Prioritising classroom community and organisation in physical education teacher education

References

• Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education & Society, 8, 179–197.
   Web of Science ®Google Scholar
• Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27.10.1080/02671520701809817
   Web of Science ®Google Scholar
• Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151.10.1207/s15326985ep3203_1
   Web of Science ®Google Scholar
• Beck, C., & Kosnik, C. (2001). From cohort to community in a preservice teacher education program. Teaching & Teacher Education, 17, 925–948.
   Web of Science ®Google Scholar
• Brown, D., & Evans, J. (2004). Reproducing gender? Intergenerational links and the male PE teacher as a cultural conduit in teaching physical education. Journal of Teaching in Physical Education, 23, 48–70.
   Web of Science ®Google Scholar
• Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education, 10, 9–16.
   Google Scholar
• Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching in Physical Education, 14, 467–477.
   Web of Science ®Google Scholar
• Casey, A. (2014). Models-based practice: Great white hope or white elephant? Physical Education & Sport Pedagogy, 19, 18–34.
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2007). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51, 166–173.10.1177/0022487100051003002
   Web of Science ®Google Scholar
• Darling-Hammond, L., & Hammerness, K. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390–441). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Dewey, J. (1938). Experience & education. New York, NY: Touchstone.
   Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.10.1111/cdev.2011.82.issue-1
   PubMed Web of Science ®Google Scholar
• Dyson, B., & Casey, A. (Eds.). (2012). Cooperative learning in physical education. Abingdon: Routledge.
   Google Scholar
• Elliott, J. G., Stemler, S. E., Sternberg, R. J., Grigorenko, E. L., & Hoffman, N. (2011). The socially skilled teacher and the development of tacit knowledge. British Educational Research Journal, 37, 83–103.10.1080/01411920903420016
   Web of Science ®Google Scholar
• Ennis, C. D. (2000). Canaries in the coal mine: Responding to disengaged students using theme-based curricula. Quest, 52, 119–130.10.1080/00336297.2000.10491705
   Web of Science ®Google Scholar
• Ennis, C. D., Solmon, M. A., Satina, B., Loftus, S. J., Mensch, J., & McCauley, M. T. (1999). Creating a sense of family in urban schools using the “Sport for Peace” curriculum. Research Quarterly for Exercise and Sport, 70, 273–285.10.1080/02701367.1999.10608046
   PubMed Web of Science ®Google Scholar
• Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Farr Darling, L. (2001). When conceptions collide: Constructing a community of inquiry for teacher education in British Columbia. Journal of Education for Teaching, 27, 7–21.10.1080/02607470120042519
   Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement. Journal of Educational Psychology, 95, 148–162.10.1037/0022-0663.95.1.148
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103, 942–1012.10.1111/tcre.2001.103.issue-6
   Web of Science ®Google Scholar
• Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63, 321–338.10.1080/00336297.2011.10483684
   Web of Science ®Google Scholar
• Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Maidenhead: Open University Press.
   Google Scholar
• Hammerness, K. (2011). Classroom management in the United States: A view from New York City. Teaching Education, 22, 151–167.10.1080/10476210.2011.567844
   Google Scholar
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.10.3102/0034654308325693
   Web of Science ®Google Scholar
• Kayler, M. A. (2009). Teacher development and learner-centered theory. Teacher Development, 13, 57–69.10.1080/13664530902858501
   Google Scholar
• Kirk, D. (2010). Physical education futures. London: Routledge.
   Google Scholar
• Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45, 973–986.
   Web of Science ®Google Scholar
• Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376–387.
   Web of Science ®Google Scholar
• Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177–192.
   Web of Science ®Google Scholar
• Korthagen, F. A. J., Loughran, J. J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching & Teacher Education, 22, 1020–1041.
   Web of Science ®Google Scholar
• Kosnik, C., & Beck, C. (2009). Priorities in teacher education: The 7 key elements of pre-service preparation. London: Routledge.
   Google Scholar
• Kosnik, C., & Beck, C. (2011). Teaching in a nutshell: Navigating your teacher education program as a student teacher. London: Routledge.
   Google Scholar
• LePage, P., Darling-Hammond, L., & Akar, H. (2005). Classroom management. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 327–357). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Loughran, J. J. (2006). Developing a pedagogy of teacher education. London: Routledge.
   Google Scholar
• Marzano, R. J. (2003). Classroom management that works: Research-based techniques for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6–23.10.1002/(ISSN)1520-6629
   Web of Science ®Google Scholar
• Metzler, M. W. (2011). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
   Google Scholar
• O’Neill, S., & Stephenson, J. (2012). Classroom behaviour management content in Australian undergraduate teaching programmes. Teaching Education, 23, 287–308.10.1080/10476210.2012.699034
   Google Scholar
• Oliver, K. L., & Oesterreich, H. A. (2013). Student-centred inquiry as curriculum as a model for field-based teacher education. Journal of Curriculum Studies, 45, 394–417.10.1080/00220272.2012.719550
   Web of Science ®Google Scholar
• Richardson, V. (Ed.). (1997). Constructivist teacher education: Building a world of new understanding. London: Routledge Falmer.
   Google Scholar
• Rovegno, I. (2008). Learning and instruction in social, cultural environments: Promising research agendas. Quest, 60, 84–104.10.1080/00336297.2008.10483570
   Web of Science ®Google Scholar
• Sarason, S. B. (1974). The psychological sense of community: Perspectives for community psychology. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50, 315–342.10.3102/00346543050002315
   Web of Science ®Google Scholar
• Solomon, D., Battistich, V., Kim, D.-I., & Watson, M. (1997). Teacher practices associated with students’ sense of the classroom as a community. Social Psychology of Education, 1, 235–267.
   Google Scholar
• Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457–477.10.1007/s10648-011-9170-y
   Web of Science ®Google Scholar
• Sumsion, J., & Patterson, C. (2004). The emergence of community in a preservice teacher education program. Teaching & Teacher Education, 20, 621–635.
   Web of Science ®Google Scholar
• van Tartwijk, J., & Hammerness, K. (2011). The neglected role of classroom management in teacher education. Teaching Education, 22, 109–112.10.1080/10476210.2011.567836
   Google Scholar
• Tinning, R., & Fitzclarence, L. (1992). Postmodern youth culture and the crisis in Australian secondary school physical education. Quest, 44, 287–303.10.1080/00336297.1992.10484056
   Web of Science ®Google Scholar
• Watson, M., & Battistich, V. (2006). Building and sustaining caring communities. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 253–279). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
   Google Scholar
• Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard Business Press.
   Google Scholar
• Woolfolk Hoy, A., & Weinstein, C. S. (2006). Student and teacher perspectives on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 181–222). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wubbels, T. (2011). An international perspective on classroom management: What should prospective teachers learn? Teaching Education, 22, 113–131.10.1080/10476210.2011.567838
   Google Scholar