| 471 | Thursday, April 14, 2005 |
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| 2:45 PM-4:00 PM | Convention Center:E270 |
| Research Consortium |
| Detroit Healthy Youth Initiative: PEP Grant Student and Teacher Outcomes |
| The Detroit Healthy Youth Initiative is a large-scale urban curriculum reform project aimed and increasing the health of Detroit youth by improving the quality of elementary physical education. Supported by a U.S. Department of Education Physical Education Program (PEP) grant, the project aims to help teachers learn and implement the school district’s newly adopted Exemplary Physical Education Curriculum (EPEC) curriculum, which focuses on four content domains: motor skills, physical activity-related knowledge, physical fitness, and personal/social skills. Thirty teachers volunteered to participate in comprehensive professional development activities across one school year including: workshops, learning communities, formal presentations, and at-school mentoring by EPEC-experienced teachers. The teachers were also given sufficient resources in the form of physical education equipment packages, curriculum materials, and over 100 instructional posters to facilitate their learning and implementation of the curriculum. The five research studies in this symposium document the outcomes of this curricular and public health initiative. The first two papers are intervention studies investigating improvements in students’ physical activity-related knowledge and personal/social skills by gender, grade, and level of project involvement by their teachers. The three remaining papers analyze the teacher outcomes stemming from the professional development activities. These studies include analyses of influences of sufficient resources on the change process, the impact of more experienced curriculum mentors, and outcomes from peer learning communities. This session concludes with an open discussion about large-scale curriculum reform, research design, the dynamics of urban school culture, and funding initiatives. |
Keyword(s): facilities/equipment, professional development, research
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| Presider: Nate McCaughtry, Wayne State University, Detroit, MI |
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Speakers: |
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Influences of Professional Development on Elementary Students’ Personal and Social Development
Jeffrey J. Martin1, Pamela Hodges Kulinna2, Nate McCaughtry1, Sara D. Barnard3 and Ernesto Ramirez2, (1)Wayne State University, Detroit, MI, (2)Arizona State University, Tempe, AZ, (3)Royal Oak, MI |
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Influences of Professional Development on Elementary Students’ Physical Activity and Fitness Knowledge
Pamela Hodges Kulinna1, Jeffrey J. Martin2, Nate McCaughtry2, Donetta J. Cothran3 and Steve Kodish1, (1)Arizona State University, Tempe, AZ, (2)Wayne State University, Detroit, MI, (3)Indiana University, Bloomington, IN |
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The Role of More Experienced Curriculum Mentors in Professional Development: The Perspectives of Experienced Teachers Learning to Teach New Curriculum
Nate McCaughtry1, Roberta E. Faust2, Pamela Hodges Kulinna3, Jeffrey J. Martin1 and Sue Hummel1, (1)Wayne State University, Detroit, MI, (2)Eastern Michigan University, Ypsilanti, MI, (3)Arizona State University, Tempe, AZ |
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Peer Learning Communities: Outcomes for Curriculum Change
Pamela Hodges Kulinna1, Nate McCaughtry2, Jeffrey J. Martin2, Donetta J. Cothran3 and Sara R. Anderson2, (1)Arizona State University, Tempe, AZ, (2)Wayne State University, Detroit, MI, (3)Indiana University, Bloomington, IN |
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Instructional Resources and Professional Development: Instructional and Emotional Outcomes for Teachers and Students
Nate McCaughtry1, Jeffrey J. Martin1, Pamela Hodges Kulinna2, Donetta J. Cothran3 and Mary H. Barnhart1, (1)Wayne State University, Detroit, MI, (2)Arizona State University, Tempe, AZ, (3)Indiana University, Bloomington, IN |
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