Overall, this evaluation reveals unique perspectives of PE teachers regarding schoolwide PA promotion and informs future efforts to target and effectively support CSPAP leaders. Implementation was facilitated by the presence of multilevel support at school and an elevated image of PE and PE teachers at school, and was inhibited by scheduling constraints, unrealistic planning, and conflicting perceptions of physical activity and PE. Completers submitted implementation plans with at least three action steps, ranging from 4 to 7 months to accomplish, that predominately commenced with securing administration approval as the first step (81%), focused on implementing student physical activity initiatives beyond PE (76%), and evidenced with mostly picture artifacts (78%).
ASP BATON TRAINING FOR SCHOOL TEACHERS FULL
Facilitators among full program completers were participation incentives and network opportunities, while common inhibitors were difficulty with online technology and perceptions of added workload. Atlanta: Georgia State University, Andrew Young School of Policy. The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act. He is also instructor certified in ASP baton, Use of Force. Students in the Lake Shore Compact programs are. Mission Critical Concepts hosts dozens of courses in and around Minnesota that are designed. Lake Shore Compact's primary objective is to prepare students to enter a four-year college, a two-year technical school, or a career of their choosing. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements. Teacher training and achievement of students with disabilities. Career Technical Education (CTE) The Lake Shore Compact is a career technical consortium serving Euclid, Mentor, and Wickliffe school systems.
Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program’s process of recruitment, reach, dose delivered, dose received, fidelity, and context.
ASP BATON TRAINING FOR SCHOOL TEACHERS PROFESSIONAL
The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts.
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