Research Grant Program

2023

Title of Research Grant Proposal

What Socialization Factors Influence How Preservice Teachers Employ Teaching Styles?

Purpose of Research Study

In recent years the field of physical education pedagogy has seen a significant amount of research investigating the influence of occupational socialization (Lawson, 1983) on how preservice and inservice teachers perform their teaching duties. Socialization studies have primarily investigated the delivery of games centered approaches (Parkes & Hemphill, in press), with some investigation into curriculum design (Prior & Curtner-Smith, 2020), and teacher coach role conflict (Richards, 2015). However, to date there is limited data available on how occupational socialization influences preservice teachers use of teaching styles. The overarching purpose of this study is to investigate how preservice teachers employ the Spectrum of Teaching Styles during physical education methods courses at the University of South Alabama. Specifically, the researchers are interested in investigating how preservice teachers use teaching styles during peer teaching and K-12 early field experiences and looking at the potential influence of inservice cooperating teachers. The problem statement this research is trying to address is why our preservice teachers struggle to utilize a variety of teaching styles during methods courses and student teaching. The study has several aims. First, to identify how teaching styles content is delivered by professors during undergraduate methods courses. Second, identify how inservice cooperating teachers supervising preservice teachers use teaching styles within their physical education classes. Third, investigate how preservice teachers employ teaching styles during peer teaching and K-12 early field experiences. Finally, investigate what occupational socialization factors influence how preservice teachers employed teaching styles during peer teaching and early field experiences. The study will aim to answer the following research questions: How do preservice teachers at the University of South Alabama employ teaching styles during peer teaching and early field experiences? How do cooperating teachers supervising preservice teachers employ teaching styles during early field experiences? What socialization factors influence how preservice teachers employ teaching styles during peer teaching and early field experiences? Do cooperative teachers influence how preservice teachers employ teaching styles during early field experiences?

Authors

Craig Parkes

Craig Parkes

University of South Alabama

Shelley L. Holden

Shelley L. Holden

University of South Alabama

Title of Research Grant Proposal

Investigating the Role and Use of the Spectrum in Modern PETE Programs

Purpose of Research Study

The specific purpose and guiding research question(s) are: To describe the impact of occupational socialization on how PETE faculty members’ (FMs) utilize The Spectrum in their programs. How do PETE FMs’ utilize The Spectrum in their programs? How has FMs occupational socialization/ secondary organizational socialization influenced their perspectives and practices about and use of The Spectrum in their PETE programs?

Authors

Chris Mellor

Chris Mellor

Adelphi University

Jamie Jacob Brunsdon

Jamie Jacob Brunsdon

University of Memphis

Title of Research Grant Proposal

Application of Virtual Reality and Gamification through Practice Teaching Style in Physical Education Lessons

Purpose of Research Study

The overall objective of this study is to analyze the effects of the application of virtual reality (VR) and gamification through practice teaching styles in Physical Education (PE) lessons. The hypothesis is that the use of VR and gamification decreases perceived effort, increases motivation and satisfaction in PE lessons as well as perceived health, and contributes to motor skill improvement.

Authors

Maria Espada Mateos

Maria Espada Mateos

Universidad Rey Juan Carlos

Nuria Romero Parra

Nuria Romero Parra

Universidad Rey Juan Carlos

Daniel Bores García

Daniel Bores García

Universidad Rey Juan Carlos

Roberto Cano de la Cuerda

Roberto Cano de la Cuerda

Universidad Rey Juan Carlos

Title of Research Grant Proposal

Candidates Employing the Spectrum to Teach Personal and Social Skills

Purpose of Research Study

The purpose of this study is to utilize cognitive-developmental learning theory to investigate how physical education teacher candidates learn to utilize the Spectrum of Teaching Styles to address Social and Emotional Learning (SEL). The study will be guided by the following research questions: (a) what previous knowledge do the teacher candidates maintain related to SEL in physical education? (b) what are the teacher candidates’ perceptions of the Spectrum of Teaching Styles throughout and following their university coursework, and (c) what are the teacher candidates’ perceptions of the use of the Spectrum of Teaching Styles in addressing SEL after completing their field experience.

Authors

Dr. Victoria N. Shiver

Dr. Victoria N. Shiver

University of New Mexico

Title of Research Grant Proposal

Teachers’ Perceptions of the Spectrum of Teaching Styles and Its Role in their Professional Readiness

Purpose of Research Study

The purpose of this study is to examine pre-service teachers’ perspectives and beliefs about the Spectrum of Teaching Styles during teacher training, and to determine how their beliefs influence their career readiness and future teaching choices.

Authors

Dr. Kanae Haneishi

Dr. Kanae Haneishi

Associate Professor, Recreation, Exercise, & Sport Science Department, Western Colorado University, Gunnison, CO, U.S.

Dr. Kelly Simonton

Dr. Kelly Simonton

Assistant Professor, Division of Kinesiology and Health, University of Wyoming, Laramie, WY, U.S.

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Title of Research Grant Proposal

Flourishing through the Spectrum: Toward an Affective Spectrum Model

Purpose of Research Study

The purpose of this study is to conceptualize and create a composite pedagogical model drawing from the theory for the Spectrum of Teaching and Learning, as a micro structure, and Aristotelian Virtue Ethics as a meso structure.

Authors

Dr. Jamie Brunsdon

Dr. Jamie Brunsdon

Assistant Professor, College of Health Sciences, University of Memphis, Memphis, Tennessee, U.S.

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