Teaching in an Urban, Multiracial Physical Education Program: The Power of Context

Publisher Website
Google Scholar
Abstract
The purpose of this study was to identify contextual factors affecting the conduct of a physical education program in an urban, multiracial junior high school. Using particiant observation, formal interviews, and informal discussion with teachers and students, the investigator spent 84 hours in the school observing class and nonclass interactions. Four contextual factors affecting the conduct of the physical education program were identified. (a) outdoor activity space, (b) central office policies, (c) schoolbased professional support for teaching, and (d) the unique qualities of urban, multiracial schools. The results are discussed in terms of the effects of contextual factors on the quality of curriculum and instruction possible in a particular school. Analysis of data from this field study underscores the importance of considering contextual factors in defining expectations for what physical educators can achieve. A primary conclusion is that in at least some instances, change in physical education must be perceived as a political as well as a pedagogical problem.

This publication has 3 references indexed in Scilit: