The purpose of this monograph is to examine the adoption of model-based instruction (MBI) by three groups of teachers: student teachers, induction teachers, and cooperating teachers. Data generated for these research studies originated from the Georgia State University’s Physical Education Teacher Education Assessment Project (PETEAP). The PETEAP was established by the Georgia State University PETE faculty in 1994 and has provided a means for cumulative programmatic assessment ever since. All the chapters presented in this monograph are interconnected and grounded within the adoption of innovation theoretical framework (Rogers, 1995). Multiple data sources were examined to determine the degree of innovation adoption of MBI for each of the three groups of teachers in this study.
Guest Editors Note Chapter 1: Researching the Adoption of Model-Based Instruction—Context and Chapter Summaries—Rachel Gurvitch, Jacalyn L. Lund, and Michael W. Metzler Chapter 2: Adoption of Instructional Innovation Across Teachers’ Career Stages—Michael W. Metzler, Jaclyn L. Lund, and Rachel Gurvitch Chapter 3: Student Teachers’ Implementation of Model-Based Instruction: Facilitators and Inhibitors—Rachel Gurvitch, Bonnie Tjeerdsma Blankenship, Michael W. Metzler, and Jacalyn L. Lund Chapter 4: Measuring Pupil Learning—How Do Student Teachers Assess Within Instructional Models?—Jaclyn L. Lund and Mary Lou Veal Chapter 5: Introducing Innovation to Those Who Matter Most—the P-12 Pupils’ Perception of Model-Based Instruction—Michael W. Metzler and Bryan A. McCullick Chapter 6: Implementation of Model-Based Instruction—The Induction Years—Rachel Gurvitch and Bonnie Tjeerdsma Blankenship Chapter 7: Influences on Cooperating Teachers’ Adoption of Model-Based Instruction—Jacalyn L. Lund, Rachel Gurvitch, and Michael W. Metzler Chapter 8: The Diffusion of Model-Based iNstruction by Establishing Communities of Practice—Michael W. Metzler, Jaclyn L. Lund, and Rachel Gurvitch Chapter 9: Pedagogical Content Knowing for Model-VBased Instruction in Physical Education and Future Directions for Research—Jacalyn L. Lund, Michale W. Metzler, and Rachel Gurvitch
Annual Author Index