Clancy M. Seymour

Bio: Clancy M. Seymour is an academic researcher from Canisius College. The author has contributed to research in topics: Value (mathematics) & Teacher education. The author has an hindex of 3, co-authored 11 publications receiving 35 citations.

Weight bias and grading among middle and high school teachers

Abstract: Background Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Sample Participants included 133 teachers from first-ring suburban middle and high schools (Mteaching experience = 16 years; 38% male). Methods Teachers evaluated the quality of a bogus student essay assignment accompanied by photographs that portrayed the student as either not overweight or overweight. Weight bias was assessed by having teachers grade the essay and provide perceptions of student sufficiency (perceived effort, need for tutoring, and overall success in school). Opinions about bias in grading for other teachers and self were also assessed. Results Essays for students who were overweight were judged to be similar in structural quality, but were assigned lower grades compared to their healthy weight counterparts. Further, teachers estimated that students who were overweight put forth more effort, needed more remedial assistance, and had lower overall grades in school. Teachers' beliefs about grading bias showed low levels of supposed bias among other teachers and a significantly lesser degree for themselves. Conclusions This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings.

Is the Physical Being Taken out of Physical Education? On the Possible Effects of High-Stakes Testing on an Embattled Profession's Curriculum Goals.

Abstract: Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of physical education schools offer, less attention has been given to the newest phase of high-stakes testing: the use of student achievement test data to evaluate teachers. To explore how this new high-stakes testing may influence physical education curriculum goals, the authors examine new teacher evaluation policies in New York State. The authors then propose an alternative rational for physical education. By promoting the physical—physical activity, exercise, and structured physical movement through physical education programming—physical education can play a unique and key role in creating the conditions for both student cognitive development and improved public health.

What They Think About How They Are Evaluated: Perspectives of New York State Physical Educators on Teacher Evaluation Policy

Abstract: While research on high stakes testing continues to expand, little is known regarding how the use of student test scores to evaluate teachers is affecting physical education (PE). A proportionate, stratified random sample of physical educators in New York State was drawn (n=489) to survey them about their district’s practices and their attitudes about the state’s new teacher evaluation policy. Results indicated that 38% of respondents were evaluated in part on the basis of results from written tests of students, while 27% indicated their district used student fitness tests for this purpose.  Eighteen percent of respondents reported their district used state mandated English Language Arts (ELA) and mathematics test scores in calculating physical educator performance ranks. While few reported using performance-based measures, 94% of respondents indicated these as the preferred means of assessment in PE. Eighty-three percent of respondents predicted that the new teacher evaluation system would not improve PE.

Feasibility and Associated Physical Performance Outcomes of a High-Intensity Exercise Program for Children With Autism.

Abstract: Purpose: Children with autism spectrum disorder (ASD) without intellectual disability (ID) exhibit social and motor impairments and circumscribed interests/behaviors that contribute to lower physic...

A Clinically Rich Model in Physical Education Teacher Education

Abstract: An exploratory study was conducted to examine the perspectives of teacher candidates (TCs) and mentor teachers (MTs) of a clinically rich model (CRM) implemented within a physical education teacher education (PETE) program as compared to a traditional model (TM) of student teaching. Survey questions were focused on participant’s perceptions of the CRM compared to a TM of student teaching, including items on perceptions of the usefulness of the CRM in the preparation and implementation of the educative Teacher Performance Assessment (edTPA). The sample of 29 TCs and 28 MTs produced similar favorable ratings for the CRM relative to the TM on the evaluated characteristics. Subscribe to TPE

Weight Stigma in Youth: Prevalence, Consequences, and Considerations for Clinical Practice.

Abstract: This review summarizes recent evidence on weight stigma experienced by youth with overweight or obesity. We examine the prevalence and sources of weight-based victimization targeting youth, consequences of these stigmatizing experiences for their psychological and physical health, and considerations for addressing weight stigma in clinical practice and pediatric care. Weight stigma is highly prevalent among youth with high body weight, who are targets of weight-based victimization from peers, parents, and teachers. These experiences place youth at risk for psychological distress (primarily depressive symptoms, low self-esteem, and suicidal ideation), worse social and academic outcomes, and adverse physical health consequences including maladaptive eating behaviors, lower physical activity, substance use, and weight gain. Healthcare professionals and clinicians have important roles to play in efforts to help reduce weight stigma and support youth with obesity. Fundamental to these efforts is the use of supportive, compassionate, and non-stigmatizing communication with youth and their families.

Playing games can improve physical performance in children with autism

Abstract: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication, interaction, and stereotypical behaviours. Children with ASD have not enou...

Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers.

Abstract: Purpose: Given the significant challenges facing today’s physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with ...