Student Learning in Physical Education, Second Edition, provides the latest research on physical education curriculum, teaching, and teacher education and shows physical educators how to apply this knowledge to their day-to-day practices.
Nationally and internationally recognized teacher educators and physical education scholars have thoroughly revised and updated this new edition for today's physical education programs. The expanded and comprehensive references, featuring more than 1,000 bibliographic entries, have also been updated and provide a springboard to further research.
Other changes to the text include chapter-ending “Implications for Practice” summary lists; a reader-friendly overview of the latest research in teaching, teacher education, and curriculum; more practical applications of the content; and an open, easy-reading layout. In all, this new edition expands the content over the previous edition by 50 percent while still concisely summarizing the research.
Student Learning in Physical Education, Second Edition, retains the strengths from the first edition, as well. It helps physical education supervisors and curriculum specialists evaluate curriculum alternatives, guide professional development planning, and advocate effectively for quality physical education.
Stephen J. Silverman, EdD, has established a strong reputation as a physical educator in both teaching and research. He is a professor of education at Teachers College, Columbia University, and he has spent more than 20 years conducting research on teaching in physical education. As a researcher, Steve developed and tested a model of learning and instruction that provided in-depth insights into the teaching of physical education, and he has published extensively in pedagogy and research methods.
A former coeditor of the Journal of Teaching in Physical Education and current editor in chief of the Research Quarterly for Exercise and Sport, Steve was the American Educational Research Association Physical Education Scholar Lecturer and a Research Consortium Scholar Lecturer and Weiss Lecturer for the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). Steve is also an elected fellow of the American Academy of Kinesiology and Physical Education and was an Eastern District Scholar Lecturer. In addition, he is a former president of the AAHPERD Research Consortium and former chair of the Curriculum and Instruction Academy of AAHPERD's National Association of Sport and Physical Education.
Steve received his doctorate in education from the University of Massachusetts at Amherst. He and his wife, Patricia Moran, reside in New York City, where Steve enjoys running, aquatic sports, and following politics.
Catherine D. Ennis, PhD, is a professor in the department of kinesiology at the University of Maryland at College Park. A specialist in curriculum theory and development, Cathy has served as both a graduate and an undergraduate instructor and advisor and has worked extensively on enhancing physical education curriculum in urban public school districts throughout the United States.
Cathy has published more than 50 research articles in scholarly journals and served as editor of the Pedagogy section of Research Quarterly for Exercise and Sport. She serves on the editorial review boards of the Journal of Teaching in Physical Education; Sport, Education, and Society; and European Physical Education Journal. She is coauthor of the book The Curriculum Process in Physical Education (Brown & Benchmark 1995).
In 1984 Cathy completed her PhD in curriculum theory and development at the University of Georgia. She is an elected fellow in the American Academy of Kinesiology and Physical Education and the Research Consortium and is a former chair of the Curriculum and Instruction Academy. She has been named a Landsdowne Scholar at the University of British Columbia and has given scholar lectures for both the Research Consortium Scholar and AAHPERD Eastern District. She has received the Curriculum and Instruction Academy's Honor Award, the Celebration of Teaching Award from the University of Maryland's Center for Teaching Excellence, the Muriel Sloan Communitarian Award for service to public schools, and the Doris Sands Outstanding Teaching Award. She was inducted into the Lynchburg College Sports Hall of Fame in 1992. A resident of Silver Spring, Maryland, Cathy enjoys RVing, gardening, and hiking.
Part I. Overview of the Field Chapter 1. Enhancing Learning: An Introduction, Stephen J. Silverman and Catherine D. Ennis Chapter 2. How the Field Evolved, Amelia M. Lee Chapter 3. Research: What It Is and How We Can Learn From It, Stephen J. Silverman
Part II. Addressing the Needs of Diverse Students Chapter 4. Context of Schools, LeaAnn Tyson Martin Chapter 5. Student Learning and the Social Construction of Gender in Sport and Physical Education, David Kirk Chapter 6. Students With Disabilities in Physical Education, E. William Vogler
Part III. Promoting Student Learning Chapter 7. Using Curriculum to Enhance Student Learning, Catherine D. Ennis Chapter 8. Standards-Based Program Design: Creating a Congruent Guide for Student Learning, Leslie T. Lambert Chapter 9. Student Issues in Physical Education Classes: Attitudes, Cognition, and Motivation, Melinda A. Solmon Chapter 10. Effective Instruction in Physical Education, Judith E. Rink Chapter 11. Assessment in Physical Education: The Future Is Now! Terry M. Wood
Part IV. Promoting Valued Outcomes and Attitudes Chapter 12. Health-Related Physical Education: Physical Activity, Fitness, and Wellness, Thomas L. McKenzie Chapter 13. Teaching Sport Within Physical Education, Peter A. Hastie Chapter 14. Teaching Personal and Social Responsibility in Physical Education, Don Hellison Chapter 15. Interdisciplinary Curriculum in Physical Education: Possibilities and Problems, Judith H. Placek
Part V. Learning to Teach: An Ongoing Process Chapter 16. Learning to Teach in Physical Education, Mary O'Sullivan Chapter 17. Teachers' Knowledge Construction, Inez Rovegno Chapter 18. Organizational Socialization: Factors Affecting Beginning Teachers, Sandra A. Stroot and Christine E. Whipple Chapter 19. Enhancing Learning: An Epilogue, Catherine D. Ennis and Stephen J. Silverman