Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities

References

• Baker, K. (2023). Examining the influence of occupational socialisation on pre-service teachers’ perceptions of models-based practice. Curriculum Studies in Health and Physical Education, 14(2), 174–189. https://doi.org/10.1080/25742981.2022.2082879
   Google Scholar
• Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology, 12(1), 67–92. https://doi.org/10.1146/annurev.so.12.080186.000435
   Web of Science ®Google Scholar
• Caulley, D. (2008). Making qualitative research reports less boring: The techniques of writing creative nonfiction. Qualitative Inquiry, 14(3), 424–449. https://doi.org/10.1177/1077800407311961
   Web of Science ®Google Scholar
• Cheney, T. (2001). Writing creative nonfiction: Fiction techniques for crafting great nonfiction. Ten Speed Press.
   Google Scholar
• Conley, S., & You, S. (2009). Teacher role stress, satisfaction, commitment, and intentions to leave: A structural model. Psychological Reports, 105(3), 771–786. https://doi.org/10.2466/PR0.105.3.771-786
   PubMed Web of Science ®Google Scholar
• Curtner-Smith, M. (2009). Breaking the cycle of non-teaching physical education teachers: Lessons to be learned from the occupational socialization literature. In L. D. Housner, M. Metzler, P. G. Schempp, & T. J. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 221–225). Fitness Information Technology.
   Google Scholar
• Curtner-Smith, M. (2017). Acculturation, recruitment, and the development of orientations. In K. A. R. Richards & K. L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 33–46). Routledge.
   Google Scholar
• Ferry, M., & McCaughtry, N. (2013). Secondary physical edudcators and sport content: A love affair. Journal of Teaching in Physical Education, 32(4), 375–393. https://doi.org/10.1123/jtpe.32.4.375
   Web of Science ®Google Scholar
• García, E., Weiss, E. (2020). Examining the factors that play a role in the teacher shortage crisis: Key findings from EPI’s ‘perfect storm in the teacher labor market’ series. Economic Policy Institute. https://www.epi.org/publication/key-findings-from-the-perfect-storm-in-the-teacher-labor-market-series/
   Google Scholar
• Gaudreault, K. L., Richards, K. A. R., & Woods, A. M. (2018). Understanding the perceived mattering of physical education teachers. Sport, Education and Society, 23(6), 578–590. https://doi.org/10.1080/13573322.2016.1271317
   Web of Science ®Google Scholar
• Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604–625. https://doi.org/10.1080/13540602.2018.1457524
   Web of Science ®Google Scholar
• Graber, K. C. (1991). Studentship in preservice teacher education: A qualitative study of undergraduates in physical education. Research Quarterly for Exercise and Sport, 62(1), 41–51. https://doi.org/10.1080/02701367.1991.10607517
   PubMed Web of Science ®Google Scholar
• Graber, K. C. (1996). Influencing student beliefs: The design of a “high impact” teacher education program. Teaching and Teacher Education, 12(5), 451–466. https://doi.org/10.1016/0742-051X(95)00059-S
   Web of Science ®Google Scholar
• Graber, K. C., Killian, C. M., & Woods, A. M. (2017). Professional socialization, teacher education programs, and dialectics. In K. A. R. Richards & K. L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 63–78). Routledge.
   Google Scholar
• Grotjahn, R. (1991). The research programme subjective theories: A new approach in second language research. Studies in Second Language Acquisition, 13(2), 187–214. https://doi.org/10.1017/S0272263100009943
   Google Scholar
• Haegele, J. A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 387–397. https://doi.org/10.1080/00336297.2019.1602547
   Web of Science ®Google Scholar
• Hodge, S. R., & Akuffo, P. B. (2007). Adapted physical education teachers’ concerns in teaching students with disabilities in an urban public school district. International Journal of Disability, Development and Education, 54(4), 399–416. https://doi.org/10.1080/10349120701654571
   Google Scholar
• Hodge, S. R., Lieberman, L. J., & Murata, N. M. (2012). Essentials of teaching adapted physical education. Holcomb-Hathaway.
   Google Scholar
• Holland, S. K., & Haegele, J. A. (2020). Socialization experiences of first-year adapted physical education teachers with a master’s degree. Adapted Physical Activity Quarterly, 37(3), 304–323. https://doi.org/10.1123/apaq.2019-0126
   PubMed Web of Science ®Google Scholar
• Individuals with Disabilities Education Improvement Act. (2004). Pub. L. No. 108–446, 20 U.S.C.A. §§ 1400-1487 (West Supp. 2006).
   Google Scholar
• Lacey, C. (1977). The socialization of teachers. Methuen.
   Google Scholar
• Laureano, J., Konukman, F., Gümüşdağ, H., Erdoğan, S., Yu, J., & Çekin, R. (2014). Effects of marginalization on school physical education programs: A literature review. Physical Culture and Sport. Studies and Research, 64(1), 29–40. https://doi.org/10.2478/pcssr-2014-0029
   Google Scholar
• Lawson, H. A. (1983). Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education (part 1). Journal of Teaching in Physical Education, 2(3), 3–16. https://doi.org/10.1123/jtpe.2.3.3
   Google Scholar
• Lawson, H. A. (1986). Occupational socialization and the design of teacher education programs. Journal of Teaching in Physical Education, 5(2), 107–116. https://doi.org/10.1123/jtpe.5.2.107
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
   Google Scholar
• Maher, A. J., McVeigh, J., Thomson, A., & Knight, J. (2023). Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story. Qualitative Research in Sport, Exercise and Health, 15(1), 123–138. [Advanced Online Publication]. https://doi.org/10.1080/2159676X.2022.2111457
   Web of Science ®Google Scholar
• McCullick, B. A., Lux, K. M., Belcher, D. G., & Davies, N. (2012). A portrait of the PETE major: Re-touched for the early twenty-first century. Physical Education & Sport Pedagogy, 17(2), 177–193. https://doi.org/10.1080/17408989.2011.565472
   Web of Science ®Google Scholar
• McNamara, S. W. T., Trujillo-Jenks, L., Dillon, S., Healy, S., & Becker, K. (2022). Special education administrators’ knowledge of adapted physical education: A pilot study. International Journal of Disability, Development and Education, 69(4), 1389–1400. https://doi.org/10.1080/1034912X.2020.1776850
   Web of Science ®Google Scholar
• Merton, R. K. (1957). Social theory and social structure. The Free Press.
   Google Scholar
• Miller, B., & Paola, S. (2004). Tell it slant: Writing and shaping creative nonfiction. McGraw-Hill.
   Google Scholar
• Park, C. W., & Curtner-Smith, M. (2018). Influence of occupational socialization on the perspectives and practices of adapted physical education teachers. Adapted Physical Activity Quarterly, 35(2), 214–232. https://doi.org/10.1123/apaq.2017-0051
   PubMed Web of Science ®Google Scholar
• Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737
   Web of Science ®Google Scholar
• Richards, K. A. R. (2015). Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21(3), 379–393. https://doi.org/10.1177/1356336X15574367
   Web of Science ®Google Scholar
• Richards, K. A. R., Gaudreault, K. L., Starck, J. R., & Woods, A. M. (2018). Physical education teachers’ perceptions of perceived mattering and marginalization. Physical Education and Sport Pedagogy, 23(4), 445–459. https://doi.org/10.1080/17408989.2018.1455820
   Web of Science ®Google Scholar
• Richards, K. A. R., & Hemphill, M. A. (2017). Using role theory to understand the experiences of physical education teachers: Toward role socialization theory. In K. A. R. Richards & K. L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 147–161). Taylor & Francis.
   Google Scholar
• Richards, K. A. R., Holland, S. K., Wilson, W. J., Trad, A. M., & Stearns, J. (2023). A qualitative inquiry into the workplace experiences of adapted physical education teachers. Sport, Education and Society, 28(3), 300–312. https://doi.org/10.1080/13573322.2021.2007874
   Web of Science ®Google Scholar
• Richards, K. A. R., Templin, T. J., & Gaudreault, K. L. (2013). Understanding the realities of school life: Recommendations for the preparation of physical education teachers. Quest, 65(4), 442–457. https://doi.org/10.1080/00336297.2013.804850
   Web of Science ®Google Scholar
• Richards, K. A. R., Templin, T. J., & Graber, K. C. (2014). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3(2), 113–134. https://doi.org/10.1123/kr.2013-0006
   Google Scholar
• Richards, K. A. R., & Wilson, W. J. (2020). Recruitment and initial socialization into adapted physical education teacher education. European Physical Edu­cation Review, 26(1), 54–69. https://doi.org/10.1177/1356336X18825278
   Web of Science ®Google Scholar
• Schempp, P. G., & Graber, K. C. (1992). Teacher socialization from a dialectical perspective: Pretraining through induction. Journal of Teaching in Physical Education, 11(4), 329–348. https://doi.org/10.1123/jtpe.11.4.329
   Web of Science ®Google Scholar
• Stryker, S. (2001). Traditional symbolic interactionism, role theory, and structural symbolic interactionism: The road to identity theory. In J. H. Turner (Ed.), Handbook of sociological theory (pp. 211–231). Kluwer Academic/Plenum Publishers.
   Google Scholar
• Templin, T. J., & Richards, K. A. R. (2014). C. H. McCloy Lecture: Reflections on socialization into physical education: An intergenerational perspective. Research Quarterly for Exercise and Sport, 85(4), 431–445. https://doi.org/10.1080/02701367.2014.964635
   PubMed Web of Science ®Google Scholar
• Templin, T. J., & Schempp, P. G. (Eds.). (1989). Socialization into physical education: Learning to teach. Benchmark Press.
   Google Scholar
• Trad, A. M., Richards, K. A., & Wilson, W. J. (2021). Strategies to increase self-, student, and discipline advocacy in adapted physical education. Teaching Exceptional Children, 54(1), 52–62. https://doi.org/10.1177/00400599211018838
   Web of Science ®Google Scholar
• Turner, V. (1967). The forest of symbols. Cornell University Press.
   Google Scholar
• Van Maanen, J., & Schein, E. (1979). Toward a theory of organizational socialization. In B. Staw (Ed.), Research in organizational behavior (Vol. 1, pp. 209–261). JAI Press.
   Google Scholar
• Walton-Fisette, J. L., Walton-Fisette, T. A., & Chase, L. F. (2017). Captured on film: A critical examination of representations of physical education at the movies. Physical Education and Sport Pedagogy, 22(5), 536–547. https://doi.org/10.1080/17408989.2017.1294670
   Web of Science ®Google Scholar
• Wilson, W. J., Haegele, J. A., & Kelly, L. E. (2020). Revisiting the narrative about least restrictive environment in physical education. Quest, 72(1), 19–32. https://doi.org/10.1080/00336297.2019.1602063
   Web of Science ®Google Scholar
• Wilson, W. J., Kelly, L. E., & Haegele, J. A. (2020a). Least restrictive environment decision making in physical education. Journal of Teaching in Physical Education, 39(4), 536–544. https://doi.org/10.1123/jtpe.2019-0161
   Web of Science ®Google Scholar
• Wilson, W. J., Kelly, L. E., & Haegele, J. A. (2020b). We’re asking teachers to do more with less”: Perspectives on least restrictive environment implementation in physical education. Sport Education and Society, 25(9), 1058–1071. https://doi.org/10.1080/13573322.2019.1688279
   Web of Science ®Google Scholar
• Wilson, W. J., & Richards, K. A. R. (2020). Using occupational socialization theory to understand the socialization of adapted physical education teachers. In J. A. Haegele, S. R. Hodge, & D. Shaprio (Eds.), Handbook of adapted physical education (pp. 363–378). Routledge.
   Google Scholar
• Wilson, W. J., & Richards, K. A. R. (2019). Socialization of preservice adapted physical educators: Influence of teacher education. Adapted Physical Activity Quarterly, 36(4), 472–491. https://doi.org/10.1123/apaq.2018-0198
   PubMed Web of Science ®Google Scholar
• Wilson, W. J., Richards, K. A. R., & Kelly, L. E. (2017). The socialization of adapted physical educators: What is known and future directions. Palaestra, 31(4), 26–31.
   Web of Science ®Google Scholar
• Woods, A. M., Gentry, C., & Graber, K. C. (2017). Research on physical education teachers’ career stages and socialization. In K. A. R. Richards & K. L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 81–97). Routledge.
   Google Scholar