References
- Blankenship, B. T., & Templin, T. J. (2016). The decline and elimination of PETE: Implications for doctoral education. Quest, 68, 383–393.
- Boyce, B. A., Lund, J., & O’Neill, K. (2016). Supply and demand trends of PETE doctoral students. Quest, 68, 337–347. doi:10.1080/00336297.2016.1182563
- Bulger, S.M., Hannon, J.C., & Jones, E.M. (2016). Stepping off the dance floor for a view from the balcony: Observations for physical education teacher education programs in interesting times. Quest, 68, 475–490.
- Clark, L., Allen, A., Hodge, S., & Murata, N. (2016). One small step, a giant leap: D-PETE within minority serving institutions. Quest, 68, 406–419.
- Every Student Succeeds Act of 2015. (2015). U.S. Department of Education. Retrieved from www.ed.gov/essa
- Goldberg, C. (2016, September 2). Required to run? Professor proposes Harvard bring back required phys ed. Common Health. Retrieved from http://www.wbur.org/commonhealth
- Heim, J. (2016, September 5). Almost the entire D.C. school district is ignoring its PE requirements. The Washington Post. Retrieved from https://www.washingtonpost.com
- Iserbyt, P., Ward, P., & Martens, J. (2016). The influence of content knowledge on teaching and learning in traditional and sport education contexts: An exploratory study. Physical Education and Sport Pedagogy, 21, 539–556. doi:10.1080/17408989.2015.1050662
- Metzler, M., Williams, S., Lund, J., Hunt, K., Trent, M., Jackson, J., & Marquis, J. (2015, January). The apprentice scholar model for PETE doctoral programs. Panel discussion at the National Association for Kinesiology in Higher Education, Clearwater, FL.
- No Child Left Behind Act of 2001. (2002). Pub.L.no. 107-110, 115 Stat.1425.
- Rink, J. (2000, July). Physical education and the physically active lifestyle. Presented at the Linking Physical Activity and Fitness Conference hosted by the National Association for Sport and Physical Education (NASPE), Baltimore, MD.
- Russell, J., Gaudreault, K. L., & Richards, K.A. (2016). Doctoral student socialization: Educating stewards of the physical education profession. Quest, 68, 439–456.
- Strauss, V. (2016, September 13). Recess four times a day? Why some schools are now letting kids play an hour a day. The Washington Post. Retrieved from https://www.washingtonpost.com
- Ward, P. (2013). The role of content knowledge in conceptions of teaching effectiveness in physical education. Research Quarterly for Exercise and Sport, 84, 431–440. doi:10.1080/02701367.2013.844045
- Ward, P. (2016). Policies, agendas, and practices influencing doctoral education in physical education teacher education. Quest, 68, 420–438.
- Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35, 194–207. doi:10.1123/jtpe.2016-0037
- Webster, C. A., Stodden, D. F., Carson, R. L., Egan, C., & Nesbitt, D. (2016). Integrative public health-aligned physical education and implications for the professional preparation of future teachers and teacher educators/researchers in the field. Quest, 68, 457–474.