Accomplished Teachers’ Implementation of Quality Teaching Practices

Authors

  • Weiyun Chen School of Kinesiology University of Michigan Ann Arbor, MI 48109
  • Austin Hammond-Bennett School of Kinesiology University of Michigan Ann Arbor, MI 48109
  • Ashely Upton School of Kinesiology University of Michigan Ann Arbor, MI 48109
  • Steve Mason School of Kinesiology University of Michigan Ann Arbor, MI 48109

Keywords:

Task Design, Task Presentation, Class Management, and Instructional Responses

Abstract

The purpose of this study was to describe how accomplished teachers implement the quality of teaching practices in their daily lessons. The participants were four elementary physical education teachers (one male, three female). The data sources consisted of videotape of the teachers teaching 12 lessons, transcription of the taped lessons, descriptive written records, and formal interviews with the teachers. The data were analyzed using the constant comparison techniques. The findings indicated that the teachers provided coherently connected and meaningfully authentic learning tasks for each lesson. They presented the learning tasks using examples, images, and learning cues; organized the class using efficient routines and creative ways; and provided students with tailored instructional guidance. 

Author Biographies

Weiyun Chen, School of Kinesiology University of Michigan Ann Arbor, MI 48109

Weiyun Chen, Ph.D. is associate professor in School of Kinesiology at the University of Michigan.  Her research interests focus on impact of innovative curriculum approaches implementation on students learning outcomes.   She has published data-based research articles in a variety of leading journals

Austin Hammond-Bennett, School of Kinesiology University of Michigan Ann Arbor, MI 48109

Research Assistant

Ashely Upton, School of Kinesiology University of Michigan Ann Arbor, MI 48109

Research assistant, School of Kinesiology

Steve Mason, School of Kinesiology University of Michigan Ann Arbor, MI 48109

Research Assistant

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Published

2014-03-25

Issue

Vol. 71 No. 2 (2014)

Section

Articles

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