Chen Ang, Zhang Tan, Wells Stephanie L, Schweighardt Ray, Ennis Catherine D
University of North Carolina at Greensboro.
J Teach Phys Educ. 2017 Apr;36(2):152-161. doi: 10.1123/jtpe.2016-0027.
Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers ( = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students ( = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers' value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers' diverse value orientations on the curriculum implementation and student learning.
基于价值取向理论，本研究旨在确定体育教师与外部设计的课程之间的价值取向不一致对以概念为基础、以健身为中心的体育课程中学生学习的影响。15名具有不同价值取向的体育教师在155个完整的六年级、七年级和八年级班级中，向他们的中学生（共3827名）教授了外部设计的、基于标准的健身/健康生活课程。采用前后测评估设计来确定学生在健身/健康生活知识方面的收获是否因教师的价值取向而有所不同。对残差调整后的知识增益分数的班级均值进行方差分析，结果显示基于价值取向没有统计学上的显著差异。证据表明，教师价值取向的影响可能由课程影响所介导。这一发现支持了以下观察结果：精心设计的体育课程可能会将教师不同价值取向对课程实施和学生学习的影响降至最低。
