Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PET6706
Tracking Number - 1647
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Current Status:
Approved, Permanent Archive - 2007-11-08
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Detail Information
- Date & Time Submitted: 2007-05-14
- Department: School of Physical Education & Exercise Science
- College: ED
- Budget Account Number: 0-1732-000
- Contact Person: Steve Sanders
- Phone: 8139744871
- Email: sanders@coedu.usf.edu
- Prefix: PET
- Number: 6706
- Full Title: Analysis of Research in Physical Education
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Analysis of Research PE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: This course is designed to help teachers better understand the process of conducting classroom research. The course provides a set of guidelines for reading research and sharing perspectives based on studying original research in physical education.
- Please briefly explain why it is necessary and/or desirable to add this course: This course has been taught as a special topics course two times. Part of a quality master’s level degree program in Physical Education, based on guidelines from NASPE/NCATE Advanced Physical Education Standards (2001) and based on understanding developm
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of a required sequence of courses for the Physical Education Master's Degree but could also be taken by other students in graduate level education degree programs.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, two times. Syllabus below.
COLLEGE OF EDUCATION
SCHOOL OF PHYSICAL EDUCATION, WELLNESS, & SPORT STUDIES
SYLLABUS
FALL 2006
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration, Academic Excel
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral Degree in Physical Education Teacher Education or related field.
- Objectives: As a result of successful completion of this course, students will be able to:
6.1 Demonstrate how to read and interpret classroom research in physical education.
6.2 Demonstrate an understanding of effective teaching and assessment practices based on research in physical education.
6.3 Critically evaluate and discuss how research can be helpful in designing learning experiences in the physical education classroom.
6.4 Analyze the important link between practitioner inquiry and learning in physical education classrooms.
6.5 Systematically analyze and synthesize original research and summarize comparing and contrasting published classroom inquiry research.
6.6 Demonstrate an understanding of guidelines for reading and conducting action research.
6.7 Develop a plan of action for conducting classroom research specific to a question of interest.
- Learning Outcomes: Students will be evaluated by means of assignments and projects completed including: reflection papers, discussion boards, and the development of a plan for classroom inquiry.
Learning Experiences/Assignments
8.1. Readings - Each section of the textbook “Putting Research to Work” contains a series of articles related to a specific topic. A two-page paper will be written for each section. After reading students will briefly, within a couple of paragraphs, summarize what they have read. The rest of the paper should consist of student reaction to the research. “Do you agree, disagree, with the authors? What kinds of information do you take from the research that will help you become a better teacher? Is this topic an area of study you might use for a research project?” Chapter Readings and Summary – Students will read and summarize all reading assignments and provide a no more than 2 page analysis of the readings. The 13 reading and research assignments are each worth 10 points for a total of 130 points.
8.2. Discussions – Students will participate in weekly online discussions of topics related to the readings. Specific questions are provided to assist in the discussion. Discussion Questions – Two points are awarded each week for discussion. Response to Blackboard discussion questions is required.
8.3. Project – Students will submit a research plan. A form has been included in the research plan module for student use. This plan will provide a detailed outline for the student to use in conducting practitioner inquiry. Outline Research Project – By the end of the semester students will submit a detailed outline to use as a guide in conducting classroom research. This guide may be used by students who wish to participate in thesis research or project research courses. Project outline is worth 40 points.
- Major Topics: Understanding Guidelines for Reading Research
Course Guidelines for Summarizing Readings
Research about the Basics—Numbers, Time, Space, Equipment, and Behaviors
Research about Managing the Physical Education Class
Research on Interactions Among Students
Research on Strategies for Teaching and Learning
Research on the Voices of Students
Research on the Voices of Students Part II
Research on Teachers in the workplace, Training, Experience, and Context
Research on Assessment as Part of Teaching
Research on Programs for Teachers and Children
Reviewing Studies of the Effects of Physical Education
Reviewing Studies of the Long-Term Effects of Physical Education
Finding Different Ways to Make Research Serve Teaching
Development of a Research Plan for Classroom Inquiry
Reviewing Literature on Developmentally Appropriate Practice in Elementary and Preschool
Reviewing Literature on Developmentally Appropriate Practice in Middle School and High School
- Textbooks: Locke, Lawrence F., & Lambdin, D. (2003). Putting research to work in elementary physical education. Champaign, IL: Human Kinetics Publishers.
Dana, N. F., & Yendol-Silva, D. (2003). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press, Inc.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
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- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.