Spencer Briggs
Biographic Data
| ID | 9746260 |
|---|---|
| NAME | Spencer Briggs |
| GIVEN NAMES | Spencer |
| FAMILY NAME | Briggs |
| SIGNATURE | BRIGGS S |
| AFFILIATIONS | Brock University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers’ enactment of contextualized instruction in primary physical education
Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting t…
Prioritising meaningful physical education experiences
Background Contemporary forms of professional development (CPD) in physical education are collaborative and based in learning communities, situated in teachers’ specific contexts, and based on teachers’ and students’ needs (Parker and Patton 2016. “What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers.” In The Routledge Handbook of Physical Education Pedagogies, edited by Catherine D. Ennis, 44…
No prominent works on this page.
Prioritising meaningful physical education experiences
Background Contemporary forms of professional development (CPD) in physical education are collaborative and based in learning communities, situated in teachers’ specific contexts, and based on teachers’ and students’ needs (Parker and Patton 2016. “What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers.” In The Routledge Handbook of Physical Education Pedagogies, edited by Catherine D. Ennis, 44…
Teachers’ enactment of contextualized instruction in primary physical education
Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting t…
Children's Physical and Motor Development (2 works) · Physical education (2 works) · Physical Education and Pedagogy (2 works) · Continuing professional development (1 work) · Curriculum (1 work) · Inclusion and Disability in Education and Sport (1 work) · Motivation and Self-Concept in Sports (1 work) · Primary education (1 work) · Professional development (1 work) · Qualitative research (1 work)