published_or_final_version / Education / Master / Master of Education

Thesis (Ed.D.)--Teachers College, Columbia University, 1995. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).

LD2668 .T4 1941 W51 / Master of Science

Thesis (Ed.D.)--Boston University

by Shiu Wing Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-77). / Text in English; abstracts and appendices in English and Chinese. / by Shiu Wing Yi. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR FOCUSING ON TEACHING BEHAVIOR --- p.1 / Chapter 1.2 --- STUDY OF MULTIPLE VARIABLES --- p.2 / Chapter 1.2.1 --- PLANNING --- p.2 / Chapter 1.2.2 --- INSTRUCTIONALBEHAVIOR --- p.3 / Chapter 1.3 --- LIMITATIONS OF PREVIOUS STUDIES --- p.3 / Chapter 1.3.1 --- LABORATORY SETTING --- p.3 / Chapter 1.3.2 --- FOCUS ON PRESERVICE TEACHERS --- p.4 / Chapter 1.3.3 --- STUDY OF STUDENT LEARNING --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- DEFINITION OF TERMS --- p.7 / Chapter 1.6 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURES --- p.9 / Chapter 2.1 --- ELEMENTS OF EFFECTIVE TEACHING --- p.9 / Chapter 2.1.1 --- GENERAL GHARACTERISTICS OF EFFETIVE TEACHING --- p.9 / Chapter 2.1.2 --- TEACHERS' VIEWS OF EFFECTIVE TEACHING --- p.10 / Chapter 2.1.3 --- EFFECTIVE TEACHERS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.2 --- PLANNING --- p.12 / Chapter 2.2.1 --- TEACHER THOUGHT PROCESS --- p.12 / Chapter 2.2.2 --- MODEL OF TEACHER PLANNING --- p.13 / Chapter 2.2.3 --- TEACHERS' INSTRUCTIONAL PLANNING IN PHYSICAL EDUCATION --- p.14 / Chapter 2.2.4 --- EFFECT OF PLANNING ON INSTRUCTIONAL BEHAVIOR --- p.16 / Chapter 2.3 --- INSTRUCTIONAL BEHAVIOR OF PHYSICAL EDUCATION TEACHERS --- p.18 / Chapter 2.3.1 --- TEACHER FUNCTIONS IN TEACHING-LEARNING PROCESS --- p.18 / Chapter 2.3.2 --- SYSTEMATIC OBSERVATION OF INSTRUCTIONAL BEHAVIORS --- p.19 / Chapter 2.3.3 --- INSTRUCTIONAL BEHAVIORS --- p.20 / Chapter 2.3.4 --- QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.21 / Chapter 2.4 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.23 / Chapter 2.4.1 --- STUDENT LEARNING IS THE GOAL OF PHYSICAL EDUCATION --- p.23 / Chapter 2.4.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.25 / Chapter 2.4.3 --- MEASURE OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.26 / Chapter 2.5 --- EXPERIENCED VS NOVICE PHYSICAL EDUCATION TEACHERS --- p.27 / Chapter 2.5.1 --- COMPARING EXPERIENCED AND NOVICE TEACHERS --- p.27 / Chapter 2.5.2 --- TEACHING STRATEGIES --- p.28 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- PARTICIPANTS --- p.30 / Chapter 3.2 --- EQUIPMENT --- p.30 / Chapter 3.3 --- RESEARCH DESIGN --- p.30 / Chapter 3.3.1 --- BASKETBALL SKILLS TEST --- p.31 / Chapter 3.3.1.1 --- OBSTACLE DRIBBLING TEST --- p.31 / Chapter 3.3.1.2 --- SPOT SHOOTING TEST --- p.32 / Chapter 3.3.2 --- COLLECTION OF PLANNING DECISION AND INSTRUCTIONAL BEHAVIOR --- p.32 / Chapter 3.3.2.1 --- PRIOR TO PLANNING --- p.32 / Chapter 3.3.2.2 --- PLANNING DECISIONS --- p.33 / Chapter 3.3.2.3 --- TEACHERS' QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.34 / Chapter 3.3 --- INSTRUMENTATION AND DATA COLLECTION --- p.35 / Chapter 3.3.1 --- TEACHER PLANNING DECISION CODING SYSTEM --- p.35 / Chapter 3.3.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE AND STUDENT ACHIEVEMENT --- p.36 / Chapter 3.3.3 --- PRETEST AND POSTTEST ON BASKETBALL SKILLS --- p.37 / Chapter 3.4 --- STATISTICAL ANALYSIS --- p.37 / Chapter CHAPTER FOUR --- RESULTS --- p.38 / Chapter 4.1 --- PLANNING --- p.38 / Chapter 4.1.1 --- TASK/ACTIVITY DECISIONS --- p.38 / Chapter 4.1.2 --- INSTRUCTIONAL STRATEGY DECISIONS --- p.38 / Chapter 4.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE SCALE --- p.39 / Chapter 4.3 --- ACHIEVEMENT DATA --- p.40 / Chapter CHAPTER FIVE --- DISCUSSION --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.53 / TABLES --- p.58 / REFERENCES --- p.64 / APPENDICES --- p.78

The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. / Graduation date: 1992

Thesis (M.S.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references. Also available online.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students. / Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program. / A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test. / Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. )