An Analysis of Correlations among Secondary School Physical and Health Education Teachers’ Beliefs and Instruction
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reports the underlying theory, methods, results, and conclusions of a study investigating relations among 26 ninth and/or tenth grade physical education teachers’ age, beliefs about knowledge, ability, and the need for cognition, and their preferred instructional methods and aims. Each has been associated with a variety of outcomes in physical education. Results revealed that most teachers preferred a relativist worldview and more highly valued curricular outcomes such as fitness, character, and community, to skill and knowledge. More autonomous practices were associated with a contextualist worldview and to a high belief in the need for cognition, and negatively to a realist perspective and to direct teaching. Finally, a contextualist worldview, a higher need for cognition, and higher incremental ability conceptions, and lower entity ability conceptions were statistically correlated to lower (more availing) beliefs in the simple-integration and stable-expertise of knowledge. Implications for scholars and practitioners are asserted.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it