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The Impact of Policy on Practice in Elementary Physical Education in the Bergling School Division in Virginia

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dc.contributor.advisor Earley, Penelope M.
dc.contributor.author Spivack, Kimberly
dc.creator Spivack, Kimberly
dc.date 2014-05
dc.date.accessioned 2014-10-15T19:12:16Z
dc.date.available 2014-10-15T19:12:16Z
dc.date.issued 2014-10-15
dc.identifier.uri https://hdl.handle.net/1920/9064
dc.description.abstract Federal, state, and local school policies since the No Child Left Behind (NCLB) Act of 2001 have increased the focus on student achievement. Subjects such as physical education have become less of a priority. At the same time, childhood obesity is a serious public health problem. Virginia schools provide an opportunity for student to learn about the importance of being physical activity and knowledge to lead an active life through physical education class. The purpose of the study was to explore elementary physical education teachers’ in the Bergling School Division (a pseudonym) in the Commonwealth of Virginia implementation of the physical education curriculum, and their knowledge of the state and local school division physical education policies. In addition, the study examined their perceptions of factors to implementing the curriculum. A survey was administered to a population of elementary physical education teachers in the Bergling School Division. Part one of the survey included factors to curriculum implementation. Part two of the survey included items related to the teachers’ application of the curriculum and understanding of policies. The results were analyzed using quantitative methods to determine if relationships exist between factors to curriculum implementation and specified teacher demographics, setting, and perception of policy. Findings from the survey data show teachers are using the physical education curriculum to teach, but lack competence in the policies that guide how the subject is implemented. Furthermore, teachers sight lack of time with students, class size, and low priority for physical education as factors to curriculum implementation.
dc.language.iso en_US en_US
dc.rights Copyright 2014 Kimberly Spivack en_US
dc.subject curriculum en_US
dc.subject elementary en_US
dc.subject physical education en_US
dc.subject policy en_US
dc.subject teacher en_US
dc.title The Impact of Policy on Practice in Elementary Physical Education in the Bergling School Division in Virginia en_US
dc.type Dissertation en
thesis.degree.name PhD in Education en_US
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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