Teaching outdoor and adventure activities: an investigation of a primary school physical education professional development p

Self-efficacy: The exercise of control
. New York: W.H. Freeman. 
Bar-Or, O. & Baranowski, T. (1994). Physical activity, adiposty and obesity among adolescents. 
Pediatric Exercise Science, 6,
348-360. 
Barroso, C. S., McCullum-Gomez, C., Hoelscher, D. M., Kelder, S. H., & Murray, N. G. 
(2005). Self-reported barriers to quality physical education by physical education 
specialists in Texas. 
Journal of School Health, 75,
313-319. 
Beedie, P. (2000). Teaching outdoor and adventurous activities: Issues surrounding modes of 
delivery. 
British Journal of Teaching Physical Education, 31,
18-20. 
Betchel, P. & O'Sullivan, M. (2006). Effective professional development - what we now know. 
Journal of Teaching in Physical Education, 25,
363-378. 
Birman, B., Le Floch, K. C., Klekotka, A., Ludwig, M., Taylor, J., Walters, K., et al. (2007). 
State and local implementation of the No Child left Behind Act: Vol 2. Teacher quality 
under NCLB: Interim report.
Washington, DC: U.S. Department of Education; Office 
of Planning, Evaluation and Policy Development; Policy and Programme Studies 
Service.
Blank, R. K., de las Alas, N., & Smith, C. (2008).
Does teacher professional development have 
effects on teaching and learning? Analysis of evaluation findings from programs for 
mathematics and science teachers in 14 states.
Washington, DC: Council of Chief 
State School Officers. 
Bogdan, R. G. & Biklen, S. K. (1992). 
Qualitative research for education
. (2nd ed.) Boston, 
MA: Allyn & Bacon. 
Bogdan, R. G. & Taylor, S. (1984). 
Introduction to qualitative research methods: The search 
for meanings
. Chichester, New York: Wiley. 
Bolam, R. (1994). The impact of research on policy and practice on continuing professional 
development. 
British Journal of In-Service Education, 20,
35-46. 
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. 
Educational Researcher, 33,
3-15. 
Borko, H. & Putman, R. T. (1995). Expanding a teacher's knowledge base: A cognitive 
psychological perspective on professional development. In T. R. Guskey & M. 
Huberman (Eds.), 
Professional development in education. New paradigms and 
practices
(pp. 35-66). New York: Teachers College Press. 

---

248 
Borko, H. & Putman, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), 
Handbook of Educational Psychology
(pp. 673-708). New York: Macmillan Library 
Reference USA. 
Bowring-Carr, C. & West-Burnham, J. (1999). 
Managing learning for achievement
. London: 
Pearson Education Limited. 
Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. L. (2005). Theories of 
learning and their roles in teaching. In L. Darling-Hammond & J. Bransford (Eds.), 
Preparing teachers for a changing world
(pp. 40-87). San Francisco, CA: Jossey-Bass. 
Broderick, D. & Shiel, G. (2000). 
Diet and activity patterns of primary school children
. Dublin: 
St. Patrick's College. 
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. 
Educational Research, 18,
32-42. 
Brown, M. (2006). Adventure education in physical education. In D.Kirk, D. Macdonald, & M. 
O' Sullivan (Eds.), 
The handbook of physical education
(pp. 685-702). London: Sage 
Publications Ltd. 
Bryk, A. S., & Schneider, B. (2002). 
Trust in schools: A core resource for improvement
. New 
York: Russell Sage. 
Bunker, D., Hardy, C., Smith, B., & Almond, L. (1994).