Graduate Certificate in Physical Education Clinical Supervision

1.      A statement of the educational objectives of the program.

The certificate in physical education clinical supervision will equip participants with the specific knowledge and skills to address the unique educational needs of physical educators who would like to become clinical teachers, thus becoming effective mentors and supervisors to teacher interns in physical education.  Specifically, candidates who complete the certificate will have the knowledge and skills to:

a) understand the role of mentoring and reflective teaching necessary for supervising teacher candidates and practicing physical educators;

b) implement a wide range of reflective practices that enhance teaching creativity and diversity in physical education;

c) foster effective instruction emphasizing current technology implementation;

d) prepare teachers as advocates and leaders who will work collaboratively with families, related service specialists, and other specialists to facilitate student academic  achievement and skill development; 

2.      A statement of the admission standards for the certificate program and a statement of the academic retention standards for the successful completion of the program.

The graduate certificate will be available to individuals who are interested in furthering their education in the area of physical education clinical supervision.  Successful applicants will hold a baccalaureate degree or its equivalent from an accredited college or university, have previously earned a teaching licensure in physical education and have some academic or practical experience in the field of physical education. No other admission requirements will apply. 

Students seeking the certificate must be admitted to the East Carolina University (ECU) Graduate School as either degree-seeking or as non-degree students. They may or may not be concurrently enrolled in an ECU graduate degree program. Students may complete as few as one course per semester which would result in completion of the program two years.  Or may complete as many courses as three during the fall semester and one in the spring semester which would result in completion of the program in two long semesters. 

In the case of concurrent enrollment, students must obtain approval of the director of the degree program in which they are enrolled. They must also remain in good standing in the degree program in which they are enrolled. The twelve semester hours of course for this certificate program will be applicable to the MAEd and the MS degrees in Physical Education in Exercise and Sport Science.

All students must remain in compliance with all Graduate School policies and procedures.

3.      A statement of the proposed course sequence associated with the certificate, including titles and course descriptions both for existing courses and any new courses that may be developed.

Curricula for the proposed Graduate Certificate in Physical Education Clinical Supervision reflect initial planning by ECU faculty and consultants, and other experts in the field of physical education. The certificate is based on nationally recognized teaching standards, developed by the National Association of Sport and Physical Education (NASPE) and the National Council for the Accreditation of Teacher Education (NCATE), as well as the physical education teaching standards developed by the National Board for Professional Teaching Standards (NBPTS).

To earn the certificate, students will complete the following requirements: 

·        Successful completion of the 12 hours of graduate-level coursework in the Physical Education Clinical Supervision Program,

·        Pass a written and a practical proficiency test in Physical Education Clinical Supervision,

Courses in this graduate certificate include:

EXSS 6101: Technology and Assessment for Physical Education Teacher Education (3 SH) Overview of the various types of technology and assessment that can be utilized in teaching physical education to support instruction and assessment in K-12 settings.

EXSS 6108: Analysis of Teaching in Physical Education (3 SH) (Pre/Corequisite: EXSS 6104 or permission of instructor). Analysis of teaching behaviors in physical education related to class management, student activity levels, skill feedback, and verbal and nonverbal interactions through the use of systematic and informal observation techniques.

EXSS 6109: Clinical Supervision in Physical Education (3 SH) (Pre/Corequisite: EXSS 6104 or permission of instructor). Application of the clinical supervision model for teacher development in physical education to promote supervisory behaviors that, in turn, promote the growth of teacher candidates and novice or experienced physical education teachers.

EXSS 6110: Professional Issues in Physical Education Teacher Education (3 SH) Current issues in contemporary physical education teacher education are examined, with an emphasis on teaching K-12 physical education and trends found in current professional literature.

4.      The catalog copy for the certificate program. (See Appendix 1)

Certificate in PHYSICAL EDUCATION CLINICAL SUPERVISION

The certificate in Physical Education Clinical Supervision will provide licensed physical education teachers with the knowledge and skills for providing clinical supervision for physical education teacher candidates and practicing physical educators.   Specifically, candidates who successfully complete the certificate program will acquire the following:

·     extensive knowledge of strategies for instruction and class management,

·    professional dispositions related to physical educators,

·   supervisory skills that model reflective practices and effective communication systems,

·     current technology and assessment skills related to physical education,

·     effective strategies for collaborating with and supporting families.

The certificate program requires 12 s.h. of graduate-level course work with completion of the following courses: EXSS 6101, 6108, 6109, and 6110. The 12 s.h. of graduate-level course work will be applicable to the MAEd or the MS degrees in Physical Education.

6101. Technology and Assessment for Physical Education Teacher Education (3). Overview of the various types of technology and assessment that can be utilized in teaching physical education to support instruction and assessment in K-12 settings.

6108. Analysis of Teaching in Physical Education (3). P/C: EXSS 6104 or permission of instructor. Analysis of teaching behaviors in physical education related to class management, student activity levels, skill feedback, and verbal and nonverbal interactions through the use of systematic and informal observation techniques.

6109. Clinical Supervision in Physical Education (3). P/C: EXSS 6104 or permission of instructor. Application of the clinical supervision model for teacher development in physical education to promote supervisory behaviors that, in turn, promote the growth of teacher candidates and novice or experienced physical education teachers.

6110. Professional Issues in Physical Education Teacher Education (3). Current issues in contemporary physical education teacher education are examined, with an emphasis on teaching K-12 physical education and trends found in current professional literature.

5.      A statement of how the proposed course sequences associated with the certificate will meet the stated educational objectives.

The proposed course sequence is offered to provide specialized graduate level instruction for supervising K-12 physical education teachers.  Each course is designed around a current, research-based body of knowledge concerning physical education teacher education.  The program of study is organized around three of the most essential components of teacher supervision in physical education: (a) communication with and management of K-12 students, (b) assessment to inform instruction and program delivery, and (c) methods, technology, and materials that promote teaching for student learning.

6.      A statement of the need for the proposed program and the basis for such a need supported by either externally or internally derived data.

This certificate offers school-based professionals the opportunity to acquire the skills needed to supervise teacher candidates and novice teachers in physical education during their internship or beginning years of teaching. It is projected that 8 students per semester will be actively working to earn this certification.  At this point in time, no other university in North Carolina or surrounding states offers specialized training in clinical supervision in physical education for practicing physical educators.  In addition, this course work emphasizes development of understanding and competencies in the following areas highlighted in the 21st Century Skills Initiative promoted by the NC Department of Public Instruction:

·        Technology

·        Leadership and advocacy

·        Diversity

Further basis for need of the proposed program concerns the shortage of physical education pedagogy specialists (Mitchell, 2006).  This shortage of physical educators presents challenges to university teacher education programs and public schools (ISBE, 2006).   

In addition, it is hoped that students who enter this contemporary and innovative certificate program will be motivated to enter one of the Graduate Degree Options in Pedagogy.  In other words, this certificate program has the potential to attract students who will not only earn the certificate, but also complete a graduate degree in Pedagogy. 

Illinois State Board of Education (ISBE). (2006). Designated teacher shortage areas (US Department of Education). Retrieved June 12, 2008 from: http://www.isbe.net/research/htmls/teacher_shortage.htm

Mitchell, M. (2006). The physical education teacher education faculty shortage. Journal of Physical Education, Recreation, and Dance, 77(3), 3-5, 56.

7.      The names of the faculty associated with or contributing to the certificate program, either by teaching one or more of the courses associated with the program or participating in the design of the course sequence. Adjunct faculty associated with the program should also include up-to-date curriculum vitae.

Faculty members in Exercise and Sport Science who have made a commitment to teach courses in the certificate program include:

Kathy Davis, PhD;  Jim Decker, PhD;  Boni Boswell, PhD

Dana Espinosa, PhD;   Bomna Ko, PhD

Additional faculty recruited to teach these courses will be required to have a terminal degree and experience supervising teachers and teacher candidates.

See Appendix 2 for vita of the Physical Education Teacher Education faculty.

8.      The name and curriculum vita of the faculty member who will be designated as the coordinator of the program for purposes of communication with the Graduate School;

Dr. Boni Boswell will coordinate the proposed certificate program. She may be contacted at East Carolina University, Department of Exercise and Sport Science, 155 Minges Coliseum, Greenville, NC 27858-4353, phone: 252-328-0007, email: boswellb@ecu.edu

9.      If the proposed graduate certificate program contains no new courses, no new faculty, no additional costs, maintains the admissions and academic standing requirements of a related degree program, the proposal will be given expedited review in the approval process.

The Certificate Program in Physical Education Clinical Supervision does not require new courses nor new faculty or additional resources. The proposed certificate maintains the admissions and academic standing requirements of the graduate degree programs.

10.  The unit offering the certificate program must specify what professional license, if any, for which the certificate qualifies.

Completion of the Graduate Certificate in Physical Education Clinical Supervision will be awarded by the College of Education/Department of Exercise and Sport Science. The certificate does not automatically qualify students for any professional licenses at the state or national level.

11.  The Classification of Instructional Program (CIP) title and six-digit code. 

13.1314 Physical Education Teaching and Coaching (EDUCATION)

12. Minimum Number of Semester Required to Complete This Certificate: Two semesters (30 weeks)

 

APPENDIX 1 - Catalog Copy for Certificate Program

APPENDIX 2 - Physical Education Teacher Education Vitae

APPENDIX 1

 

COLLEGE OF HEALTH AND HUMAN PERFORMANCE

 

Glen G. Gilbert, Dean, 60 Minges Coliseum

Sharon Knight, Associate Dean, 79 Minges Coliseum

Susan McGhee, Associate Dean, 72 Minges Coliseum

 

DEPARTMENT OF EXERCISE AND SPORT SCIENCE

Stacey Altman, Interim Chairperson, 176 Minges Coliseum

 

MS IN EXERCISE AND SPORT SCIENCE

The Master of Science degree in exercise and sport science prepares students for careers or advanced academic training in the broad realm of exercise and sport science. Students whose undergraduate preparation lacks essential prerequisite course work or whose baccalaureate degree is in a non-related field may have additional requirements. All degree candidates must pass the exercise and sport science comprehensive examination. Students may choose from two options: thesis and non-thesis.

The basic curriculum plan for each option within the MS in exercise and sport science is as follows:

Thesis option:

Adapted physical education: BIOS 7021; EXSS 5303, 5305, 5903, 6300, 6301, 6990, 6991, 7000 (6 s.h.); select 6 s.h. from the following: EXSS 5020, 5800, 5904, 6102, 6104, 6200, 6201, 6202, 6207, 6445, 6500; 3 s.h. of SPED electives; 3 s.h. of general electives...............................................36 s.h.

Biomechanics: BIOS 7021; EXSS 6200, 6204, 6207, 6300, 6301, 6991, 7000 (6 s.h.); 12 s.h. of electives…………………………………………………………………………………………………..36 s.h.

Exercise physiology: BIOS 7021; EXSS 6207, 6208, 6209, 6210, 6300, 6301, 7000 (6 s.h.), 7212; 9 s.h. of electives............................................................................................................................36 s.h.

Physical activity promotion: BIOS 7021; EXSS 6201, 6207, 6300, 6301, 6401, 6440, 6990, 6991, 7000 (6 s.h.); 9 s.h. of electives............................................................................................................36 s.h.

Physical education pedagogy: BIOS 7021 or EDUC 6430; EXSS 6101, 6104, 6108, 6109, 6110, 6202, 6300, 6301, 6990, 6991, 7000 (6 s.h.); select two from the following: EXSS 5020, 5303, 5305, 5903, 6102, 6200, 6207, 6445...........................................................................................36 s.h.

Sport management: OMGT 6123; EXSS 6102, 6106, 6131, 6132, 6133, 6136, 6300, 6301, 6445, 6990, 6991, 7000 (6 s.h.).............................................................................................................36 s.h.

Non-thesis option:

Adapted physical education: EXSS 5303, 5305, 5903, 6201, 6300, 6301, 6990, 6991, 6994; select 9 s.h. from the following:

EXSS 5020, 5800, 5904, 6102, 6104, 6200, 6202, 6207, 6445; 3 s.h. of SPED electives; 3 s.h. of general electives..........................................................................................................................36 s.h.

Biomechanics: BIOS 7021; EXSS 6200, 6204, 6207, 6300, 6301, 6500, 6990, 6991, 6994; 12 s.h. of electives.......................................................................................................................................36 s.h.

Exercise physiology: EXSS 6207, 6208, 6209, 6210, 6300, 6301, 6994; 18 s.h. of electives.......................................................................................................................................36 s.h.

Physical activity promotion: BIOS 7021; EXSS 6201, 6207, 6300, 6301, 6401, 6440, 6990, 6991, 6994; select 6 s.h. from the following: BIOS 5010, 7022; EXSS 5001, 5020, 5800, 6200; HLTH 6013, 6200; MKTG 6162; PSYC 6333, 6353; RCLS 6100; 6 s.h. of general electives.........................36 s.h.

Physical education pedagogy: EXSS 6101, 6104, 6108, 6109, 6110, 6202, 6300, 6301, 6990, 6991; select 9 s.h. from the following: EXSS 5020, 5303, 5305, 5903, 6102, 6200, 6207, 6445; 3 s.h. of general electives............................................................................................................36 s.h

Sport management: OMGT 6123; EXSS 6102, 6106, 6131, 6132, 6133, 6136, 6300, 6301, 6445, 6992; 6 s.h. of electives...............................................................................................................36 s.h.

MAEd AND MAT IN PHYSICAL EDUCATION

Please refer to Section 7, College of Education, for the degree requirements for the Master of Arts in teaching and the Master of Arts in education, both of which lead to advanced certification.

EXSS: EXERCISE AND SPORT SCIENCE

5020. Exercise Adherence (3) P: PSYC 1000; P/C: EXSS 4806; HHP major or minor or consent of instructor. Personal and situational factors which result in adherence to an exercise program. Focus on application of strategies for improving adherence.

5278. Advanced SCUBA Diving (3) 2 lecture and 3 lab hours per week. P: Satisfactory performance on the NAUI Swimming Test; EXSS 2278 or consent of instructor; a notarized statement releasing the instructor and the university from all liability; a satisfactory medical history and medical examination. Variety of safe diving experiences under controlled conditions beyond basic open water diving levels.

5303. Physical Activity Programs for Individuals with Developmental, Emotional, and Learning Disabilities (3) 2 lecture and 3 field work hours per week. P: EXSS 3545 or 3546; SPED 5101; or consent of instructor. For physical educators, special educators, therapeutic recreation specialists, and others concerned with providing physical activity programs to individuals with developmental, emotional, or learning disabilities.

5305. Motor Development (3) P: EXSS 2800 or equivalent or consent of instructor. Applies motor development theory and techniques to numerous settings. Descriptions of changes in movement patterns and skills and examination of underlying processes which influence these changes.

5800. Physical Activity and Aging (3) P: GERO 2400 or consent of instructor. Role of physical activity and exercise in enhancing quality of life and remediating normal aging deficits and age-related disease. Includes physiological, cognitive, and affective perspectives.

5903. Physical Activity Programs for Individuals with Orthopedic, Neurologic, and Sensory Impairments (3) 2 lecture and 3 field work hours per week. P: BIOL 2130 or equivalent. For physical educators, special educators, therapeutic recreation specialists, and others concerned with providing physical activity programs to individuals with orthopedic, neurologic, and sensory impairments.

5904. Methods in Adaptive Aquatics (2) 1 classroom and 3 lab hours per week. P: Advanced lifesaving certification. Swimming techniques as adapted for individuals with acute and chronic disabling conditions.

6001. Administration of Physical Education and Athletics (3) Administrative process in physical education and athletics from elementary school through college.

6005. Intramural and Extramural Activities for Schools and Colleges (3) Philosophy, organization, and administration of intramural and recreational sports and activities.

6101. Technology and Assessment for Physical Education Teacher Education (3)  Overview of the various types of technology and assessment that can be utilized in teaching physical education to support instruction and assessment in K-12 settings.

6102. History and Philosophy of Sport (3) History of ideas that have defined sport from ancient times to present. Emphasis on mind/body relationships, types of knowledge, and right behavior.

6104. Curriculum and Instruction in Physical Education (3) Developing and implementing methods of delivering the physical education curriculum models. Short and long-term planning are integrated with creative and effective teaching practices.

6106. Contemporary Sport (3) Intensive study of amateur, educational, international, and professional sport in the contemporary world.

6108. Analysis of Teaching in Physical Education (3) P/C: EXSS 6104 or permission of instructor. Analysis of teaching behaviors in physical education related to class management, student activity levels, skill feedback, and verbal and nonverbal interactions through the use of systematic and informal observation techniques.

6109. Clinical Supervision in Physical Education (3) P/C: EXSS 6104 or permission of instructor. Application of the clinical supervision model for teacher development in physical education to promote supervisory behaviors that, in turn, promote the growth of teacher candidates and novice or experienced physical education teachers.

6110. Professional Issues in Physical Education Teacher Education (3) Current issues in contemporary physical education teacher education are examined, with an emphasis on teaching K-12 physical education and trends found in current professional literature.

6115. Physical Activity and Public Health (3) P: Admission to a graduate degree program in the College of Health and Human Performance, MPH graduate program, or consent of instructor. Examination of physical activity and its role in health status and public health, emphasizing the chronic effects of exercise.

6131. Management and Leadership in Sport (3) Examines management responsibilities in sport organizations. Topics include organizational effectiveness and organizational behavior theory, personnel management, and facility planning and design.

6132. Legal Aspects of Sport Management (3) Tort liability, product liability, contract law, antitrust, and administrative and constitutional claims as they apply to sport.

6133. Sport Marketing and Public Relations (3) Consumer behavior trends and contemporary marketing principles related to sporting events of various competitive levels, public and private sport organizations, and sport equipment and products. Historical overview of sport marketing.

6136. Financial Management in Sport (3) Financial management, planning, and budgetary components of sports industry.

6200. Biomechanics (3) 2 classroom and 2 lab hours per week. P: Admission to HHP graduate program; EXSS 3850 or equivalent. Basic principles of mechanics as applied to human movement. Introduces measurement of kinematic and kinetic variables inherent in human motion.

6201. Advanced Measurement and Evaluation in Exercise and Sport Science (3) Applies measurement theory to assessment techniques in exercise and sport science. Measurement research in exercise and sport science, basic statistical analyses, and practical computer applications and methods to assess test validity and reliability.

6202. Motor Learning (3) In-depth study of theories, concepts, and principles of motor skill acquisition applied to teaching, coaching, and therapeutic settings.

COLLEGE OF EDUCATION

Linda Patriarca, Dean, 154 Speight Building

Master’s Teaching Degrees

Master of Arts in Education (MAEd)

A student may seek acceptance into the College of Education and one of several teaching areas offered in the MAEd. Minimum requirements for admission to the College of Education’s MAEd program include the following:

Required core courses.........................................................................................................................12 s.h.

Research, Trends, and Issues Competency Area: EDUC 6480, 6482 or SCIE 6500......................3 s.h.

Diverse Learner Competency Area: EDUC 6001; SPED 6002.........................................................6 s.h.

Effective Communication and Leadership Competency Area: LEED 6000 or ADED 6550 or ELEM 6550 ..............................................................................................................................................3 s.h.

Teaching area specific courses (Choose from one of the following areas.)...................................24-27 s.h.

Health education.............................................................................................................................24 s.h.

HLTH 5310, 6100, 6200, 6300, 6355, 6400

Internship: HLTH 6990, 6991

Final product requirement: A professional portfolio (HLTH 6990 and 6991) is required for completion of the final product requirement.

Physical education..........................................................................................................................24 s.h.

Choose one concentration area:

Adapted Physical Education: EXSS 5303, 5305, 5903, 6201, 6300, 6301, 6990, 6991, 6994; 3 s.h. elective

Physical Education Pedagogy: EXSS 6101, 6104, 6108, 6109, 6110, 6202, 6300, 6301, 6990, 6991

Final product requirement: In addition to successfully passing a written comprehensive exam, a research project (EXSS 6994) or a professional portfolio (EXSS 6990, 6991) is required.

 

MASTER OF ARTS IN TEACHING (MAT)

The master of arts degree in teaching requires 39 s.h. of credit as follows:

Required core courses: TCHR 6010, 6011, 6020, 6024, 6030; SPED 6000.......................................24 s.h.

Teaching area specific courses: (Choose from one of the following areas.)........................................15 s.h.

Art education: ART 5323, 5670, 5851, 5860; additional 6 s.h. in teaching area

Business or marketing education: ASIP 5200 or BVTE 6410 or 6492 or 6750; BVTE 6424, 6426, 6428; TECH 6430

Elementary education: ELEM 6010, 6406; MATE 6320 or 6321; READ 5316; SCIE 6019

English education: ENGL 6520 or 6529; ENED 6600, 6630, 6967; 3 s.h. literature

Family and consumer sciences education: FACS 6423 and 12 s.h. from the following: CHE 5007; FACS 6003, 6004; CDFR 6401, 6402, 6407, 7400 or BCTE 6750

Health education: HLTH 5310, 6000, 6100, 6355, 6500

Hispanic studies: SPAN 6600; 12 s.h. from the following (9 s.h. must be at the 6000 level): SPAN 5340, 5440, 5445, 5550, 5700, 5940, 6000, 6001, 6100, 6101, 6200, 6202, 6400, 6521, 6522, 6523

Middle grades education: MIDG 6100, 6200; teaching area MIDG methods; 6 s.h. in specialty area

Music education: MUSC 5257 or 2 s.h. MUSC electives; MUSC 5977, 6048; 6217 or 6237; 6287 or 6405; 6323, 6333

Physical education: EXSS 6101, 6104, 6108, 6110, 6202

Science education: SCIE 5000, 6020, 6310, 6500, 6506

Certificate in PHYSICAL EDUCATION CLINICAL SUPERVISION

The certificate in physical education clinical supervision will provide licensed physical educators   with the knowledge and skills necessary to successfully provide clinical supervision for physical education teacher candidates and practicing physical educators.  Specifically, candidates who complete the certificate will have the knowledge and skills to:  1) understand the role of mentoring and reflective teaching necessary for supervising teacher candidates and practicing physical educators; 2) implement a wide range of reflective practices that enhance teaching creativity and diversity in physical education; 3) foster effective instruction emphasizing current technology implementation;  4) prepare teacher candidates as advocates and leaders who will work collaboratively with families, related service specialists, and other specialists to facilitate student academic  achievement and skill development; 

Applicants seeking admission must be MAEd graduate students, MS graduate students with a current teaching license and a minimum of three years of teaching experience, or physical education professionals working in K-12 schools. Professionals can enroll as non-degree seeking students. Admission is based on completion of the ECU certificate application and approval by the program coordinator.

The certificate program requires 12 s.h. of graduate-level course work with completion of the following courses: EXSS 6101, 6108, 6109, and 6110. The 12 s.h. of graduate-level course work will be applicable to the MAEd or the MS degrees in Physical Education.

 

Minimum Number of Semester Required to Complete This Certificate: Two semesters

 

 

 

APPENDIX 2

Faculty Vitae:

Dr. Boni Boswell, Dr. Kathy Davis, Dr. Dana Espinosa, Dr. Bomna Ko, and Dr. Jim Decker

Boni B. Boswell, Ph.D.

155 Minges Coliseum

EXSS Department

East Carolina University

Greenville, NC 27858-4353

(252) 328-0007

boswellb@ecu.edu

EDUCATION                 Doctor of Philosophy, Adapted and Developmental Physical Education and Dance, Texas Woman's University, Denton, TX, 1982

Master of Arts, Special Education and Psychology, University of Texas at Arlington, Arlington, TX, 1979

Bachelor of Science in Education, Special Education, University of Texas at Austin, Austin, TX, 1973

EMPLOYMENT EXPERIENCE

1986-present                 Associate Professor (tenured), East Carolina University, Greenville, NC, Department of Exercise and Sport Science

1990-present                 Co-Director, Developmental Motor Laboratory, ECU Department of Exercise and Sport Science

1984-1986                             Executive Co-Director, Images in Motion, Inc., Boulder, CO

1982-1984                                     Assistant Professor, Fort Hays State University, Hays, KS

PUBLICATIONS

Refereed Publications

Davis, K.L., Kang, M., Boswell, B.B., DuBose, K.D., Altman, S.R., & Binkley, H.M. (in press). Validity and reliability of the medicine ball throw for kindergarten children.  Journal of Strength and Conditioning Research.

Boswell, B., Hamer, M., McChesney, J., Knight, S., & Glascoff, M. (2007). Dance of Disability and Spirituality. Journal of Rehabilitation

Senne, T, Rowe, D., Decker, J., Douglas, S., &  Boswell, B. (2006). Investigation of Lesson Contexts and Teaching Behaviors related to Physical Activity Levels during Middle School Physical Education (abstract).  Research Quarterly for Exercise and Sport, 77, A-69.

Edwards-Duke, B., Boswell, B., McGhee, L., & Decker, J. (2002). Creative educational dance and children with behavioral disorders:  Encouraging a spirit of cooperation.  Journal of Dance Education, 2(1), 23-31.

Boswell, B., Knight, S., Hamer, M.,  & McChesney, J. (2001). Disability and spirituality: A reciprocal relationship with implications for the rehabilitation process.  Journal of Rehabilitation, 67(4), 20-25.

Schultheis, S., Boswell, B., & Decker, J. (2000).  Successful physical activity programming

for students with autism.  Focus on Autism and Other Developmental Disabilities,15, 159-162.

Andrews, L., Decker, J., & Boswell, B.  (1998). Stimulus prompting of children with autism. Clinical Kinesiology, 52, 12-19.

Boswell, B., Dawson, M., & Heininger, E. (1998).  Quality of life as defined by adults with spinal  cord injuries.  Journal of Rehabilitation. 64, 27-32.

Boswell, B., Davis, R., &  Stavrakas, P.  (1996). Time-distance gait parameters of children with spastic cerebral palsy. Clinical Kinesiology, 49, 88-98.

Boswell, B., & Mentzer, M. (1995). Integrating poetry and movement for children with learning and behavioral disabilities.  Intervention in School and Clinic, 31, 108-113.

Mentzer, M., & Boswell, B. (1995). Effects of a movement poetry program on creativity of children with behavioral disorders. Impulse: The International Journal of Dance Science, Medicine, and Education, 3, 182-198.

Boswell, B., &  Hamer, M.  (1995). Disability and creativity... disability, maybe.  Kaleidoscope, 30, 35-38.

Rikard, G. L., & Boswell, B. (1993). Teacher effectiveness in using direct instruction for student skill acquisition.  The Physical Educator, 50, 194-200.

Boswell, B., Gryder, N., & Stavrakas, P. (1993).  Movement patterns used while rising from supine position by children with cerebral palsy, Clinical Kinesiology, 47, 52-62.

Boswell, B. (1993). Effects of movement sequences and creative dance on balance of children with mental retardation.  Perceptual Motor Skills, 77, 1290.

Boswell, B., & Vidret, M. (1993). Rhythmic movement and music for adolescents with severe and profound  disabilities, Music Therapy Perspectives, 11, 37-47.

Rikard, L., & Boswell B. (1991). A framework for preservice instructional development.  Journal of Physical Education, Recreation, and Dance, 62, 31-32, 75-76.

Boswell, B. (1991). Comparison of two methods of improving dynamic balance of mentally retarded children. Perceptual & Motor Skills, 73, 759-764.

Books/Book Chapters

Boswell, B. (2005). Rhythmic movement and dance. In J.P. Winnick (Ed.), Adapted

                physical education & sport (pp. 415-433).  Champaign, IL:  Human Kinetics.

Elin, J. & Boswell, B. (2004). Re-envisioning dance:  Perceiving the Aesthetics of Disability.  Dubuque, IA:  Kendall Hunt Publishing Co.

GRANTS

External Research Support

2007    Kate B. Reynolds Charitable Trust, $546,711, Growing UP FIT:  Students Lead the Way to a Healthy Heart,  Kristen Borre (Agromedicine), Mariavittoria Pitzalis (Internal Medicine), Boni Boswell (EXSS). Research and Service.  Status: Pending.

1998      United States Department of Education, Office of Special Education and Rehabilitative Services, Competition 84.029G ($306,855, funded)

Internal Research Support

2008     Co-Investigator with Kathy Davis, Jim Decker, Pat Hodson, and Guili Zhang, Motivate, Adapt, Play (MAP): An Engagement Model of Physical Activity for Students with Intellectual Disabilities, ECU Graduate Studies Research Development Award ($39,990 funded)

2008     Co-Investigator with Kathy Davis, Dana Espinosa, and Bomna Ko, Development of a Summer Distance Education Certificate Program for Physical Education Clinical Teachers, ECU Division of Academic Affairs ($5,000 funded-summer salary)

2007    Principal Investigator, Appointed by the ECU Provost as Member of the Roper Research Team, Washington County Get Real! Project for Adolescent Girls

2004     Co-Investigator with Terry Senne, Jim Decker, and David Rowe

Teachers’ Perception and Practices Regarding Children’s Physical Activity in Middle School Physical Education, Pediatric Healthy Weight Research treatment Center, Brody School of Medicine, ($9,150.00 funded)

1997     Co-Principal Investigator with Jim Decker, Project APEX (Adapted Physical Education Excellence) Master's Degree Training in Adapted Physical Education, Preparation of Special Education Personnel

HONORS AND AWARDS

2007    Ray Martinez Teaching Excellence Award Nominee

2004       ECU Nominee for Board of Governors Award for Excellence in Teaching

2000    ECU Nominee for Board of Governors Award for Excellence in Teaching

1999    ECU Board of Governor’s Teaching Award

1999    School of Health and Human Performance Teaching Award

1998    ECU Alumni Distinguished Professor for Teaching Award

1997    School of Health and Human Performance Teaching Excellence Nominee

PROFESSIONAL PRESENTATIONS

Boswell, B.B., & Davis, K.L. (2008, April).  Gender interactions between teachers and students in elementary physical education.  Paper presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Fort Worth, TX.

Davis, K.L., Kang, M., Boswell, B.B., DuBose, K.D., Altman, S.R., & Binkley, H.M. (2007, October). Validity and reliability of the medicine ball throw for kindergarten children.  Poster presented at the AAPAR Conference on Diversity in Physical Activity and Health: Measurement and Research Issues and Challenges, Dallas, TX.

Senne, T., Rowe, D., Decker, J., Douglas, S., & Boswell, B. (2006, April). Investigation of lesson contexts and teaching behaviors related to physical activity levels during middle school physical education.  Paper presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance (Research Consortium Free Communications), Salt Lake City.

Boswell, B., Hamer, M., Knight, S., & McChesney, J. (2004, May). The dance of disability and spirituality.  Poster presented at the Fifth Annual International Interdisciplinary Conference, Advances in Qualitative Methods, Banff, Canada.

Knight, S., & Boswell, B.  (2003, May). Pearls and pitfalls of collaborative qualitative data analysis. Poster presented at the Fourth Annual International Interdisciplinary Conference, Advances in Qualitative Methods: A meeting of the minds? Banff, Canada.

Boswell, B., Hamer, M., & Knight, S., (2003, May).  Expressions of creativity: A ten-year exploration of disability and spirituality.  Oral and CD presentation made at the Fourth Annual International Interdisciplinary Conference, Advances in Qualitative Methods, Banff, Canada.

Boswell, B., Knight S., McChesney, J., & Hamer, M. (2000, April). Disability and spirituality:  An uncommon  journey.  Paper presented at the 6th  Annual International Qualitative Health Research Conference, Banff, Canada.

McChesney, J., Knight, S., Boswell, B., & Hamer, M. (2000, March). Interrelatedness between recreational activity and spirituality. Paper presented at the annual meeting of the American Alliance of Health, Physical Education, Recreation, and Dance, Orlando, FL.

Elin, J., Boswell, B., & Russey, R. (1999, April). Dance connects. Paper presented at the annual meeting of the American Alliance of Health, Physical Education, Recreation, and Dance, Boston, MA.

Boswell, B., Knight, S., & Dawson, M. (1998, February).  Disability and quality of life domains. Poster session at the Fourth Annual International Qualitative Conference, Vancouver, Canada.

Boswell, B.  (1996, October).  Creative movement and dance education.  Guest Speaker for SUNY College at Brockport, NY.

Boswell, B. (1995, August). Poetry and movement for children with behavioral disabilities. Presentation made at the annual meeting of the Japanese Association of Movement Education, Yokohama, Japan.

Boswell, B. (1995, August). Rhythmic movement and music for students with severe disabilities.          Presentation made at the annual meeting of the Japanese Association of Movement Education.   

                Tokyo, Japan.

Boswell, B.  (1995, August). Using creative dance to facilitate balance skills.  Presentation made at the annual meeting of the Japanese Association of Movement Education. Tokyo, Japan.

 

Boswell, B.  (1993, August).  Laban’s framework and creative dance for children with disabilities. Presentation made at the Movement Education Seminar, Tokyo, Japan.

Kathy Davis, Ph.D.

154 Minges Coliseum

EXSS Department

East Carolina University

Greenville, NC 27858-4353

(252) 328-5266

daviska@ecu.edu

EDUCATION                 Doctor of Philosophy, Curriculum & Instruction in Physical Education, Temple University, Philadelphia, PA, May 2000

                                                Master of Art in Teaching - Physical Education, University of North Carolina at Chapel Hill, August 1983     

                                                Bachelor of Science - Physical Education, University of North Carolina at Greensboro, May 1978                          

EMPLOYMENT EXPERIENCE

1/07-pres                  Associate Professor, East Carolina University, Greenville, NC, Department of Exercise and Sport Science

8/04-12/06              Associate Professor, Middle Tennessee State University, Murfreesboro, TN, Department of Health and Human Performance

8/00-5/04               Assistant Professor, Slippery Rock University, Slippery Rock, PA, Department of Physical Education and Sport Management

8/83-7/00                Associate Professor (Tenured), North Carolina State University, Raleigh, NC, Department of Physical Education

8/96-8/98                Temple University, Philadelphia, PA, Graduate Assistant, Dean’s Office, College of Health, Physical Education, Recreation and Dance (2-year academic leave from North Carolina State University)

8/82 - 8/83              University of North Carolina at Chapel Hill, Chapel Hill, NC, Teaching Assistant, Department of Physical Education

8/78 - 6/82              Fayetteville Academy, Fayetteville, NC, K-9 Physical Education/Health

PUBLICATIONS

Refereed Publications

 

Davis, K.L., Kang, M., Boswell, B.B., DuBose, K.D., Altman, S.R., & Binkley, H.M. (in press). Validity and reliability of the medicine ball throw for kindergarten children.  Journal of Strength and Conditioning Research.

Davis, K.L. (in press). Taking the fear out of writing articles for Strategies. Strategies: A Journal for Sport and Physical Educators (invited paper).

Nichols, R., Davis, K.L., McCord, T., Schmidt, D., & Slezak, A. (in press).  The use of heart rate monitors in physical education. Strategies: A Journal for Sport and Physical Educators.

Barreira, T.V., Kang, M., Davis, K.L., & Binkley, H.M. (2008). Assessing reliability of the medicine ball throw using generalizability theory (Abstract).  Research Quarterly for Exercise and Sport, 79(1), A-32.

Nicaise, V., Faircloth, S.J., Bois, J., Davis, K.L., & Cogérino, G. (2007). Teacher feedback and interactions in physical education: Effects of student gender and physical activities. European Physical Education Review, 13(3), 319-337.

Davis, K.L., Hodge, S.R., Frank, A.M., & Jones, E.  (2006). The NAKPEHE Faculty Diversity Survey: Results and implications. The Chronicle of Kinesiology and Physical Education in Higher Education, 17(2), 5-7.

Davis, K. L., Brown, B., Leidel-Rice, A., & Soeder, P. (2005). Experiencing diversity through children’s multicultural literature. Kappa Delta Pi Record, 41(4), 176-179.

Davis, K. L.  (2003). Teaching for gender equity in physical education: A review of the literature. Women in Sport and Physical Activity Journal, 12(2), 55-81.

Davis, K. L. (2000).  Issues Column: Will changes in teacher licensing affect pre-service preparation in physical education?  Journal of Physical Education, Recreation and Dance, 72(9), 13.

Davis, K. L.  (2000).  A case study in gender equity for basic instruction programs.  The Physical Educator, 57(1), 46-56.

Davis, K. L.  (2000). Teaching for gender equity in physical education classes.  The North Carolina Journal, 36(1), 27-29.

Davis, K. L. (1999).  Teaching Tips: Giving Women a Chance to Learn - Gender Equity Principles for HPERD Classes.  Journal of Physical Education, Recreation and Dance, 70(4), 13-14.

Davis, K. L. (1999).  Issues Column: Should physical education classes return to teaching males and females separately?  Journal of Physical Education, Recreation and Dance, 70(1), 12.

Davis, K. L. (1998).  Editorial: Could Qualitative Research Become the ‘Rule’ Instead of the Exception?  Journal of Physical Education, Recreation and Dance, 69(2), 5.

Davis, K. L.  (1997).  The Chinese national curriculum in physical education. Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance, 33(3), 7-9. (Part of feature: “Physical Education and the People’s Republic of China”).

Davis, K. L.  (1997).  Fitness walking in the school curriculum. South Carolina Journal of Health, Physical Education, Recreation and Dance, 29(1), 11-12.

Davis, K.  (1994).  A skills test for beginning bowlers.  Strategies: A Journal for Physical and Sport Educators, 8(3), 26-29.

Davis, K. L., Roberts, T., Smith, R. R., Ormond, F., Pfohl, S., & Bowling, M. (1994). North Carolina children and youth fitness study. Journal of Physical Education, Recreation and Dance, 65(8), 65-72.

GRANTS

External Research Support

Title: Pittsburgh Public Schools (PPS) K-16 Professional Development School Collaboration

Funding Agency: Pennsylvania Center for Teaching and Learning, State System of Higher Education ($260,000 funded); Role: Grant Coordinator; Date: 11/04/01-11/30/03

Description: Responsible for coordinating K-16 grant; created the Pittsburgh School District/University Collaborative K-16 Council; organized and conducted K-16 Council meetings; developed Professional Development Schools in PPS for grant research to link student achievement to professional development of cooperating teachers and teacher candidates; conducted needs assessment; wrote grant cumulative reports, budget updates, tracking sheets.

Title: National Curriculum in China Compared to the United States Physical Education Curriculum

Funding Agency: North Carolina Amateur Sports (NCAS) Endowment Fund Grant ($1,262 funded)

Role: Principal Investigator; Date: 12/01/94-8/01/94

Description: The purpose of this grant was to secure travel funds to present two papers on physical education curriculum in Beijing, China.

 

Title: North Carolina Children and Youth Fitness Study

Funding Agency: North Carolina Governor’s Council for Physical Fitness ($250,000 funded)

Role: C0-Investigator; Date: 8/01/91-6/30/94

Description: The purpose of this grant was to replicate the two National Children and Youth Fitness Studies (1985, 1987) to obtain baseline fitness data from children all parts of the state of North Carolina (30 schools randomly selected from all three regions of North Carolina).

Internal Research Support

Title: Motivate, Adapt, Play (MAP): An Engagement Model of Physical Activity for Students with Intellectual Disabilities

Funding Agency: ECU Graduate Studies Research Development Award ($39,990 funded)

Role: Principal Investigator, Interdisciplinary Grant Coordinator (with Boni B. Boswell-EXSS, James T. Decker-EXSS, Patricia S. Hodson-Physical Therapy, Guili Zhang-Curriculum and Instruction)

Date: 7/01/08-6/30/09

Description: The focus of this project is to assess baseline physical activity levels of students with intellectual disabilities in grades 3-5, and to assess the present adherence to the NC Healthy Active Children Policy in the Pitt County School System as a pilot study for additional external funding. The interdisciplinary research team will also develop a MAP physical activity program to be assessed for its effectiveness in Fall 2008 (through pre-testing and post-testing).

Title: Development of a Summer Distance Education Certificate Program for Physical Education Clinical Teachers

Funding Agency: ECU Division of Academic Affairs ($5,000 funded-summer salary)

Role: Co-Investigator (with Boni B. Boswell)

Date: May-July 2008

Description: The focus of this internal grant was to develop a summer certificate program (15 hours) to prepare current clinical teachers and to recruit additional public school physical educators to supervise Physical Education Teacher Education interns.

PROFESSIONAL PRESENTATIONS

Boswell, B.B., & Davis, K.L. (2008, April).  Gender interactions between teachers and students in elementary physical education.  Paper presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Fort Worth, TX.

Barreira, T.V., Kang, M., Davis, K., & Binkley, H. (2008, April). Assessing reliability of the medicine ball throw using generalizability theory.  Poster presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Fort Worth, TX.

Davis, K.L., Kang, M., Boswell, B.B., DuBose, K.D., Altman, S.R., & Binkley, H.M. (2007, October). Validity and reliability of the medicine ball throw for kindergarten children.  Poster presented at the AAPAR Conference on Diversity in Physical Activity and Health: Measurement and Research Issues and Challenges, Dallas, TX.

Davis, K.L., Dawson, M., Espinosa, D., Decker, J., & Sherman, M. (2007, September). The tactical approach to teaching games. Invited presentation for Pitt County School System Physical Education In-Service Workshop, JH Rose High School, Greenville, NC.

Davis, K.L., & Phillips, S. (2006, November).  The tactical approach to teaching target games. Paper presented at the annual meeting of the Tennessee Association for Health, Physical Education, Recreation, and Dance, Martin, TN

Davis, K.L.  (2006, October).  PETE students’ personal beliefs about diversity: Teaching diversity issues class in the PETE curriculum.  Paper presented at the tri-annual meeting of the National Association for Sport and Physical Education Physical Education Teacher Education Conference, Long Beach, CA.

Davis, K.L., Faison-Hodge, J., & Hodge, S.R. (2006, April). Sharing the dream: Creating equitable physical education for all diversities. Paper presented for the Council on Professional Preparation in Physical Education (COPPPE) at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Salt Lake City, UT.

Davis, K.L. (2006, April). Gender interactions between teachers and students in physical education classes.  Paper presented at the Women’s Studies Research Series, Middle Tennessee State University, Murfreesboro, TN.

Davis, K.L. (2006, January). The use of role playing scenarios to teach PETE students about diversity issues. Paper presented at the annual meeting of the National Association for Kinesiology and Physical Education in Higher Education, San Diego, CA.

Burden, J., Davis, K.L., Frank, A.M., Hodge, S.R., & Jones, B.L. (2006, January). The NAKPEHE Diversity Issue Survey.  Paper presented at the annual meeting of the National Association for Kinesiology and Physical Education in Higher Education, San Diego, CA.

Davis, K.L., Frank, A.M., & Hodge, S.R.  (2006, January). The NAKPEHE Diversity Survey: A compelling interest to the HPERD fields.  Paper presented at the Administrators’ Pre-Conference Workshop at the annual meeting of the National Association for Kinesiology and Physical Education in Higher Education, San Diego, CA.

Frank, A., Hodge, S., Jones, B., & Davis, K.  (2006, January). Leadership opportunities to connect and meet the need of a diverse campus community.  Panel response to keynote presentation at the annual meeting of the National Association for Kinesiology and Physical Education in Higher Education, San Diego, CA.

Brown, B., Davis, K., Soeder, P., & Liedel-Rice, A.  (2005, November). Laying the foundation for institutional accountability in promoting diversity outcomes.  Paper presented at the annual meeting of the National Association of Multicultural Education, Atlanta, GA.

Davis, K.L.  (2005, November).  Exploring diversity issues in Physical Education Teacher Education. Paper presented at the International Conference on Cultural Diversity, Nashville, TN.

 

 

 

 

 

 

 

 

 

 

 

Dana Espinosa, Ph.D.

171-A Minges Coliseum

EXSS Department

East Carolina University

Greenville, NC 27858-4353

 (252) 328-2976

espinosad@ecu.edu

EDUCATION      Doctor of Philosophy, Educational Administration/ Administration of Physical Education Programs, Texas Woman's University, Denton, TX, 1988

Master of Education, Educational Administration/Physical Education, Nicholl's State University, Thibodaux, LA, 1983

Bachelor of Science, Teaching Health, Physical Education, Recreation and Dance (K-12), Auburn University, Montgomery, AL, 1980

PROFESSIONAL EXPERIENCE                                                                                             

2000-pres                 Associate Professor (tenured), East Carolina University, Greenville, NC

2001-2002              University Institute & University, Cincinnati, OH

1989-2000                Associate Professor (tenured), College of Charleston, Charleston, SC

1986-1989                  Teacher Evaluator, Carrollton/Farmers Branch Independent School District, Farmers Branch, TX

1983-1986                  Graduate Teaching Assistant, Texas Woman's University, Denton, TX 

1982-1983                  Physical Education Teacher, St. Joseph's Catholic School, Thibodaux, LA

1982-1983                  Graduate Teaching Assistant, Nicholls’s State University, Thibodaux, LA

1981-1982                   Health and Physical Education Teacher, Vanderbilt Catholic High School, Houma, LA

1980-1981                   Health and Physical Education Teacher and Coach, Montgomery Catholic High School, Montgomery, AL 

PUBLICATIONS

Mitchell, S., Senne, T., Espinosa, D., Dyson, B., Wuestner, W. (2002). Initial physical education

program report manual including NASPE/NCATE 2001 initial physical education standards. Reston, VA: AAHPERD Publications.

 

Baumgartner, T.A., Espinosa, D., Montgomery, J. Improving pull-up scores. (1995). Journal of Health, Physical Education, Recreation, and Dance, 66(6), 68-71.

Espinosa, D.S., & Graham, P. (1992). Legislating interscholastic sport eligibility standards: Harmful or beneficial?  The Applied Research in Coaching and Athletics Annual, 1-18.

Espinosa, D.S. (1990). The effect of the "No Pass, No Play" provision on girls' volleyball and

                basketball eligibility. Research Quarterly for Exercise and Sport, 61(4), 402-405.

FUNDED GRANTS

National Science Foundation: Biomechanics and Robotics Exploration for Instructional Technology Literacy and Skills in Rural Schools, Award #0624582, Co-PI (2006-2009)

Principal Investigator for a College of Charleston Faculty Starter Grant to Study the Effects of

New Academic Requirements for Athletics in Secondary Schools, 1989.

      PRESENTATIONS

Espinosa, D. (2006).  New ideas in upper body strength.  Presented at the Southern District AAHPERD Convention, Virginia Beach, VA. 

Espinosa, D. (2005).  Linking the past to the present and connecting to the future.  Presented at the AAHPERD National Convention, Chicago, IL.

Espinosa, D. (2005).  APE & TR in transition plans.  Presented at the AAHPERD National Convention, Chicago, IL.

Espinosa, D. (2005).  Integrating NCATE Standards into your university PETE curriculum.  Presented at the Southern District AAHPERD Convention in Little Rock, AK.                                                                              

Espinosa, D. (2004).  On the bayou: Activities for older adults.  Presented at the AAHPERD Convention in New Orleans, LA.

Espinosa, D. (2001).  Creating outdoor education/recreation legacies: Intergenerational activities in the curriculum. Presented at the AAHPERD Convention in Cincinnati, OH.

Espinosa, D. (1999).  Caregivers going the distance: Leisure education activities meet the challenge. Presented at the AAHPERD Convention, Boston, MA.

 

Bomna Ko, Ph.D.

153 Minges Coliseum

EXSS Department

East Carolina University

Greenville, NC 27858-4353

(252)328-0017

kob@ecu.edu

EDUCATION        Doctor of Philosophy, Physical Education Teacher Education (Cognate: Dance), The Ohio State University, Columbus, Ohio, 2008

                    

Master of Education, Dance, Seoul National University, Seoul, Korea, 2000

 

Bachelor of Education, Physical Education & Dance, Seoul National University, Seoul, Korea, 1998

 

PROFESSIONAL EXPERIENCE

 

2007-present               Instructor, College of Health and Human Performance, East Carolina University, Greenville, NC

 

2002-2007                     Graduate Teaching Associate (GTA), School of Physical Activity & Educational Services, The Ohio State University, Columbus, OH

                          

1998-2000                      Graduate Teaching Assistant (GTA), Department of Physical Education, College of Education, Seoul National University, Seoul, Korea

 

1998-2000                      Ballet Instructor, Kindergarten for Staff at Seoul National University, Seoul, Korea

 

1998-1999                        Aerobics Instructor and Chief of Staff in Aerobics, Exercise Program for Seoul National University Faculty, Seoul National University, Seoul, Korea

PUBLICATIONS

               

Refereed Publications

 

Ko, B., Wallhead, T., & Ward, P. (2006).  Professional development workshops:  What do teachers learn and use? Journal of Teaching in Physical Education .25, 397-412.

 

Ward, P., & Ko, B. (2006). Publication trends in the Journal of Teaching in Physical Education 1981-2005. Journal of Teaching in Physical Education, 25, 266-280.

 

Ko. B. & Stroot, A. S. (2007). Factors influencing teaching practices of elementary physical educators. The 2007 History & Future Directions of Research on Teaching and Teacher Education in Physical Education Conference Proceedings of Roundtable Presentation, pp. 41.

 

Ko, B. & Wallhead, T. (2005). Instructional alignment from professional development learning to teaching behavior. Research Quarterly for Exercise and Sport, 76(1), Suppl. p. A-18-20

 

Textbooks/Chapters Written

 

Stroot, S. A., & Ko, B. (2006). Induction of beginning physical educators into the school setting. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The Handbook of Physical Education (pp. 425-448). Berkeley, CA:  Sage Publications.

 

 

PROFESSIONAL PRESENTATIONS

 

Ko. B. & Stroot, A. S. (2007). Factors Influencing Teaching Practices of Elementary Physical Educators. Oral presentation delivered at the 2007 History & Future Directions of Research on Teaching and Teacher Education in Physical Education Conference, Pittsburgh, PA.

 

Ko. B. (2007). An Examination of Teaching Practices of Elementary Physical Educators. Informal oral presentation delivered at the 2007 AERA Division K Graduate Seminar Annual Meeting, Chicago, IL.

 

Ko, B. & Wallhead, T. (2005). Instructional Alignment from Professional Development Learning to Teaching Behavior. Oral presentation delivered at the 2005 AAHPERD National Convention, Chicago, IL.

 

Ko, B., Deglau, D., Lee, M., O’Sullivan, M., Vidoni, C., Wallhead, T., & Stroot, S. A. (2004). The Pandora’s Box of Statewide Policies in Physical Education: Possibilities and Unintended Consequences.  Oral presentation delivered at the 2004 AERA Annual Meeting, San Diego, CA.

 

Ko, B. (2003). Significance of Teaching Balance in Childhood. Poster presented at the 74th Annual OAHPERD, Dayton, OH.

 

Ko, B. & Lee, M. (2003), What Can We Learn From Other Country: Korean Education Policy. Poster presented at the 74th Annual OAHPERD, Dayton, OH.

 

Chong, A., Lee, M. & Ko, B. (2003), What New Elementary Physical Education Teachers Should Have Learned During College?. Poster presented at the Annual 74th OAHPERD, Dayton, OH.