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Kristin Richards,1 Sneha Mantri,2 Carolyn M Brown,1 Michael Johnsrud,1 Steve Arcona,3 Rahul Sasané3 1TxCORE, College of Pharmacy, The University of Texas at Austin, Austin, Texas, USA; 2Department of Neurology, Duke University, Durham, North Carolina, USA; 3Cerevel Therapeutics, LLC, Cambridge, Massachusetts, USACorrespondence: Kristin Richards, Email krichards@austin.utexas.eduPurpose: Medication is an important component of the management of Parkinson’s disease (PD), yet few studies investigate factors that inform medication decision-making from the perspective of those who use these therapies. This qualitative study aimed to better understand the medication experiences and perspectives of people with PD (PwPD).Patients and Methods: Thirty-two PwPD recruited from five large movement disorder clinics from five US states participated in 1-hour on-line focus groups in 2022. Thematic analysis was used to analyze the data.Results: Four primary themes (subthemes in parentheses) emerged concerning PD medications: (1) medication effectiveness (uncertainty, inconsistent effects, adjusting expectations); (2) medication burden (morning doses, timing challenges, constant reminder); (3) side effects (toleration, treatment, confusion with disease symptoms); and (4) preferences/requests (important attributes, therapy advancement).Conclusion: This study identified four core dimensions associated with PD medications from the perspective of PwPD. Results indicate the need for enhanced communication between providers and patients regarding PD medication to reduce the uncertainties and burden associated with PD medication regimens and promote better health outcomes for PwPD.Keywords: Parkinson’s disease, medication, patient perspective, patient experience

The purpose of this study was to examine the relationships among teachers' perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators (N = 379; M[subscript age] = 42.44; 54% male; 46% female) participated in a cross-sectional survey. The participants had been teaching physical education (PE) for an average of 16 years, with approximately 68% holding an advanced degree. Confirmatory factor analysis and structural equation modeling were used to explore hypothesized relationships among the following variables: perceived mattering (i.e. physical education mattering, teacher mattering), teacher emotions (i.e. enjoyment, anger, anxiety), and teacher resilience. Results showed that perceptions of physical education mattering were related to perceived teacher mattering. Subsequently, teacher mattering was associated with teacher enjoyment and anxiety, which were then linked positively and negatively to resilience, respectively. No direct relationship was identified between mattering and resilience, but indirect relations via emotions were found. Thus, emotions appeared to mediate the perceived mattering-resilience relationship. Both environmental and personal variables should be considered when studying teachers' psychosocial skills in navigating workplace contexts. Enjoyment may buffer marginality beliefs and enhance resilience in day-to-day teaching. The characteristics of having or developing resilience appear to be founded somewhat in emotional experiences which, in turn, have shown strong links with actions, beliefs, and behaviors among teachers.

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (1) working with limited and inconsistent infrastructure; (2) navigating student diversity; (3) coping with marginalization and advocating for quality practices; and (4) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

Kristin Richards,1 Michael Johnsrud,1 Christopher Zacker,2 Rahul Sasané2 1TxCORE, College of Pharmacy, The University of Texas at Austin, Austin, TX, USA; 2Cerevel Therapeutics, LLC, Cambridge, MA, USACorrespondence: Kristin Richards, TxCORE, College of Pharmacy, The University of Texas at Austin, 2409 University Avenue, Mail Stop A1930, Austin, TX, 78712, USA, Tel +1 512 471 5607, Email krichards@austin.utexas.eduPurpose: To examine 1-year persistence with oral atypical antipsychotics (OAAPs) for Medicaid patients with schizophrenia and assess the association between OAAP persistence and hospital and emergency department (ED) resource utilization.Patients and Methods: Using 2016– 2020 multi-state Medicaid claims data, this retrospective study followed patients diagnosed with schizophrenia for 12 months after initiating OAAP therapy. Patients started on an OAAP with no evidence of antipsychotic use in the previous 6 months were included if they had a diagnosis of schizophrenia, were not dually enrolled in Medicaid and Medicare, did not switch to a long-acting injectable antipsychotic, and were continuously eligible 6 months before and 12 months after the initial OAAP prescription (index date). OAAP persistence was measured allowing for a < 60-day gap. All-cause and schizophrenia-related inpatient and emergency department (ED) resource utilization during the follow-up period were compared between OAAP persistent and non-persistent groups.Results: The study sample of 13,007 had an average age of 39.1 years and 57.0% were male. Patients were persistent with their index OAAP for 135 days on average and 73.1% had a ≥ 60-day gap in antipsychotic therapy post-index. While 32.8% and 28.6% of patients who did not persist with their index OAAP restarted the index OAAP or switched to a different OAAP medication later in the year, respectively, a larger proportion (38.6%) had no further OAAP prescriptions. After adjustment for demographic and clinical variables, compared to non-persistent patients, persisting with OAAPs was significantly associated with fewer all-cause and schizophrenia-related hospitalizations (Incidence Rate Ratio [IRR]=0.742, p< 0.001; IRR=0.823, p< 0.001; respectively) and ED visits (IRR=0.759, p< 0.001; IRR=0.773, p< 0.001; respectively).Conclusion: Non-persistence with OAAP medication is common among patients with schizophrenia and associated with negative outcomes including increased utilization of hospital and ED resources. Patient-centered interventions that improve antipsychotic persistence should be implemented to facilitate optimal outcomes in this population.Keywords: antipsychotic medication, persistence, healthcare resource utilization, Medicaid, schizophrenia

The purpose of this study was to examine the influence of a secondary physical education methods course and early field experience, supplemented with reflective discussions via Twitter, on subjective theories of physical education. The course was organized using recommendations from the occupational socialization theory literature. Participants were 22 preservice teachers enrolled in the course. The preservice teachers were organized into groups of three and engaged in peer teaching before beginning a junior high school early field experience. Reflective practices were incorporated throughout the course including Twitter chats prompting PTs to examine their beliefs regarding the field of physical education. Data were collected using five qualitative methods and analyzed using analytic induction and constant comparison. Data analysis led to the development of three themes: (a) becoming aware of the realities of and changes needed within physical education; (b) reconsidering what it means to teach physical education; and (c) course organization and experiences opened the PTs to challenging their subjective theories. The preservice teachers recognized issues within the field of physical education and difficulties physical educators face as well as the ability of the physical educators to work with and support youth beyond their coaching roles. In doing so, they exhibited a shift from coaching to balanced orientations. Changes were facilitated through the development of relationships with the instructor and peers, reflection, and field experience. Findings provide evidence in support of recommendations for integrating occupational socialization theory into teacher education program development. Further, Twitter can be a useful tool for enhancing reflective practices particularly when teacher educators support preservice teachers as they develop more nuanced understandings of physical education.

Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin's experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin's transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development.

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

While there are benefits to collaborative research, navigating group dynamics can also bring challenges, particularly for doctoral students and early career academics who are new to the research process. These dynamics extend beyond initial manuscript submission and include processes associated with interpreting reviewer comments, deciding upon and making revisions, and developing clear author response documents through the revision process. Herein, the authors overview one systematic and replicable approach to managing revisions. Steps include (a) read, set aside, and return to the reviewer comments; (b) document initial reactions to comments; (c) collectively review the comments and decide upon direction; (d) coordinate revisions to the manuscript; (e) craft final response statements; and (f) prepare a resubmission cover letter to the editor. Recommendations will be provided for approaching the revision, including how to revise the manuscript to highlight edits, and suggestions for tone and approach, particularly when disagreeing with a reviewer.

Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by in-service physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members' experiences navigating the stress of their work in sociopolitical department and university environments. Participants included 36 US PETE faculty members (20 female, 16 male). Data were collected using in-depth, semi-structured interviews. Results highlighted the ways in which participants experienced and navigated the stress associated with their work environments. Specific themes included: (a) ambiguous, conflicting, and high expectations for performance contribute to role stress; (b) department cultures can challenge and marginalize physical education; (c) (development of) personal approaches and coping strategies to manage role stressors; and (d) networks of support are integral to faculty development and socialization. Results are discussed with implications for how various roles and the internalization of those roles impacted participants' perceived stress while addressing the intra- and interpersonal strategies participants employ to navigate these stressors. Recommendations related to both doctoral education and continuous faculty development are provided and future directions for research are forwarded.

Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct comparisons between the perceived workplace experiences of physical education NBCTs and non-NBCTs have not yet been made. The purpose of the current investigation was to examine the workplace experiences of physical education NBCTs and non-NBCTs while accounting for teaching level. A recruitment email was sent to 500 physical education NBCTs and 420 physical education non-NBCTs. Using a case-control design, 74 NBCTs were selected and matched with 74 non-NBCTs. A 2 × 2 factorial MANCOVA test, a univariate ANCOVA test, and an independent-samples t-test were used in data analysis. Results indicated that the main effect for NBCT status was significant. Specifically, NBCTs felt less isolated than their non-NBCTs counterparts. NBCTs generally perceived that they mattered more than non-NBCTs, especially at the secondary level. Additionally, teachers with NBCT certification reported higher levels of role conflict and role overload than those participants without NBCT status. This study highlights important connections between NBCT status and teachers' workplace experiences that both relate to and extend previous research. Future scholars should consider seeking to understand the mechanisms that underlie reported differences between NBCTs and non-NBCTs.

Limited research in the context of physical education teacher education has examined faculty members' preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members' preparation for and perceptions of the role of teacher educator. Participants included 23 pre-tenure PETE faculty members (14 male, 9 female) who worked in U.S. institutions of higher education. Data sources included excerpts from six rounds of in-depth, individual interviews focused on participants training for experiences related to teacher education as well as one specific interview focused on their pre-tenure experiences as teacher educators. A collaborative approach to data analysis involving both inductive and deductive methods was adopted. Results indicated that the participants had to navigate the social environment of the workplace as well as the social construction of role expectations associated with teaching, research, and service. Specifically, qualitative analysis resulted in three themes: (a) challenges in managing teaching, research, and service roles; (b) university sociopolitics challenge PETE faculty members' perceived mattering; and (c) systems of support are critical because PETE can be an isolating discipline. The results highlight challenges associated with the construction of faculty roles in a broader sense and those more specific to PETE. They also draw attention to the importance of relationships and a support network relative to teacher education and preparing future teacher educators for the realities of faculty life.

Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress, emotional exhaustion) and positive (i.e., perceived mattering, perceived organizational support) workplace experiences. Primary analyses began with a multivariate analysis of covariance followed up by univariate analyses of covariance to examine the differences in study variables based on gender and institution type. Results: Doctoral institution faculty members reported higher marginalization and lower perceived mattering and organizational support. Female faculty members reported higher role overload and emotional exhaustion. Discussion: Results highlight differences in the faculty experience across institution types as well as gender disparities. Recommendations are provided for improving the faculty experience as well as for future research in the area.

The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals' background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers' biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.

Purpose: The purpose of this cyclical action research study was to examine the perspectives of Clyde, a first-year physical education teacher working in an urban intensive environment, as he attempted to implement restorative practices. Methods: Data included semistructured interviews, weekly e-mail communication, text messages, photographs, field notes from observations, and artifacts. Data were analyzed using a combination of inductive and deductive analysis. Results: The results are presented in three themes: (a) searching for appropriate discipline procedures, (b) critical incidents inhibited the integration of restorative practices, and (c) lack of preparation to teach in an urban intensive environment. Conclusion: Clyde's experience suggests that challenges for early career teachers may be further complicated by teaching in urban intensive environments. Teacher educators may consider the different contexts in which teachers work and the influence they can have on both teacher effectiveness and job satisfaction.

In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.

This study develops an understanding of the relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict (TMSS-RC) among Irish post-primary, multi-subject teachers. A theoretically informed conceptual framework was developed to explain the relationships among personal accomplishment, resilience, and the sub-domains of TMSS-RC: status conflict, schedule conflict, and energy expenditure. Participants included 259 post-primary teachers across Ireland who were responsible for teaching physical education and at least one other school subject concurrently. Participants completed a 46-item, cross-sectional survey consisting of a demographics questionnaire, the TMSS-RC scale, the personal accomplishment subscale from the Maslach Burnout Inventory--Educators Survey, and the 10-item version of the Connor--Davidson Resilience Scale. Concurrent confirmatory factor analysis was first used to confirm the psychometric quality of the hypothesised factor structure. Results indicated that the hypothesised model was a good fit for the data. Structural equation modelling was then used to examine and verify the hypothesised relationships of the conceptual model. Results supported the model with mediation, which showed good model fit: C3(129) = 174.97, p = 0.004, X[superscript 2]/df = 1.36; root mean square error of approximation = 0.044 (90% confidence interval = 0.031, 0.057; p = 0.770), standardised root mean square residual = 0.058; non-normed fit index = 0.974; comparitive-fit index (CFI) = 0.978. Collectively, results indicate that as teachers' levels of personal accomplishment and resilience increase, their experiences of TMSS-RC decrease. This suggests that stress as a result of teaching multiple school subjects concurrently can be reduced with an increase in teachers' perceived levels of personal accomplishment and resiliency.

Physical education teacher education is most successful when it includes several field experiences that are closely supervised and focus on reflective practice. Drawing upon attachment theory, the purpose of this study was to understand a mentoring program in which doctoral students served as mentors for preservice teachers during a methods course and early field experience. Participants included 15 preservice teachers (10 males, 5 females) who were completing their first secondary early field experience, and six doctoral students (3 males, 3 females) who served as their mentors. Data were collected through interviews with the doctoral students and preservice teachers, reflective writing, and observations of teaching. Data were analyzed using a combination of inductive and deductive analysis as well as constant comparison. Results highlight the importance of the emotional side of mentoring in building trust. Preservice teachers learned by observing their mentors and by receiving timely, relevant feedback. In some cases, challenges were noted in developing productive relationships and related to a lack of feedback stemming from mentor inexperience.

Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The hypothesis was that the introduction of formative peer evaluation cycles would result in a more student-centered learning climate, increased competence, reduced doubt, and improved student learning. Two semesters were compared in this quasi-experimental study in which results of peer evaluation became modifiers to students' grades in the final project. In the second semester, peer evaluation was also used multiple times formatively to provide students with feedback and encourage changes in behavior without impacting grades. When formative peer evaluation was implemented, students earned higher grades on the final project and in the course and perceived a more student-centered learning environment, more competence, and less doubt about the course.

Purpose: Building on research surrounding the occupational socialization of physical educators, scholars have begun asking questions about how physical educators are socialized within graduate programs both at the master's and doctoral levels. As a part of a larger longitudinal investigation, the purpose of this study was to understand how participation in a research-focused masters' program influenced the socialization of one in-service practitioner and one doctoral student over the 2-year period following degree completion. Method: Data sources included telephone focus group interviews, text message communication, and e-mail discussions. Data were analyzed inductively. Results: The data analysis resulted in the construction of the following themes: (1) developing independence; (2) enhanced theoretical knowledge; and (3) frustration and disenchantment with the profession. Discussion/Conclusion: The results of this study highlight the importance of leadership opportunities for doctoral candidates and beginning teachers, and the significance of relationship building for professional development.

Service-learning (SL) has become popular as part of the formal curriculum and as cocurricular experiences for college students. Some SL programs serve individuals with disabilities, but their influence on college volunteers is not well understood. The purpose of this study was to understand the experiences and perspectives of preprofessional college students who volunteered at a cocurricular, SL-based sports camp for youth with visual impairments. Participants included nine (five males and four females) preservice professionals who taught youth with visual impairments during the week-long sports camp. Data were collected using semistructured and conversational interviews, reflective journaling, and participatory observations. Four themes were constructed: (1) camp experience elicited a strong emotional response; (2) fostering professional growth and development; (3) doing too much and expecting too little; and (4) developing close bonds with the athletes. This study highlights the benefits of developing cocurricular SL programs for college students across a variety of fields.

Social and emotional learning (SEL) competencies such as self-management and relationship skills are associated with positive outcomes for youth. Therefore, educational policies in many countries emphasise the integration of these competencies throughout the curriculum and specifically in physical education (PE). However, little research has examined the impact of such policy in the context of practice. Drawing upon occupational socialisation theory, this study assessed how secondary teachers interpret and implement this aspect of the Scottish national curriculum. Data sources included teacher interviews (n = 14), pupil focus groups (n = 32) and systematic observations of 23 lessons. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using constant comparison and thematic analysis. The trustworthiness of findings was supported through triangulation, peer debriefing and member check. Findings indicate the curriculum is interpreted at several levels driven largely by teachers' background experience and organisational influences. Generally, SEL is viewed favourably, but ambiguity and lack of support are challenges to implementation. Common practice involves creating a positive learning environment as well as implicit and reactive teaching approaches. More robust implementation involves the addition of explicit and empowering teaching approaches. Implications for practice, teacher education, policy development and research are discussed.

Grounded in self-determination theory, the integrative model for learning and motivation examines how student motivational processes link to course outcomes, including perceived knowledge transferability. This investigation sought to evaluate the tenets of the integrative model that link the classroom climate, basic psychological needs satisfaction, and self-regulated motivation to perceived knowledge transferability. Participants included 4385 students (2185 females, 2200 males) enrolled in courses across a variety of disciplines at a large university in the U.S. Midwest. The students completed a cross-sectional survey, and the data analysis process proceeded using factor analytic and structural equation modeling procedures. Results indicate that the data were a good fit for the model, C3(342) = 6691.75, p < .001, RMSEA = .08, SRMR = .05, TLI = .94, CFI = .95. Developing student-centered learning environments is integral to enhancing motivation and perceptions of knowledge transferability through the satisfaction of students' need for autonomy, competence, and relatedness., Author(s): Chantal Levesque-Bristol [sup.1] , K. Andrew R. Richards [sup.2] , Angelika Zissimopoulos [sup.3] , Cong Wang [sup.4] , Shi Yu [sup.5] Author Affiliations: (1) grid.169077.e, 0000 0004 1937 2197, [...]

Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants (n = 75) were kinesiology undergraduate students at a large, public university in the US Midwest. Quantitative data included forced-choice questions regarding socialization experiences (n = 75) that were analyzed descriptively and through independent-samples t-tests to identify gender differences. Qualitative data included autobiographical essays (n = 75) and semi-structured interviews (n = 23), analyzed using a multi-phase process. "Health and fitness" was the most highly rated recruitment facilitator, and many of the facilitators were different than those noted in the physical education literature. The four qualitative themes included the following: (a) the influence of family, teachers and coaches, and medical mentors on career choice; (b) future career goals aligned with the helping professions; (c) negative experiences in physical education act as a barrier to recruitment; and (d) firsthand and active recruitment into kinesiology. Participants' negative physical education experiences reinforces the idea that the passive recruitment process serves to socialize some students out of physical education. Future research should consider professional socialization within kinesiology-aligned fields outside of physical education. Active recruitment initiatives should be designed to increase enrollments in physical education teacher education.

Community engagement provides kinesiology undergraduate students with valuable experience and allows for personal and professional growth. Kinesiology students often seek out opportunities that pertain to their future career goals. As many of them aspire to allied health professions, working with special populations is of interest, including individuals with movement impairments. As a result of their knowledge of movement and physical activity, kinesiology students are uniquely qualified to quantify and prevent adverse events due to movement impairment, including falls. The purpose of this article is to overview undergraduate students' involvement in a community-based fall risk assessment and prevention clinic through the lens of experiential learning theory. Collectively, this type of program has the potential to enhance the undergraduates' educational experience and preparation for their future careers while also enriching the community with fall prevention resources.

In line with trends in general education, physical education teacher education programs have faced lowering enrollments over the last few decades. These circumstances have led to the closure of some PETE programs while faculty members at others have been called to increase recruitment and retention efforts to reverse the negative enrollment trends. Unfortunately, there is relatively little in the published research related to recruitment and retention in PETE to guide these efforts. Connections have been made, however, between the recruitment and retention processes and occupational socialization theory. The purpose of this paper was to propose a conceptual framework for coordinating recruitment and retention efforts connected to the phases of occupational socialization theory. PETE faculty members and inservice teachers are identified as key recruitment agents. Implications for preservice teacher education and doctoral education are discussed, along with calls for further empirical research in this area.

Teacher change in physical education has long been called for; however, current theoretical models guiding the change process do not address contextual aspects of the teaching workplace. Occupational Socialization Theory (OST) addresses contextual factors related to change but omits individual teacher characteristics that develop independently of socializing factors. To better understand the teacher change process and guide reform efforts such as continuing professional development, a more comprehensive model is required. The purpose of this article, therefore, is to propose an integrative model of teacher change that merges OST with research on teacher dispositions toward change, including related behavior change theories. Practical applications for teacher professional learning utilizing the model and future directions are suggested.

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.

Although much is known about teachers' workplace experiences, lives, and careers through socialization research, few efforts have been made to apply this body of knowledge to develop conceptual frameworks to guide research and practice. Grounded in role socialization theory, the purpose of this paper is to propose the Developing Resilience and Enhancing Appraisals of Mattering conceptual framework. This framework focuses on developing four interconnected socioemotional skills among elementary level, non-core subject teachers. Key skills include: (a) emotional regulation and display, (b) caring and listening, (c) relationship building, and (d) advocacy. Ultimately, developing these socioemotional skills can help increase teachers' resilience and the perception that they and the subject they teach matter. Both theoretical grounding and practical application of the conceptual framework are provided as well as recommendations for research and practice. Applications relative to teacher education and continuing professional development are addressed.

While more developed in the general education literature, research on teacher emotions represents an understudied area in physical education (PE) literature. Understanding the idiosyncrasies of PE teacher emotions represents an important direction for future research as teacher emotions have been linked to teaching effectiveness, job satisfaction, and personal wellbeing. Also, teacher emotions influence teacher-student relationships, which impact student motivation and learning. Accordingly, the purpose of this paper is to express the role of emotions in teachers' lives, discuss the antecedents and consequences of teacher emotions, and propose a conceptual framework for understanding PE teacher emotions that account for the dynamic, evolving, and complex contexts in which teachers work. Specifically, appraisal theory is used to identify and understand teachers' emotions and ecological dynamic systems theory is used to position these emotions within teachers' classrooms and their sociopolitical and cultural experiences. Current research is reviewed and recommendations for research and practice proposed.

Purpose: Framed by occupational socialization theory, this study examined relationships among teachers' perceived quality of assessment practices, workplace factors, and their conceptions of assessment. Methods: Ninety in-service physical education teachers from Alabama completed an online survey that attended to perceptions of organizational support, marginalization, valuation toward assessment, assessment quality, and class size. Associations were estimated using ordinary least squares regression. Results: In contrast to our initial hypothesis, no significant relationships were found between perceived assessment quality and perceived organizational support, marginalization, and class size. However, our regression analysis yielded significant results when "assessment's importance for education" was the outcome variable. Discussion/Conclusions: The results indicated that teachers' valuation of assessment included holding students and schools accountable, but was irrelevant to improving education. In addition, marginalization and perceived organizational support impacted teachers' valuation toward using assessments to improve education. Research on assessment quality may depend first on widespread adoption of physical education teacher education assessment practices.

Community schools have recently (re)emerged in the United States as a vital, comprehensive strategy for addressing poverty-related barriers to children's school learning. However, not all low-income school communities are endowed with the resources needed to launch a comprehensive array of school-based/linked services and programs. In this article, the authors describe a place-based model for school improvement for low-income school communities where formal and fiscal resources are in short-supply. Framed by two best-practice interventions from the youth development and family support literatures, the authors identify five "high leverage" improvement mechanisms that social workers, educators, and parents can collaboratively target to affect change. These improvement mechanisms, together with the interventions they implicate, can help community school efforts provide a more powerful, engagement-focused reach into students' peer, family, and community ecologies.

Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization "into" Twitter takes time and is often encouraged by existing members; (b) socialization "through" Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development.

Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members' work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor's, master's, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.

Purpose: The landscape of physical education has shifted in the 30 years since Metzler and Freedman's seminal study examining the demographics of physical education teacher education faculty. Changes in the structure of physical education and academia justify an updated investigation, with particular emphasis on the gender and institutional affiliation of faculty. Methods: An expanded and validated version of Metzler and Freedman's survey was e-mailed to 908 physical education teacher education faculty from 505 U.S. institutions. A response rate of 46.21% was achieved. The data were analyzed using descriptive and inferential statistics to examine differences based on gender and institutional affiliation. Results: Gender salary disparities have decreased, whereas teaching experience and qualifications of faculty have increased. Corresponding increases in research productivity were notably evident. Discussion/Conclusion: Faculty members remain predominately European American, publication output has increased, more institutions are hiring nontenure-track faculty, and perceptions of support for physical education are lower than in 1985.

Physical education (PE) teachers' interpersonal sentiments and behaviours towards students during class define their motivating styles. These motivating styles range from those that support student autonomy to those that pressure students to think and behave in certain ways. Motivating styles are believed to develop through teachers' prior socialization experiences and the way they are socialized in their current school environments. Drawing from the theories of self-determination and occupational socialization, this study examined the impact of psychological need satisfaction and frustration throughout the socialization process on PE teachers' motivating styles. Twenty-nine US physical educators with identified autonomy-supportive (n = 9), controlling (n = 8), and neutral (n = 12) motivating styles, based on responses to the Problems in Schools Questionnaire, were formally interviewed. Inductive analysis generated six analyst-constructed typologies describing the teachers' motivating styles linked to their socialization experiences: (a) Humanitarians; (b) Concrete Roses; (c) Stage Managers; (d) Referees; (e) Coasters; and (f) Jaded Shepherds. Factors affecting motivating styles included the inductive or deductive nature of the contexts in which participants were involved during their acculturation and professional socialization, their professional identity, and the extent to which they experienced psychological need satisfaction and frustration through socializing experiences at work. In general, the results of this study suggest that more autonomy-supportive teachers (a) tend to have experienced inductive contexts growing up, (b) identify chiefly as PE teachers rather than coaches of extracurricular school sports, and (c) enjoy psychological need satisfaction at work.

Purpose: The purpose of this study was to test a conceptual model that specified relationships among perceived organizational support (POS), emotional labor, job satisfaction, and affective commitment. Methods: The participants included 297 physical educators who completed an online survey. The data were analyzed using confirmatory factor analysis and structural equation modeling. Results: After verifying the factor structure, the results of structural equation modeling supported the conceptual model, [chi superscript 2](157) = 225.09, p < 0.001; [chi superscript 2]/df = 1.43; root mean square error of approximation = 0.055 (90% confidence interval [0.045, 0.064], p < 0.001); standardized root mean square residual = 0.042; nonnormed fit index = 0.984; comparative fit index = 0.987. POS related negatively to surface acting and positively to deep acting and genuine expression. Affective commitment related positively to POS, deep acting, and genuine expression, and negatively to surface acting. Job satisfaction related positively to POS and negatively to surface acting. Discussion/Conclusion: The findings are discussed within the framework of affective events theory, and recommendations are made for helping in-service and preservice physical educators to develop emotional labor strategies.