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

Blogging,,,

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 http://collaboratewithacause.blogspot.com/ 
Vanessa's is http://apechico.blogspot.com/, 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!!!

http://secure.ezeventsolutions.com/fr/arcofbmt/2013buddywalk

Watch video of Buddy Walk 2012

Inclusion: Getting it right from the start


Click here for link



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


click here for link
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

Gender Diversity: Perceived competence and enjoyment of physical edcuation

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Davis, Kathryn ; Nicaise, Virginia  Source:Journal of Classroom Interaction, v46 n2 p11-23 2011. 13 pp


Friday, June 28, 2013

Gender Diversity: Teacher-Student Interactions: Four Case Studies of Gender in Physical Education


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Davis, Kathryn ; Nicaise, Virginia  Source:Journal of Classroom Interaction, v46 n2 p11-23 2011. 13 pp

Gender Diversity: But I like PE; Factors associated with enjoyment of physical education in children

But I like PE

Daheia J. Barr-Anderson, Dianne Neumark-Sztainer, Kathryn H. Schmitz, Dianne S. Ward, Terry L. Conway, Charlotte Pratt, Chris D. Baggett, Leslie Lytle, Russell R. Pate. Res Q Exerc Sport.


A Great Experience...

Watching and working with children with special needs participate in a "regular" daily activity such as swimming was rewarding. I first thought of how proud their parents must be to know their child is taking part in an activity. like swimming. The "mom" in me then thought about the trust the parents must have in the teacher and parapros. You could tell that the teacher and parapros were confident in their skills and safety concerns. Much collaboration already had taken place prior to the swimming class between the teaching staff, school administrators and parents. This was evident of how smoothly the class ran. Collaboration also existed between our classmates and the teaching staff of the students. We all had a shared goals and desired outcomes, first to make safety a priority, encourage the students in their skills and have positive interactions with the children while learning from one another. 
This was my first experience to interact with children and aquatics. I felt a little uneasy at first. I can see how "knowing" your students, their personality and ability levels would make such a difference. I am impressed that several schools in this area have a swimming program for their students with special needs. Unfortunately, there are not any school districts in my area that offer aquatics. Hey, that gives me an idea, this maybe an opportunity to "collaborate" with others who would be interested in having a program in our area.
The hands on experience was great. The accomplishments I saw with the student Sam and Rachel was working with was terrific. They were able help a student leave her comfort zone of hanging on the side of the pool with death grips to floating on her back in the middle of the pool wearing a big smile. I thought about the confidence it lends to the students in their daily lives. Many children with special needs are aware that they are different in ways than their regular education peers. What a great experience it is for these children to get a chance to do "what the other kids get to do." 
We as teachers, are also the ones learning and benefiting as well, how rewarding it is to work with children who have many challenges and persevere in their daily lives.  

Good communication and collaboration make a good team ...

Good interpersonal communication is vital when collaborating with others. This is the means that we exchange information regarding a shared goal or issue, without it we fail to move forward. As we communicate effectively, we can foster openness, trust and community. When we hold back and fail to communicate our concerns and ideas to address an issue we can become frustrated as the situation continues. For example, I worked previously with a PE para that would correct my students after I had already addressed their behavior. I dismissed the issue and did not address the problem with her. As the year went on, the her behavior continued and others areas she worked in. I was frustrated that I didn't handle the problem early in the school year, I did not address it with her or her lead teacher. My lack of communication brought much frustration on my part. How helpful it would have been to communicate and address this issue in a diplomatic way. It was a hard lesson, but one I have learned from. 

Wednesday, June 26, 2013

Community Resourceshttps://mail.google.com/mail/?tab=jm

PARENTS AND EDUCATORS...
CHECK OUT HELPFUL RESOURCES FOR CHILDREN WITH SPECIAL NEEDS
CONTACT INFORMATION AND ADDITIONAL INFORMATION ABOUT SERVICES ARE LOCATED ON  RESOURCE'S WEBSITE.  IF YOU KNOW OF OTHERS, PLEASE LET ME KNOW, I WOULD LIKE TO ADD THEM TO THE LIST. PLEASE GIVE ME FEEDBACK ON MY BLOG ON HOW THESE AGENCIES AND PROGRAMS HAVE HELPED YOU.  THANKS!

Region 5 Education Service Center

Region 5 ESC serves educational professionals and parents of children with special needs pertaining to all areas of education.

Shorkey Center

Shorkey Center serves provides services to children with special needs, which  include  physical, occupational, and speech rehabilitation; as well as  education services for children with autism and other related disorders. 

ARC of Beaumont

ARC of Beaumont serves individual with special needs, helping to provide socialization and leisure activites in the local community.

Spindletop Center

Spindletop MHMR Services provides assistance for services pertaining to recreation for children and individuals with intellectual and developmental disabilities.

ASK offers organized team sports for children and young adults with special needs.

FullFX
FullFX is a gymnastics facility the offers a special cheerleading and gymnastic teams for for children with developmental and physical disabilities.

PRN provides education to parents with children with disabilities ranging from academics to physical education.

Camp for All

Camp for All is a great site providing information on camps for children and adults with a variety of medical illnesses and disabilities.

Texas Department of Human Services

TDHS website provides a variety of information and services pertaining to the health and well-being of children.

Project Mend

Project Mend is a non-profit organization that help individuals with medical equipment and assisitive technology at  reduced rates.

PE Central

PE Central is a great website for those wanting to learn more about teaching ideas for Adaptive Physical Education.

American Alliance for Health, Physical Education, Recreations and Dance

AAHPERD's website provide valuable information pertaining to research and professional development for physical education professionals. 

Sensory Processing Foundation

SPF website offers a wealth of information for teachers and parents regarding sensory challenges in children. 


Disabled Sports USA

Disabled Sports USA website provides information on adaptive sports opportunities for people with disabilities and adaptive equipment. 

National Multiple Sclerosis Society/Pediatrics

NMSS website provides valuable information for parents and educators to help children with MS get the most out of the educational experience.

 American Foundation for the Blind

AFB website provides information and training tools for educators and parents of children with visual impairments.

American Society for Deaf Children

ASDC website provides advocacy information for parents of children who are deaf or have a hearing loss and training resources for educators.

The National Autism Resource Information Center

Autism NOW Center provides valuable resources pertaining to Autism Spectrum Disorders and other developmental disabilities, for families, caregivers, and professionals in the field.

Assistive Technology and Adaptive PE

The weblog shares a wealth of information regarding assistive technology for parents and educators of children with disabilities.

Achievable Concepts USA

This website offers a variety of different adapted sports equipment for ordering.

Reaching for the Stars- Children with Cerebral Palsy 

This website offers information on improving the lives of children living with CP.  Parents and educators can view resources and research pertaing to research in this area.

Tuesday, June 25, 2013

My frame of reference is important because...

My frame of reference is as important "tool" I need to recognize as I collaborate with others. It is what I use to I understand and perceive a situation, based on my past experiences. As a teacher, I need to remember the importance of my frame of reference when it comes to working with many different types of people. My frame of reference can lead to positive or negative impacts when collaborating with others. As teachers, we need to be aware of the uniqueness of everyone's frame of reference and how we can use our past experiences to come together for the best interest of our students.