Chapter 4: Professional Development Workshops—What Do Teachers Learn and Use?
By Bomna Ko, Tristan L. Wallhead, P. Ward. 2006
130 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/1a9bfc35618673b67bcda071e5ac7a40fee2ea49
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In Education
Citations in the corpus
- Motivational processes in Sport Education programs among high school students (2018, unknown): “The majority of the studies (15) included objective data such as videotapes and a benchmark checklist (Ko et al., 2006) to assess their fidelity in implementing Sport Education.”
- Models-based practice: great white hope or white elephant? (2014, background): “The sustainability of this CPD allows teachers to transfer their general understanding of the model – as gained through their initial CPD – beyond the initial point of implementation, and maintain fidelity over the longer term (Ko, Wallhead, and Ward 2006).”
- Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model. (2010, methodology): “Evaluation of implementation was conducted using the SEM benchmark evaluation sheet (Ko et al., 2006) presented in Table 2.”
- A review of research on Sport Education: 2004 to the present (2011, background): “European Journal of Sport Science USA Vidoni and Ward (2009) Examined the effects of fair play instruction on student social skills during SE.”
- Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity (2013, methodology): “Although revealing some lack of fidelity with the benchmarks of ‘responsibility’, delineated by Ko, Wallhead, and Ward (2006), these pedagogical behaviors are non-prescriptive and were a function of the logistics of large class sizes operating within the program.”