Developing the physical education curriculum: an achievement-based approach Luke E. Kelly, Vincent J. Melograno.
Detalles de publicación: Champaign, IL Human Kinetics c2004.Descripción: xi, 363 p. ill. 29 cmISBN:- 0736041788
- 796.071 K2957d 21
- GV365 .K45 2004
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro | Biblioteca de Mayagüez Colección General mb | GV365 .K45 2004 (Navegar estantería(Abre debajo)) | Disponible | 50000002165552 | ||||||||||||||
| Libro | Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab | 796.071 K2957d (Navegar estantería(Abre debajo)) | Disponible | 60000010016845 |
Descripciones mejoradas de Syndetics:
Developing the Physical Education Curriculum: An Achievement-Based Approach presents a breakthrough model that guides physical educators step by step through the process of translating curriculum theory into functional practice. The achievement-based curriculum (ABC) approach is not bound to a particular curriculum theory or philosophy; rather, it provides educators with a systematic decision-making process to help them develop a curriculum that addresses unique and diverse needs. And it allows educators to incorporate national, state, and local content and assessment standards in their curricula.
The book takes students through every phase of curriculum design: foundational understanding of design, planning, implementation, and evaluation. Further, it shows students how to document that their curriculum is working--a valuable asset in an era of budget cuts.
Other special features of Developing the Physical Education Curriculum: An Achievement-Based Approach include the following:
-Opening Scenario, Expected Outcomes, and Making It Work special elements in each chapter to help students understand how to apply the book's content in school settings and in their future work as teachers or administrators
-Instruction on implementing the curriculum and sharing it with others
-Strategies for planning, implementing, and evaluating a curriculum and establishing credibility for it
-Emphasis on student achievement as an indicator of a quality physical education program
-Forms and worksheets (completed examples and blanks) that give students a hands-on approach to developing, assessing, and revising a curriculum
In Part I , teachers learn the foundation for curriculum development; examine physical education mandates, standards, and curriculum models; and are grounded in the achievement-based curriculum approach.
In Part II , teachers delve into the active planning of a curriculum. They explore the philosophy, goals, objectives, and policies of a curriculum; program planning; and how to develop functional assessments.
In Part III , teachers learn how to maximize student learning and enhance teacher effectiveness through developing assessment-based teacher templates and student learning formats.
In Part IV , teachers learn how to evaluate student progress and program merit and how to use this information to be effective advocates for their physical education programs and their profession.
Developing the Physical Education Curriculum: An Achievement-Based Approach presents the complete framework for an accountable curriculum that meets the diverse needs of students and the real-world challenges of physical educators.
Includes index.
Includes bibliographical references (p. 345-347) and index.
Foundation of curriculum development -- The nature of curriculum -- Contemporary contexts -- Philosophical perspectives -- Physical education mandates and standards -- Education mandates -- Standards-based movement -- Physical education curriculum models -- Movement education -- Fitness education -- Developmental education -- Activity-based education -- Humanistic and social development -- Sport education -- Wilderness sports and adventure education -- Conceptually-based education -- Personally meaningful education -- Eclectic -- Achievement-based curriculum -- The achievement-based physical education curriculum -- Program planning -- Defining the content -- Assessing implementation planning -- Establishing the philosophy, goals, objectives, and polices -- Step 1, program philosophy -- Step 2, defining program goals -- Step 3, policies and resources -- Program planning -- Step 4, delineating objectives for each goal -- Step 5, establishing program goal emphasis -- Step 6, calculating available instructional time -- Step 7, calculating average objective mastery times -- Step 8, calculating how much content can be included in the curriculum -- Step 9, sequencing the content across the curriculum from the bottom up developmentally -- Step 10, developing teaching learning maps (TLMs) -- Step 11, creating a functional abc guide -- Developing functional assessments -- Assessment process -- Selecting/developing assessment instruments for the curriculum objectives -- Maximizing learning and effective teaching -- Maximizing learning -- Effective teaching -- Learning experiences -- Definition and structure -- Criteria for selection -- Individualization pattern -- Interaction pattern -- Accommodating special students.
gccoct2006
Tabla de contenidos provista por Syndetics
- Preface(p. ix)
- Acknowledgments(p. xi)
- Part I Understanding Curriculum Development(p. 1)
- 1 Foundation for Curriculum Development(p. 3)
- Nature of Curriculum(p. 5)
- Contemporary Contexts(p. 10)
- Philosophical Perspectives(p. 17)
- Summary(p. 27)
- 2 Physical Education Mandates and Standards(p. 31)
- Education Mandates(p. 33)
- Standards-Based Movement(p. 40)
- Summary(p. 52)
- 3 Physical Education Curriculum Models(p. 55)
- Movement Education(p. 57)
- Fitness Education(p. 58)
- Developmental Education(p. 58)
- Activity-Based Education(p. 58)
- Humanistic and Social Development(p. 59)
- Sport Education(p. 60)
- Wilderness Sports and Adventure Education(p. 61)
- Conceptually Based Education(p. 61)
- Personally Meaningful Education(p. 61)
- Eclectic Model(p. 62)
- Achievement-Based Curriculum(p. 62)
- Summary(p. 63)
- 4 The Achievement-Based Physical Education Curriculum(p. 65)
- Program Planning(p. 67)
- Assessing(p. 76)
- Implementation Planning(p. 81)
- Teaching(p. 83)
- Evaluation(p. 85)
- Summary(p. 87)
- Part II Planning the Physical Education Curriculum(p. 93)
- 5 Establishing the Philosophy, Goals, Objectives, and Policies(p. 95)
- Overall School Curriculum(p. 97)
- Curriculum Models(p. 99)
- Step 1 Developing the Program Philosophy(p. 101)
- Step 2 Defining Program Goals(p. 104)
- Consensus-Building Technique(p. 106)
- Step 3 Policies and Resources(p. 108)
- Summary(p. 111)
- 6 Program Planning(p. 113)
- Step 4 Delineating Objectives for Each Goal(p. 115)
- Step 5 Establishing Program Goal Emphasis(p. 118)
- Step 6 Calculating Available Instructional Time(p. 121)
- Step 7 Calculating Average Objective Mastery Times(p. 122)
- Step 8 Calculating How Much Content Can Be Included in the Curriculum(p. 125)
- Step 9 Sequencing the Content Across the Curriculum From the Bottom Up Developmentally(p. 127)
- Step 10 Developing Teaching and Learning Maps (TLMs)(p. 131)
- Step 11 Creating a Functional ABC Guide(p. 139)
- Summary(p. 143)
- 7 Developing Functional Assessments(p. 145)
- Assessment Process(p. 147)
- Selecting or Developing Assessment Instruments for the Curriculum Objectives(p. 158)
- Summary(p. 173)
- Part III Implementing the Physical Education Curriculum(p. 175)
- 8 Maximizing Learning and Effective Teaching(p. 177)
- Maximizing Learning(p. 178)
- Effective Teaching(p. 187)
- Summary(p. 193)
- 9 Learning Experiences(p. 195)
- Definition and Structure(p. 196)
- Criteria for Selection(p. 199)
- Individualization Pattern(p. 200)
- Interaction Pattern(p. 210)
- Accommodating Special Students(p. 215)
- Summary(p. 218)
- 10 Planning for Learning and Teaching(p. 221)
- Teaching Templates(p. 223)
- Student Learning Formats(p. 230)
- Summary(p. 237)
- Part IV Evaluating and Communicating the Physical Education Curriculum(p. 239)
- 11 Student Evaluation and Grading(p. 241)
- Assessment and Evaluation(p. 243)
- Student Evaluation Reports(p. 245)
- Creating a Student Evaluation Report(p. 250)
- Grading Students(p. 254)
- Creating Database Applications(p. 258)
- Summary(p. 259)
- 12 Program Evaluation(p. 261)
- Data-Based Decision Making(p. 263)
- Data-Based Program Evaluation(p. 267)
- Summary(p. 277)
- 13 Professionalism(p. 281)
- Individual Professional Responsibilities(p. 283)
- Collective Professional Responsibilities(p. 286)
- Self-Reflection(p. 292)
- Summary(p. 292)
- Appendix A Program Planning Case Study(p. 297)
- Appendix B Program Planning Worksheets(p. 319)
- References(p. 345)
- Index(p. 349)
- About the Authors(p. 363)
Notas de autor provistas por Syndetics
Luke E. Kelly, PhD, University of VirginiaVincent J. Melograno, EdD, Cleveland State University