Jennifer M. Gore

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In this paper, key findings of the other papers forming this symposium are examined in terms of implications for teacher education (mainly preservice but with some reference to inservice also). Located in the context of the poor empirical base for teacher education and the contested normative terrain that characterises this field, eight major findings from(More)
In this paper, we explore Productive Pedagogy (PP) as a framework for enhancing teacher education. Reporting results from a study involving student teachers’ application of the four principles of PP during an internship, we consider whether PP brings a firmer knowledge base to their work. Based on our analysis of the data, we argue for a more fundamental(More)
BACKGROUND School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we(More)
BACKGROUND Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to(More)
Not all graduates of teacher education programs become great teachers. Critiques of teaching quality consistently point a finger at teacher education, implying that if only teacher preparation was improved then better teaching would be more common. Teacher educators quite rightly identify all kinds of external factors that undermine their best efforts such(More)
1 Acknowledgements: The SIPA Research Team would like to thank sincerely all the teachers and principals who assisted in the conduct of this project. Their willingness to participate in this study is greatly appreciated. The study is jointly funded by the Australian Research Council (ARC) and the NSW Department of Education and Training (2004-2007) as part(More)
The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centered approach. A cluster-randomized controlled trial was(More)
Author details Institute for Positive Psychology and Education, Australian Catholic University, Edward Clancy Building 167-169 Albert St, Strathfield, NSW 2135, Australia. Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia. Institute for Positive Psychology and Education(More)
OBJECTIVE Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation(More)
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