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"I'm Trusting You, Don't Let Me Down": One Faculty Member's Efforts at Employing the Spectrum Model.

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Bibliographic Details
Title: "I'm Trusting You, Don't Let Me Down": One Faculty Member's Efforts at Employing the Spectrum Model.
Authors: Brunsdon, Jamie Jacob1 (AUTHOR) jbrnsdon@memphis.edu, Layne, Todd Estel1 (AUTHOR), Coleman, Diane2 (AUTHOR), Loupe, Keith2 (AUTHOR), Bentley, Victoria2 (AUTHOR)
Source: Journal of Teaching in Physical Education. Apr2026, Vol. 45 Issue 2, p255-266. 12p.
Subject Terms: *Teaching models, *Teaching methods, *Secondary education, *Education research, *Physical education, Self-actualization (Psychology)
Abstract: Purpose: The spectrum model is a composite pedagogical model seeking to promote human flourishing. The purpose of this study was to provide a first account of the model in one K–12 school. Freddie, a purposefully recruited faculty member with expertise in models-based practice, was provided the model and instructed to read, interpret, and implement the model with three classes during one semester. Method: Data were collected with eight techniques and analyzed using traditional methods. Results: Findings suggested that Freddie's organizational structure, method, and content captured the spirit of the model and supported his ability to employ various teaching styles. Factors influencing his reading, interpretation, and implementation of the approach were identified. Conclusion: This study provides a description of flourishing pedagogies and reinforces the argument for developing new pedagogical models in school physical education. Future research dedicated to exploring established and emergent models through the lens of human flourishing is warranted. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: The spectrum model is a composite pedagogical model seeking to promote human flourishing. The purpose of this study was to provide a first account of the model in one K–12 school. Freddie, a purposefully recruited faculty member with expertise in models-based practice, was provided the model and instructed to read, interpret, and implement the model with three classes during one semester. Method: Data were collected with eight techniques and analyzed using traditional methods. Results: Findings suggested that Freddie's organizational structure, method, and content captured the spirit of the model and supported his ability to employ various teaching styles. Factors influencing his reading, interpretation, and implementation of the approach were identified. Conclusion: This study provides a description of flourishing pedagogies and reinforces the argument for developing new pedagogical models in school physical education. Future research dedicated to exploring established and emergent models through the lens of human flourishing is warranted. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2024-0199