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Title IX and No Child Left Behind: Educator's Perspectives on the Impact of Policy on the Physical Education Classroom.

机译：标题IX和不让任何孩子落后：教育者对政策对体育课堂的影响的观点。

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摘要

A quality physical education program is an integral part of the educational experience for students, parents, and communities throughout the United States. Unfortunately, throughout the United States, there is an overwhelming rise in obesity, diabetes, and other health issues related to sedentary lifestyles (Disease Control and Prevention, 2015). There is also a decline in the academic performance and participation rates of students in physical education classes throughout the United States (Taras, 2005). The physical education curriculum put in place throughout school districts, state education departments, and the federal government is intended to assist in reducing and preventing such detrimental occurrences, as well as enriching the overall wellbeing of those who participate in a quality physical education program (Physical Education Model Content Standards for California Public Schools: Kindergarten Through Grade Twelve, 2006). The purpose of this study was to explore physical education teachers' roles, experiences, and perspectives as they relate to the effects of two legal education policies (Title IX and No Child Left Behind (NCLB)), through the lenses of A Theory of Justice and Implementation Theory, on the modern day physical education program. The primary question guiding this research is: What are the perceptions of high school physical education teachers of current physical education classrooms directly influenced by Title IX and NCLB?;This case study utilized a qualitative method by way of interviews in order to gain insight into this topic. These methods assisted in the identification and grouping of themes that are directly related to physical education teacher's insights into the effects of these educational legal policies on the modern day physical education curriculum and setting.;This study found that although Title IX and NCLB have contributed positively to the quality of physical education programs, unfortunately, there are an overwhelming number of issues these two educational mandates present on the teachers ability to provide their students with a quality physical education experience. Subsequently, the students are being robbed of the lifelong benefits a quality physical education program affords them.
机译：优质的体育课程是全美国学生，父母和社区教育经验中不可或缺的一部分。不幸的是，在整个美国，肥胖，糖尿病和与久坐不动的生活方式有关的其他健康问题激增（疾病控制与预防，2015）。在美国，体育课的学生的学习成绩和参与率也有所下降（Taras，2005年）。在整个学区，州教育部门和联邦政府中均设有体育课程，旨在帮助减少和预防此类有害事件，并丰富参加优质体育课程的人们的整体福祉（体育加州公立学校的教育模型内容标准：幼儿园至十二年级，2006年。这项研究的目的是通过《正义论》的视角探讨体育教师的角色，经验和观点，它们与两种法律教育政策（第九标题和“不让任何一个孩子掉队”（NCLB））的影响有关。和实施理论，关于现代体育课程。指导这项研究的主要问题是：受标题IX和NCLB的直接影响，当前体育教室的高中体育老师的看法是什么？本案例研究通过访谈的方式采用了定性方法，以便对此有所了解。话题。这些方法有助于确定和分组与体育教师对这些教育法律政策对现代体育课程和环境的影响直接相关的见解的主题。；该研究发现，尽管标题IX和NCLB做出了积极贡献遗憾的是，对于体育课程的质量而言，这两个教育要求中存在着大量的问题，这关系到教师为学生提供优质体育教育体验的能力。随后，学生被剥夺了高质量体育课程为他们提供的终生利益。

著录项

  • 作者

    Bennett-Riley, LeAnne R.;

  • 作者单位

    California Lutheran University.;

  • 授予单位 California Lutheran University.;
  • 学科 Educational leadership.;Physical education.;Education policy.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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