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The Impact of a Social Cognitive Theory-Based Intervention on Physical Education Teacher Self-Efficacy
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Martin, Jeffrey J.; McCaughtry, Nate; Kulinna, Pamela Hodges; Cothran, Donetta – Professional Development in Education, 2009
Adolescents are physically inactive and non-Caucasian adolescents achieve the least amount of physical activity. Hence, supporting teachers' efforts to increase their students' physical activity during physical education is important. We examined the influence of a social cognitive theory-based intervention on teachers' efficacy to teach…
Descriptors: Social Cognition, Social Theories, Teaching Methods, Barriers
Learning to Use PDAs to Enhance Teaching: The Perspectives of Preservice Physical Educators
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McCaughtry, Nate; Dillon, Suzanna Rocco – Journal of Technology and Teacher Education, 2008
Researchers have noted that technological innovation and advocacy has far outpaced research on how teachers learn to incorporate technologies into their classrooms, perhaps leading to slower integration of technologies into schools. Therefore, the purpose of the study was use cognitive developmental learning theory to examine shifts in preservice…
Descriptors: Preservice Teacher Education, Learning Theories, Preservice Teachers, Physical Education
The Influences of Professional Development on Teachers' Self-Efficacy toward Educational Change
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Martin, Jeffrey J.; McCaughtry, Nate; Hodges-Kulinna, Pamela; Cothran, Donetta – Physical Education and Sport Pedagogy, 2008
Background: Many children and adolescents are physically inactive and become even less active as they age. USA high school students' rates of attendance in physical education (PE) classes sharply decline by grade with 73% of ninth graders attending PE, while only 31% of seniors attend. Non-Caucasian youth report the lowest levels of physical…
Descriptors: Psychomotor Skills, Urban Schools, Physical Education, Intervention
Chapter 3: Teachers Mentoring Teachers: A View Over Time
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McCaughtry, Nate; Cothran, Donetta; Kulinna, Pamela, Hodges; Martin, Jeffrey; Faust, Roberta – Journal of Teaching in Physical Education, 2005
The authors of this article report the results of a mentorship-based professional development intervention study grounded in the induction and mentoring literature. The purpose of this study was twofold. First, the study aimed to determine how mentorship-based professional development influenced mentors' self-rated competence of mentoring; the…
Descriptors: Professional Development, Physical Education Teachers, Beginning Teachers, Teacher Attitudes