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Boyce, B. Ann; Rikard, G. Linda – Journal of Teaching in Physical Education, 2011
The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005-06 and 2008-09 as well as selected summary data from 1996-97 through 2008-09 were used to make comparisons…
Descriptors: Physical Education, Teacher Education, Doctoral Programs, Institutional Characteristics
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Boyce, B. Ann; Rikard, G. Linda – Journal of Teaching in Physical Education, 2011
This study examined the supply and demand issues of D-PETE professionals in higher education. The three concerns addressed were: (a) doctoral graduates and their respective job placements in the academic years of 1996-97 through 2008-09, (b) an examination of two targeted academic years (2005-06 and 2008-09) to determine the supply of entry level…
Descriptors: Physical Education, Teacher Education, Doctoral Programs, Teacher Supply and Demand
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Ward, Phillip; Sutherland, Sue; Woods, Marianne; Boyce, B. Ann; Karp, Grace Goc; Judd, Michael R.; Parker, Melissa; Rikard, G. Linda; Sinclair, Christina – Journal of Teaching in Physical Education, 2011
In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with…
Descriptors: Physical Education, Teacher Education, Doctoral Programs, Status
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Rikard, G. Linda; Banville, Dominique – Journal of Teaching in Physical Education, 2010
The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers' (FYT's)…
Descriptors: Mentors, Accountability, Beginning Teacher Induction, Beginning Teachers
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Senne, Terry A.; Rikard, G. Linda – Journal of Teaching in Physical Education, 2004
Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983),…
Descriptors: Intervention, Reflective Teaching, Focus Groups, Moral Values
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Senne, Terry A.; Rikard, G. Linda – Journal of Teaching in Physical Education, 2002
Analyzed two physical education teacher education portfolio models regarding the impact on intern perceptions of the value of portfolios, intern professional growth, and portfolio representation in single and dual internship site placements. Data from surveys and reflection logs indicated that although interns showed no change in moral judgement…
Descriptors: Elementary Secondary Education, Higher Education, Physical Education Teachers, Portfolio Assessment
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Rikard, G. Linda; Veal, Mary Lou – Journal of Teaching in Physical Education, 1996
Interviews with 23 physical education cooperating teachers examined their preparation for becoming supervisors and their supervisory beliefs and practices. Most had no formal preparation and shared no common technical language, instead using memories of their own supervision and experiences. Through their own ingenuity, they exhibited three…
Descriptors: Cooperating Teachers, Elementary Secondary Education, Higher Education, Physical Education
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Rikard, G. Linda; Knight, Sharon M. – Journal of Teaching in Physical Education, 1997
This study examined physical education interns' (N=46) perceptions about their internships as indicators of professional development. Focus groups and surveys indicated that the student teachers wanted to fit in, get along with teachers, and gain pupil cooperation. Constraints included difficulties establishing management systems, untimely…
Descriptors: Classroom Techniques, Clinical Supervision (of Teachers), Collegiality, Cooperating Teachers