Teaching in an Urban, Multiracial Physical Education Program: The Power of Context
作者:
GriffinPatriciaS.,
期刊:
Quest
(Taylor Available online 1985)
卷期:
Volume 37,
issue 2
页码: 154-165
ISSN:0033-6297
年代: 1985
DOI:10.1080/00336297.1985.10483830
出版商: Taylor&Francis Group
数据来源: Taylor
摘要:
The purpose of this study was to identify contextual factors affecting the conduct of a physical education program in an urban, multiracial junior high school. Using particiant observation, formal interviews, and informal discussion with teachers and students, the investigator spent 84 hours in the school observing class and nonclass interactions. Four contextual factors affecting the conduct of the physical education program were identified. (a) outdoor activity space, (b) central office policies, (c) schoolbased professional support for teaching, and (d) the unique qualities of urban, multiracial schools. The results are discussed in terms of the effects of contextual factors on the quality of curriculum and instruction possible in a particular school. Analysis of data from this field study underscores the importance of considering contextual factors in defining expectations for what physical educators can achieve. A primary conclusion is that in at least some instances, change in physical education must be perceived as a political as well as a pedagogical problem.
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