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Permanent link (DOI): https://doi.org/10.7939/R3608R

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Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education Open Access

Descriptions

Other title
Subject/Keyword
elementary school physical education
symbolism of teacher clothing
perception formation
children's perceptions of teachers
teacher clothing
role modeling
effective teaching
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Bradford, Brent D
Supervisor and department
Dr. Jose da Costa (Educational Policy Studies)
Dr. Carla Peck (Elementary Education)
Dr. Clive Hickson (Elementary Education) - Supervisor
Examining committee member and department
Dr. George Buck (Educational Psychology)
Dr. Jessica van Vliet (Educational Psychology)
Department
Department of Elementary Education
Specialization

Date accepted
2015-03-20T08:28:56Z
Graduation date
2015-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Teachers of physical education have the responsibility to develop and teach programs that physically educate elementary school children (Hickson & Fishburne, 2005). Therefore, what teachers do to achieve this aim is a critical consideration. Issues such as planning, lesson delivery (Bradford & Hickson, 2014; Mawer, 1995; Rink, 2006; Siedentop, 1991), and the evaluation of learning (Metzler, 2005; Pangrazi & Beighle, 2010) are constant themes of consideration and thought. However, other areas of preparedness such as presentation (i.e., clothing) have not been investigated to the same degree (Hickson & Bradford, 2012). Therefore, the purpose of this explanatory mixed-methods study was to determine whether an elementary school teacher’s choice of clothing in physical education affects children’s perceptions toward that teacher and the physical education lesson. Elementary school-aged children from six northern Alberta schools participated in the study. Quantitative data was collected through the use of a Mannequin Clothing Assessment Questionnaire (MCAQ); whilst focus group interviews were employed to collect qualitative data. Descriptive statistics were used to analyze the quantitative data. In regards to qualitative data, key words and themes emerging from the focus group interviews were analyzed and compared to identify common themes related to the children’s perceptions. Both quantitative and qualitative data illustrated that clothing is perceived as important when teachers are teaching physical education lessons. This information may prove to be beneficial to literature on effective teaching, teacher as a role model, symbolism of teacher clothing and those involved in educational fields.
Language
English
DOI
doi:10.7939/R3608R
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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