Trois-Rivieres Studies: Long-Term Effects of Physical Education -- _g30. _tTwenty-Year Follow-Ups of Participants in a Model Program -- _tConclusion: Finding Different Ways to Make Research Serve Teaching -- _gApp. A. _tAnnotated Bibliography of Selected References on Reading and Understanding Research -- _gApp. B. _tAnnotated List of Selected Journals, Indexes, and Research Retrieval Sources -- _gApp. C. _tLearning From Studies of How Teachers Read and Understand Research -- _gApp. D. _tAnnotated Bibliography of Selected Reports and Articles on How Teachers Read, Understand, and Use Research -- _gApp. E. _tAnnotated Bibliography of Selected Books Presenting Models of Teaching or Curriculum That Are Grounded on Research-Based Knowledge. |
| 520 | 1 | _a"This textbook and reference provides teachers with valuable insights for using research to improve their teaching. Putting Research to Work in Elementary Physical Education: Conversations in the Gym lets readers eavesdrop on a career-long conversation between a world-renowned researcher and a top-notch teacher who have a combined 75 years of professional physical education experience."--BOOK JACKET. | |
| 588 | _aMachine converted from AACR2 source record. | ||
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_aPhysical education and training _xStudy and teaching (Elementary) _9659885 |
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| 650 | 0 |
_aPhysical education and training _xResearch _9799360 |
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| 700 | 1 |
_aLambdin, Dolly, _d1951- _eauthor. _9419295 |
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