THE ROLE OF TRUST AND CARE IN THE IMPLEMENTATION OF A SOCIAL CONSTRUCTIVIST CURRICULUM IN PHYSICAL EDUCATION

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dc.contributor.advisorEnnis, Catherine Den_US
dc.contributor.authorTolley, Christina Ballarden_US
dc.contributor.departmentKinesiologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-07-02T06:03:27Z
dc.date.available2009-07-02T06:03:27Z
dc.date.issued2009en_US
dc.description.abstractSocial constructivism centers on the belief that social interaction is paramount to effective and meaningful learning. This study examined how trusting and caring teacher-student and student-student relationships influenced students' willingness and ability to learn in a social constructivist physical education curriculum. Data were collected through student interviews and focus groups, observations (teacher log), student member checks, and independent observations. Data were analyzed using open, axial, and selective coding consistent with the ethnographic research design. The findings suggested that students' willingness and ability to learn were positively influenced through the implementation of the social constructivist curriculum Teaching Games for Understanding (TGfU). Specifically, this was achieved through the classroom environment that facilitated students' perceptions of a trusting and caring teacher, contributing to more open and honest student relationships. These factors could be interpreted as an integrated spiral that contributed to teacher and student trust and care.en_US
dc.format.extent648625 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/9247
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Physicalen_US
dc.subject.pquncontrolledCareen_US
dc.subject.pquncontrolledSocial Constructivismen_US
dc.subject.pquncontrolledTactical Gamesen_US
dc.subject.pquncontrolledTGfUen_US
dc.subject.pquncontrolledTrusten_US
dc.titleTHE ROLE OF TRUST AND CARE IN THE IMPLEMENTATION OF A SOCIAL CONSTRUCTIVIST CURRICULUM IN PHYSICAL EDUCATIONen_US
dc.typeThesisen_US

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