Bibliographic record
Abstract
The October 2013 issue of the Journal of Teaching in Physical Education (JTPE) reflects a diverse research agenda from several different countries.Our growing understanding of Physical Education in a number of different settings is enhanced by these research endeavors.We are delighted to have seven papers in this October 2013 edition exploring elementary, secondary and higher education teaching and learning contexts.The first three papers focus on physical education teachers and present schoolbased research.These papers examine: the connection between emotional intelligence and self-efficacy of Belgian teachers; teachers' attitudes towards change with the implementation of an educational reform in Israel; and secondary physical educators "Love Affair" with sport from the United States.The fourth paper represents the voices of secondary school students and the potential of scrapbooking as a way for researchers to access students' perspectives from Ireland.This paper should be applauded for its innovative approach to methodology and as editors we encourage these more creative techniques of inquiry.The fifth paper evaluates generalist, non-physical education specialist, and elementary classroom teachers' adoption of a physical activity program in South Carolina.This paper foregrounds a growing problem of untrained generalist elementary classroom teachers teaching physical activity in elementary schools across the world.The sixth paper explores the pedagogy of facilitation within physical education Professional Development from professional learning communities in the U.S. and Europe.This study highlights an alternative to the traditional "one-shot PD", which is often a pre-packaged efficient delivery but presents non-contextualized content.The last paper of this edition highlights the area of inclusion and working with persons with disabilities, which is of immense importance to education and to our field.This research from Canada extends our understanding of disability simulations and their potential as a teaching strategy in Physical Education Teacher Education.The first paper Emotional Intelligence and Self-Efficacy Among Physical Education Teachers, explores the connection between emotional intelligence and self-efficacy.The findings demonstrated positive correlations between Emotional Intelligence (EI) and self-efficacy, and discover that the "sociability factor" of EI can predict the teacher's sense of efficacy.This research strongly advocates for the use of specific EI training for physical education teachers.Mouton, Hansenne, Delcour, and Cloes from Belgium remind us that there are many ways that emotions can be communicated consciously and unconsciously and that teachers may often attempt to mask their feelings, but students are often able to appraise the teacher's emotional well-being.In the manuscript, Physical Education Teachers and Their Attitudes Towards Change: Implementation of the New Horizon Educational Reform, Zach and Inglis add to our understanding of educational reform in physical education.Their research goals were to determine how the "New Horizon" educational reform agreement signed between the Israeli government and the Teachers' Union (2008) was implemented among physical education (PE) teachers.The research also examined teachers' attitudes towards the reform and to the changes entailed in implementing
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".