{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/7938"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/7938","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Teachers' concerns about integrative physical education: A cross-cultural comparison","abstract":"The purpose was to investigate concerns of elementary school physical educators about integration of students with disabilities in regular physical education classes and to compare concerns in the USA and Germany. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) provided the theoretical framework. Interview data were collected from 14 teachers in the USA and 16 teachers in Germany. Data were analyzed using grounded theory procedures. Findings support CBAM's assumption that change in largely individual. The influence of personal and contextual variables on teachers concerns is affected by cultural differences (e.g., working conditions). However, the theoretical implications for the relationships between concerns, personal variables, and contextual variables appears valid in both countries and not culture specific.","abstract_html":"The purpose was to investigate concerns of elementary school physical educators about integration of students with disabilities in regular physical education classes and to compare concerns in the USA and Germany. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) provided the theoretical framework. Interview data were collected from 14 teachers in the USA and 16 teachers in Germany. Data were analyzed using grounded theory procedures. Findings support CBAM's assumption that change in largely individual. The influence of personal and contextual variables on teachers concerns is affected by cultural differences (e.g., working conditions). However, the theoretical implications for the relationships between concerns, personal variables, and contextual variables appears valid in both countries and not culture specific.","abstract_has_math":false,"creators":["Lienert, Christoph, M.A."],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Sherrill, Claudine"],"committee_chairs":[],"committee_members":["Meyers, Bettye"],"year":1998,"date_issued":"5/31/1998","date_published":"5/31/1998","updated_at":"2026-07-24T05:04:57Z","subjects":["Mainstreaming in education","Physical education for disabled children","Concerns-Based Adoption Model (CBAM)"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11274/7938","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sherrill, Claudine"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Meyers, Bettye"]},{"key":"dc:creator","label":"Author","values":["Lienert, Christoph, M.A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-05-10T14:01:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-10T14:01:30Z"]},{"key":"dc:date.issued","label":"Date","values":["5/31/1998"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mainstreaming in education","Physical education for disabled children","Concerns-Based Adoption Model (CBAM)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11274/7938"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose was to investigate concerns of elementary school physical educators about integration of students with disabilities in regular physical education classes and to compare concerns in the USA and Germany. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) provided the theoretical framework. Interview data were collected from 14 teachers in the USA and 16 teachers in Germany. Data were analyzed using grounded theory procedures. Findings support CBAM's assumption that change in largely individual. The influence of personal and contextual variables on teachers concerns is affected by cultural differences (e.g., working conditions). However, the theoretical implications for the relationships between concerns, personal variables, and contextual variables appears valid in both countries and not culture specific."]},{"key":"dc:title","label":"Title","values":["Teachers' concerns about integrative physical education: A cross-cultural comparison"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sherrill, Claudine"],"dc:contributor.committeemember":["Meyers, Bettye"],"dc:creator":["Lienert, Christoph, M.A."],"dc:date.accessioned":["2016-05-10T14:01:30Z"],"dc:date.available":["2016-05-10T14:01:30Z"],"dc:date.issued":["5/31/1998"],"dc:description.abstract":["The purpose was to investigate concerns of elementary school physical educators about integration of students with disabilities in regular physical education classes and to compare concerns in the USA and Germany. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) provided the theoretical framework. Interview data were collected from 14 teachers in the USA and 16 teachers in Germany. Data were analyzed using grounded theory procedures. Findings support CBAM's assumption that change in largely individual. The influence of personal and contextual variables on teachers concerns is affected by cultural differences (e.g., working conditions). However, the theoretical implications for the relationships between concerns, personal variables, and contextual variables appears valid in both countries and not culture specific."],"dc:identifier.uri":["http://hdl.handle.net/11274/7938"],"dc:language.iso":["en_US"],"dc:subject":["Mainstreaming in education","Physical education for disabled children","Concerns-Based Adoption Model (CBAM)"],"dc:title":["Teachers' concerns about integrative physical education: A cross-cultural comparison"],"dc:type":["Dissertation"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:04:57Z"}