Differentiated Pedagogy to Address Learner Diversity in Secondary Physical Education

References

• Alexander, K., & Luckman, J. (2001). Australian teachers' perceptions and uses of the sport education curriculum model. European Physical Education Review, 7, 243–267.
   Google Scholar
• Australian Institute for Teaching and School Leadership. (2011). National professional standards for teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au
   Google Scholar
• Brooks, V. (2007). Assessment for learning — The story so far: Challenging the ascendancy of summative assessment. Retrieved from http://vefir.unak.is/skolathroun/radstefnur/april2007/glaerur/V_Brooks_fyrirlestur.ppt#284,1
   Google Scholar
• Dixon, F., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37, 111–127.
   Google Scholar
• Doherty, J., & Brennan, P. (2008). Physical education and development 3-11: A guide for teachers. New York, NY: Routledge.
   Google Scholar
• Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle and high school: Strategies to engage all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Earl, L. (2003). Assessment as learning: Using classroom assessment to maximise student learning. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Erickson, H. L., & Lanning, L. A. (2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Grehaigne, J. F., Richard, J. F., & Griffin, L. (2005). Teaching and learning team sports and games. New York, NY: Routledge.
   Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
   Web of Science ®Google Scholar
• Jarvis, J. M. (2011). Promoting mental health through inclusive pedagogy. In R. H. Shute, P. T. Slee, R. Murray-Harvey, & K. L. Dix (Eds.), Mental health and wellbeing: Educational perspectives (pp. 237–248). Adelaide, Australia: Shannon Research Press.
   Google Scholar
• Jarvis, J. M. (2015). Inclusive classrooms and differentiatons. In N. Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp. 154–171). Port Melbourne, Australia: Cambridge University Press.
   Google Scholar
• Kirk, D. (2010). Physical education futures. London, UK: Routledge.
   Google Scholar
• Locke, L. (1992). Changing secondary school physical education. Quest, 44, 361–372.
   Web of Science ®Google Scholar
• Macdonald, D. (2013). The new Australian Health and Physical Education curriculum: A case of/for gradualism in curriculum reform? Asia-Pacific Journal of Health, Sport and Physical Education, 4, 95–108.
   Google Scholar
• Metzler, M. (2011). Instructional models for physical education. Scottsdale, AZ: Holcomb Hathaway.
   Google Scholar
• Penney, D. (2013). From policy to pedagogy: Prudence and precariousness, actors and artefacts. Asia Pacific Journal of Sport, Health and Physical Education, 4, 189–197.
   Google Scholar
• Penney, D., & Chandler, T. (2000). Physical education: What futures? Sport, Education and Society, 5(5), 71–88.
   Google Scholar
• Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 119–124). Oxford, UK: Elsevier.
   Google Scholar
• Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
   Google Scholar
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223–237.
   Web of Science ®Google Scholar
• Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandra, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Tomlinson, C. A., & Jarvis, J. M. (2009). Differentiation: Making curriculum work for all students through responsive planning & instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (2nd ed., pp. 559–628). Mansfield Center, CT: Creative Learning Press.
   Google Scholar
• Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Heatherton, Vic.: Hawker Brownlow Education.
   Google Scholar
• Vickerman, P., & Coates, J. (2009). Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs. Physical Education and Sport Pedagogy, 14, 137–153.
   Google Scholar
• Whipp, P. (2004, November). Differentiation in outcomes focused physical education: Pedagogical rhetoric and reality. Paper presented at the AARE International Educational Research Conference, Melbourne, Australia. Retrieved from http://www.aare.edu.au/04pap/whi04111.pdf
   Google Scholar
• Whipp, P., Taggart, A., & Jackson, B. (2014.) Differentiation in outcome focused physical education: Pedagogical rhetoric and reality. Physical Education and Sport Pedagogy, 19, 370–382.
   Web of Science ®Google Scholar
• Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Wuest, D., & Bucher, C. (2006). Foundations of physical education, exercise science and sport. New York, NY: McGraw-Hill.
   Google Scholar