Implementing Curriculum Within a Context of Fear and Disengagement
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Catherine D. Ennis, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The purpose of this study was to examine situational and personal contextual
factors that teachers and students reported as enhancing or minimizing student
engagement in urban high school physical education classes. In this ethnographic
study, 21 physical education teachers and their students in six high
schools were observed, and all teachers at six schools and 51 students at five
schools were interviewed to examine their perspectives on physical education.
Data were analyzed using constant comparison. Findings suggested that
students found some tasks to be embarrassing, boring, and irrelevant. Some
students preferred to receive a failing grade rather than participate. All participants
reported a sense of fear and alienation in the school or class environments.
Students, however, described several teachers who created contexts of
engagement in these schools. These teachers connected personally with students
and worked to provide an innovative curriculum that students felt was
relevant and worthwhile.
Implementing Curriculum Within a Context of Fear and Disengagement
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Additional Information
- Publication
- Journal of Teaching in Physical Education, 17, 52-71
- Language: English
- Date: 1997
- Keywords
- Fear, Anxiety, Education, Disengagement, Teacher attitudes, Curriculum, Physical education