abstract: The non-profit National Board for Professional Teaching Standards (NBPTS) grew out of the belief that teachers were a key factor in improving student achievement and that the profession needed a way to recognize and reward exemplary classroom teachers. Over 100,000 teachers nationwide have achieved National Board Certification across all certificate areas, with approximately 1,800 of those in the area of Physical Education. Although National Board Certified Teachers (NBCTs) have been the subjects of several studies since the inception of NBPTS, very few have investigated the impact of National Board Certification (NBC) and Physical Education Teachers. This study examined the teaching effectiveness of NBCPETs and non-NBCPETs as they taught intact Physical Education classes with their own students. Participating teachers were provided with an experimental teaching unit (ETU) with a specific learning objective, but were free to plan and design the intended instruction. This study also examined the cognitive processes of NBCPETs and non-NBCPETs during interactive teaching. Academic Learning Time-Physical Education (ALT-PE), the System for Observing Fitness Instructional Time (SOFIT), stimulated-recall interviews, and document analysis were utilized for data collection. Pre- and post-tests on the ETU specific learning objective were conducted to determine student learning and three lessons were videotaped and used in subsequent analysis. Stimulated recall interviews were conducted following each lesson, lasting between 5 to 15 minutes. Themes that emerged from the stimulated-recall interviews across all teachers included: 1) building on past skills, 2) modifications to increase physical activity, and 3) goal-directed instruction. In addition, there is no difference between the amount of time students of NBCPETs engage in moderate to vigorous physical activity (MVPA) as compared to students of non-NBCPETs. Similarly, students of non-NBCPETs are provided the same amount of motor activity at an appropriate success rate (ALT-PE) as students of NBCPETs. Lastly, the results showed no difference in gain scores of the learning objectives between the two groups of teachers. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25906 |
| Date | January 2014 |
| Contributors | Houston, Jennifer Ellen (Author), van der Mars, Hans (Advisor), Kulinna, Pamela (Committee member), Cocchiarella, Martha (Committee member), Block, Martin (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 225 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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