Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, ...

The current literature includes limited information on the classification precision of Bayes estimation for latent class analysis (BLCA). (1) Objectives: The present study compared BLCA with the robust maximum likelihood (MLR) procedure, which is the default procedure with the Mplus 8.0 software. (2) Method: Markov chain Monte Carlo simulations were used to estimate two-, three-, and four-class models measured by four binary observed indicators with samples of 1000, 750, 500, 250, 100, and 75 observations, respectively. With each sample, the number of replications was 500, and entropy and average latent class probabilities for most likely latent class membership were recorded. (3) Results: Bayes entropy values were more stable and ranged between 0.644 and 1. Bayes’ average latent class probabilities ranged between 0.528 and 1. MLR entropy values ranged between 0.552 and 0.958. and MLR average latent class probabilities ranged between 0.539 and 0.993. With the two-class model, BLCA outperformed MLR with all sample sizes. With the three-class model, BLCA had higher classification precision with the 75-sample size, whereas MLR performed slightly better with the 750- and 1000-sample sizes. With the 4-class model, BLCA underperformed MLR and had an increased number of unsuccessful computations, particularly with smaller samples.

Accountability pressures faced by teachers and leaders may lead well-intentioned educators to engage in strategic reporting and operational practices to increase test scores, graduation rates, and other indicators of student success. Such practices are referred to as gaming behaviors. School district personnel attending a Georgia educational conference (N=146) reported a significant prevalence of two such practices – purging data for students enrolled for a short period of time and fabricating withdrawal forms in case of audit. Exploratory factor analysis yielded three categories of strategies employed by school districts to improve reported graduation rates: a) practices that directly contradict the rules governing ethical reporting of data (Factor1); b) legitimate educational practices aiming to enhance student learning (Factor2); and c) possible gaming strategies aiming to exclude low performing students from the computation of graduation rates (Factor3). Latent profile analysis distinguished a) a group with average scores on all factors (N=120); and b) a group with significantly higher scores on Factor1 and Factor3 (N=26). The second group included a significantly larger proportion of individuals from districts with 5,000 – 10,000 students; districts of this size may have the expertise in-house to understand calculations and take strategic action with their data reporting practices.

This quantitative study investigated the relationship between ESOL co-teacher content certification and student achievement in secondary classrooms. The sample consisted of English Learners (ELs; N = 185) in a suburban district in Georgia. The study focused on three core content subjects: Algebra, Biology, and Economics. Content certification was verified through a state agency, and student achievement was assessed using Georgia Milestones test scores. A range of statistical tests, including descriptive and multilevel regression analyses, were employed to analyze the data. The results indicated that Milestones grade conversion scores were higher when teachers had dual certification (M = 65.63, SD = 10.7) versus single certification (M = 62.38, SD = 8.03). Further, multilevel regression analyses accounting for the nested structure of the data showed that teacher certification was a significant predictor of higher student scores, with dual certification predicting higher scores. This relationship did not show significant variations at the teacher level or by subject area. These findings suggest revising ESOL co-teacher scheduling in the studied context to promote equitable education for ELs.