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Chapter 4: Twitter as a Professional Development Platform among U.S. Physical Education Teachers
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Richards, K. Andrew R.; Killian, Chad M.; Kinder, Christopher J.; Badshah, Kaizeen; Cushing, Casey – Journal of Teaching in Physical Education, 2020
Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29;…
Descriptors: Social Media, Faculty Development, Physical Education Teachers, Professional Continuing Education
Workplace Experiences of Physical Educators with and without National Board Certification
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Richards, K. Andrew R.; Woods, Amelia Mays; Wei, Mengyi; Kim, Jeongkyu – European Physical Education Review, 2022
Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct…
Descriptors: Physical Education Teachers, Teacher Certification, National Standards, Work Environment
U.S. Physical Education Teacher Education Faculty Members' Workplace Perceptions across Gender and Institution Type
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Richards, K. Andrew R.; Graber, Kim C.; Woods, Amelia Mays; Ison, Shelby E.; Killian, Chad M. – Journal of Teaching in Physical Education, 2022
Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress,…
Descriptors: Physical Education Teachers, Teacher Educators, Teacher Attitudes, Gender Differences
Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators
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Wilson, Wesley J.; Richards, K. Andrew R.; Haegele, Justin A.; Holland, Steven K. – Research Quarterly for Exercise and Sport, 2020
Purpose: The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method: Participants included 653 teachers (women = 382) who taught physical education (n = 420) or adapted physical…
Descriptors: Adapted Physical Education, Physical Education Teachers, Teacher Attitudes, Teaching Conditions
Personal Accomplishment, Resilience, and Perceived Mattering as Inhibitors of Physical Educators' Perceptions of Marginalization and Isolation
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Richards, K. Andrew R.; Gaudreault, Karen Lux; Woods, Amelia Mays – Journal of Teaching in Physical Education, 2018
Purpose: This study sought to develop a quantitative understanding of factors that reduce perceived isolation and marginalization among physical educators. A conceptual model for the relationships among study variables was developed. Method: Data were collected through an online survey completed by 419 inservice physical educators (210 females,…
Descriptors: Physical Education, Statistical Analysis, Socialization, Professional Isolation
Initial Validation of the Physical Education Marginalization and Isolation Survey (PE-MAIS)
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Gaudreault, Karen Lux; Richards, K. Andrew R.; Mays Woods, Amelia – Measurement in Physical Education and Exercise Science, 2017
Qualitative research conducted through occupational socialization theory has documented that physical educators feel marginalized and isolated in schools. We sought to propose and provide initial evidence of validity and reliability for the Physical Education Marginalization and Isolation Survey (PE-MAIS). Physical educators (n = 420) completed an…
Descriptors: Factor Analysis, Factor Structure, Physical Education, Socialization