Monday, July 8, 2013

Partner Article: Gender Diversity

Partner Project: Sam Anguiano and Paige Johnson

Gender Diversity in Physical Education

Since the effect of Title Nine in 1972, physical education has been mandated to integrate coeducational classes.  Since that time, both male and female students have received physical educational classes together in many schools.  According to the authors, Osborne and et al. question if coeducational physical education classes foster an effective learning environment.  According to our research of gender diversity, teachers and students, especially girls participate better in single-sex physical, enjoy PE more, have higher level of perceived athletic competence especially in physical education classes starting in the middle aged school years to high school.  Overall, the goal of physical education, whether it be taught in a single-sex or coeducational environment, educators should focus on fostering students lifelong pursuit to be physically active.

After much review of our articles concerning gender diversity in physical education, we feel that coeducational physical education classes are appropriate in the lower elementary levels (K-5); however, single-sexed classes start to become more appropriate at the start middle school as children move into adolescence, especially for girls.  According to Hannon and Williams (2013), through their research of literature they found that girls are more likely to have more  teacher- to student interactions in single-sexed classes as compared to girls in coeducational classes.  The study added that girls also have more participation in male dominate sports; such as flag football, ultimate Frisbee, and soccer in single-sexed classes when they are in single-sex classes. 

According to Davis and Nicaise (2011) who focused on gender differences of fourth grade students in correlation to their perceived athletic competence (PAC) and enjoyment of physical education class (PE). The researchers noted that previous studies show that girls idea of PE enjoyment decrease upon adolescence. In this study, boys enjoyment with PE remained stable, while girls enjoyment of PE declined as they approached their teenage years. This study noted that there is a direct correlation between a student's PAC and their enjoyment with PE, especially in girls. As noted in this study as well as others, girls typically have a lower PAC compared to boys. Future research on ways to improve a student's PAC is recommended as well as educators considering these factors; gender, PAC and enjoyment of PE to direct and assist in their teaching. 

1.  James C. Hannon & Skip M. Williams (2008): Should Secondary Physical Education Be Coeducational or Single-Sex?, Journal of Physical Education, Recreation & Dance, 79:2, 6-56
D  Davis, Nicaise, Virginia  Source:Journal of Classroom Interaction, v46 n2 p11-23 2011. 13 pp

Wednesday, July 3, 2013


I love learning something new that I can actually put into practice and use professionally and/or in my personal life. I feel pretty proud of myself, even though my progress has been SLOW and somewhat painful at times. I probably would have not tried blogging without this class. I can't believe I am saying this, but "thank you Heidi" for pushing me out of my comfort zone and helping me begin to catch up with the tech generation. I realize I have a long way to go. Thanks for not requiring perfection, just persistence when it comes to our blogs. I am looking forward to using my blog in this upcoming school year. I think it will be a great resource for my fellow educators and parents. I also feel that this will be a tool I can use as I begin grad school.
My blog is 
Vanessa's is, it has curb appeal!  

My feelings on diversity in the classroom...

It would be a pretty boring place if everyone was the same, thank goodness there is diversity in the world. With diversity, we are challenged to set aside our own stereotypes, prejudices and views and help make our students feel valued and included, despite their differences. As an educator, I need to be aware of the diversity issues my students bring with them and let that be a guide in my teaching. One of my goals as a teacher is for my students to know I respect them and their differences.  

Monday, July 1, 2013

Join us for the 2nd Annual Beaumont Buddy Walk!!!

Watch video of Buddy Walk 2012

Inclusion: Getting it right from the start

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Lauren Lieberman , Rebecca Lytle & Jason A. Clarcq (2008) Getting it Right from the start, Journal of
Physical Education, Recreation & Dance, 79:2, 32-39,

Consultation: The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior

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Wendy M. Reinke, Teri Lewis-Palmer, and Kenneth Merrell
School Psych Rev. Author manuscript; available in PMC 2009 January 1.

Consultation: Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation - Journal of Educational and Psychological Consultation - Volume 21, Issue 4

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Ruble, Birdwhistell, Toland & McGrew (20l1) Analysis of Parent, Teacher and Consultant Speech Exchanges and Educational Outcomes of Students with Autism During Compass Consultation. Journal of Educational and Psychological Consultation

Collaborating: Constructing the Individual Education Plan: confusion or collaboration? GOEPEL 2009 Support for Learning Wiley Online Library

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GOEPEL, J. (2009), Constructing the Individual Education Plan: confusion or collaboration?. Support for Learning, 24: 126–132. doi: 10.1111/j.1467-9604.2009.01412.x

Consultation: The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

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LA Ruble, NJ Dalrymple, JH McGrew - Journal of early intervention, 2010 

Inclusion: Let the children have their say: children with special educational needs and their experiences of Physical Education – a review COATES 2008 Support for Learning Wiley Online Library

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COATES, J. and VICKERMAN, P. (2008), Let the children have their say: children with special educational needs and their experiences of Physical Education – a review. Support for Learning, 23: 168–175. doi: 10.1111/j.1467-9604.2008.00390.x

Inclusion: Promoting the Participation of Children With Disabilities in Sports, Recreation, and Physical Activities

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  1. and the Council on Children With Disabilities, Amer. Journal of Pediatrics

Collaboration: Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers

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Silverman, K. K., Hong, S. S., & Trepanier-Street, M. M. (2010). Collaboration of teacher education and child disability health care: Transdisciplinary approach to inclusive practice for early childhood pre-service teachers. Early Childhood Education Journal37(6), 461-468.

Collaboration: Emergent evidence in support of a community collaboration model for school improvement

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Anderson-Butcher, D. D., Lawson, H. A., Iachini, A. A., Flaspohler, P. P., Bean, J. J., & Wade-Mdivanian, R. R. (2010). Emergent evidence in support of a community collaboration model for school improvement.Children & Schools32(3), 160-171.

Saturday, June 29, 2013

Gender Diversity: Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

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Susan A. Carlson, Janet E. Fulton, Sarah M. Lee, L. Michele Maynard, David R. Brown, Harold W. Kohl, III, William H. Dietz
Am J Public Health. 2008 April; 98(4): 721–727

Gender Diversity: Outrunning the gender gap

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Anna Dreber ·Emma von Essen ·Eva Ranehill
DOI 10.1007/s10683-011-9282-8
Exp Econ (2011) 14:567–582