Jennifer L Walton-Fisette
Biographic Data
| ID | 4871020 |
|---|---|
| NAME | Jennifer L Walton-Fisette |
| GIVEN NAMES | Jennifer L |
| FAMILY NAME | Walton-Fisette |
| SIGNATURE | WALTON-FISETTE J L |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0003-2753-4400 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Social justice knowledge construction among physical education teacher educators
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Equity-Minded Community Involvement and Family Engagement Strategies for Health and Physical Educators
Within the Whole School, Whole Community, Whole Child (WSCC) model, community involvement and family engagement are distinct, yet highly connected components. According to the model, communities and families play a vital role in the learning, development and health of children and young people, with “community” being placed as an additional wrap-around concept within each of the individual WSCC components reflecting its importance. Community invo…
It's more about building trust”
In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers u…
Time to SHAPE Up
Background: The Society for Health and Physical Educators (SHAPE) America has guided physical education curriculum, instruction, and assessment in the United States (US) for well over 100 years. We contend that in the US context for physical education, the National Standards and Grade-Level Outcomes for K-12 Physical Education (Society of Health and Physical Educators America. 2014 Society of Health and Physical Educators America. 2014. National …
Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs
As Physical Education Teacher Education and Health Education Teacher Education faculty members, it is essential to help our students acquire the skills to handle the traumas/stress in their lives. It is also important to provide appropriate pedagogical practices so they are prepared to support the P–12 students they will eventually teach as they will have their own adversities they are navigating. For those students in P–12 who are trying to surv…
Preparing Health and Physical Education Teachers to Become Trauma Invested
The purpose of the feature series is to prepare health and physical education teachers, both at the K-12 and higher education levels, on how to become knowledgeable about trauma, toxic stress, Adverse Childhood Experiences (ACEs), the warning signs and symptoms, and how to minimize potential triggers by engaging in trauma-invested practices. This is exceedingly important at a time when mental health issues and social emotional learning is at the …
Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and sympt…
The A–Z of Social Justice Physical Education
Education has the ability to both reproduce and transform broader social structures. Yet, teachers’ responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This article (the second installment…
The A–Z of Social Justice Physical Education
Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially …
Engaging Multiple Medical Epistemologies
Distance running is a popular form of physical activity within the United States and the world. Many distance runners experience some form of injury, causing them to seek treatment and advice from a variety of medical professionals. The authors explored how a small group of medical professionals advised and treated patients in regard to engaging in distance running. The authors found that with diverse personal experiences in running, medical prof…
Elementary physical educators’ positioning in teaching English language learners
Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape…
Enduring or Stubbornness? What It Takes to Be a 'Runner' With Physical Limitations
A plethora of literary and scholarly books and articles have been written on endurance sports such as long distance running and cycling and successful athletes within these endurance sports such as Paula Radcliffe, Haile Gebrselassie, and Jan Ullrich. Although these athletes certainly deserved the recognition they received, there is limited information on how every day individuals who attempt to engage in endurance sport who never achieve such st…
Teaching sociocultural issues to pre-service physical education teachers
The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a research conference, we discussed future research to understand what and how we were explicitly addres…
It's more about building trust”
In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers u…
Elementary physical educators’ positioning in teaching English language learners
Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape…
Enduring or Stubbornness? What It Takes to Be a 'Runner' With Physical Limitations
A plethora of literary and scholarly books and articles have been written on endurance sports such as long distance running and cycling and successful athletes within these endurance sports such as Paula Radcliffe, Haile Gebrselassie, and Jan Ullrich. Although these athletes certainly deserved the recognition they received, there is limited information on how every day individuals who attempt to engage in endurance sport who never achieve such st…
Teaching sociocultural issues to pre-service physical education teachers
The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a research conference, we discussed future research to understand what and how we were explicitly addres…
Elementary physical educators’ positioning in teaching English language learners
Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape…
Enduring or Stubbornness? What It Takes to Be a 'Runner' With Physical Limitations
A plethora of literary and scholarly books and articles have been written on endurance sports such as long distance running and cycling and successful athletes within these endurance sports such as Paula Radcliffe, Haile Gebrselassie, and Jan Ullrich. Although these athletes certainly deserved the recognition they received, there is limited information on how every day individuals who attempt to engage in endurance sport who never achieve such st…
Time to SHAPE Up
Background: The Society for Health and Physical Educators (SHAPE) America has guided physical education curriculum, instruction, and assessment in the United States (US) for well over 100 years. We contend that in the US context for physical education, the National Standards and Grade-Level Outcomes for K-12 Physical Education (Society of Health and Physical Educators America. 2014 Society of Health and Physical Educators America. 2014. National …
Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs
As Physical Education Teacher Education and Health Education Teacher Education faculty members, it is essential to help our students acquire the skills to handle the traumas/stress in their lives. It is also important to provide appropriate pedagogical practices so they are prepared to support the P–12 students they will eventually teach as they will have their own adversities they are navigating. For those students in P–12 who are trying to surv…
Preparing Health and Physical Education Teachers to Become Trauma Invested
The purpose of the feature series is to prepare health and physical education teachers, both at the K-12 and higher education levels, on how to become knowledgeable about trauma, toxic stress, Adverse Childhood Experiences (ACEs), the warning signs and symptoms, and how to minimize potential triggers by engaging in trauma-invested practices. This is exceedingly important at a time when mental health issues and social emotional learning is at the …
Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and sympt…
The A–Z of Social Justice Physical Education
Education has the ability to both reproduce and transform broader social structures. Yet, teachers’ responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This article (the second installment…
The A–Z of Social Justice Physical Education
Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially …
Engaging Multiple Medical Epistemologies
Distance running is a popular form of physical activity within the United States and the world. Many distance runners experience some form of injury, causing them to seek treatment and advice from a variety of medical professionals. The authors explored how a small group of medical professionals advised and treated patients in regard to engaging in distance running. The authors found that with diverse personal experiences in running, medical prof…
Equity-Minded Community Involvement and Family Engagement Strategies for Health and Physical Educators
Within the Whole School, Whole Community, Whole Child (WSCC) model, community involvement and family engagement are distinct, yet highly connected components. According to the model, communities and families play a vital role in the learning, development and health of children and young people, with “community” being placed as an additional wrap-around concept within each of the individual WSCC components reflecting its importance. Community invo…
It's more about building trust”
In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers u…
Social justice knowledge construction among physical education teacher educators
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Psychology (12 works) · Pedagogy (11 works) · Inclusion and Disability in Education and Sport (9 works) · Physical Education and Pedagogy (9 works) · Sociology (9 works) · Medicine (8 works) · Physical education (8 works) · Medical education (7 works) · Youth Development and Social Support (7 works) · Political science (6 works)