"Major Subject: Physical Education" Title from author supplied metadata (automated record created 2010-03-12 12:08:51). Includes bibliographical references.

Thesis (MS)--University of Montana, 2008. / Title from author supplied metadata. Contents viewed on May 16, 2010. Includes bibliographical references.

Thesis (PH. D.) - Columbia university, 1938. / Thesis note on label mounted on t.-p.; "Vita" mounted on blank leaf at end. Published also under title: Physical education facilities for the modern junior and senior high school. Bibliography: p. 165-168.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 2007. / Includes bibliographical references (leaves 121-129). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Oregon State University, 2007. / Includes bibliographical references (leaves 121-129).

Thesis (Ed.M.)--Boston University.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this dissertation was to observe, describe, compare, and analyze the differences between elementary, middle, and high school physical education classes in South Korea, based on teacher and student behavior, teacher-student interaction patterns, teacher and student involvement levels, and teaching effectiveness. The subjects of this study were comprised of 15 certified full-time physical education teachers at selected schools in Seoul. A videotaping team visited 11 selected schools around Seoul and videotaped regular physical education classes Three observational instruments were used to collect data. First, teacher and student behavior and teacher-student interaction patterns were coded using Chefers' Adaptation of Flanders' Interaction Analysis System. Next, teacher and student involvement levels were coded using Individual Reaction Gestalt III. Finally, teaching effectiveness was rated using the Teacher Perforn1ance Criteria Questioru1aire. This study addressed five research questions, and a null hypothesis was fonnulated for each question, with the exception of question number two. The data collected was analyzed using descriptive and nonparametric statistical procedures. All hypotheses were tested utilizing the Kruskal-Wallis one-way ANOVA test at the .05 and .1 level of significance. Additional comparisons using the Mann-Whitney Utest were made when significant differences between the three school levels were found using the Kruskal-Wallisone-way AN OVAtest. The Bonferroni adjusted level of significance (p<.05/3=.017 and p<.1/3=.033) was applied to the Mann-Whitney UTest. Furthermore, descriptive statistics were employed to determine frequencies/scores, means, and standard deviations for the data obtained using the three instruments. This study demonstrated that elementary school physical education classes exhibited more humanistic behaviors, such as acceptance of students' feelings and ideas, use of praise and encouragement, and use of various questioning techniques. Due to increased game-playing activities, elementary school classes displayed more student verbal and nonverbal analytical responses than middle and high school classes. In contrast, secondary school physical education classes were conducted in a highly hierarchical and militaristic atmosphere. In particular, corporal punishment was often used as a means to control classes. Middle school classes were conducted with a great deal of teacher input, including lecturing, criticism, and giving directions, and high school classes had a very structured atmosphere. / 2031-01-02

The thesis examines how images of 'femininity' and the construction of gender-appropriate behaviour are reinforced and potentially challenged by the structure, content and teaching of girls' physical education in secondary schooling. The research involves both historical and contemporary investigation. The qualitative methodology used for the contemporary research focuses on an in-depth case study cf an inner city local education authority. Open-ended interviews were conducted with advisory staff, teaching staff and education committee members involved in secondary school reorganization. This was followed by close observation in four selected case study schools. The research techniques were grounded in a feminist methodology The historical analysis identifies gender ideologies relating to physical ability/capacity, motherhood! domesticity and sexuality which underpinned the development of girls' physical education. The contemporary research concludes that images of femininity continue to find expression in the assumptions of women physical education staff although they are specific to their particular historical location in the 1980s. The case study observations provide evidence cu f the institutionalization of gender ideologies in the policies, priorities and practices of girls' physical education. Three central issues emerge from the research: the significance of ideologies of the physical and the politics of sexuality; the relationship between young women's subcultures, leisure and physical education; the debates surrounding mixed versus single-sex organization. These issues are critically analysed in relation to relevant literature, evidence from the research material and current feminist theoretical debates. The thesis concludes by suggesting future directions for girls' physical education and future research in related areas. The research points to the need for a feminist analysis and approach to girls' physical education in order to initiate debate and anti-sexist policy innovation and also to contribute to wider feminist theoretical analysis particularly in relation to an understanding of physicality, sexuality and patriarchal power relations.