Dr. Brett Everhart
email@example.com | 609 Robinson Hall, Lock Haven, PA 17745 | (570) 484-2956
- Monday & Friday, 9:00 a.m. - 11:00 a.m. at 609 Robinson
- Tuesday, 9:00 a.m. - 10:00 a.m. at 207 Sullivan
- Or by appointment
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Education: Ed.D Physical Education Teacher Education, West Virginia University, 1994; M.S. Adapted Physical Education, Pennsylvania State University, 1991; B.S. Physical Education (K-12), Oklahoma Baptist University, 1986
Courses Most Commonly Taught: Adapted Physical Education, Wellness for Life
Courses Developed: Wellness for Life for web-based delivery, Contemporary Instructional Models in Physical Education
Research Areas: Teaching Performance in Adapted and Regular Physical Education; Efficacy of Alternative Curricular Models for Improving Physical Activity Levels and Fitness in Physical Education; Impact of Data Management Systems on Program Assessment in Teacher Education
Selected Professional Publications:
Everhart, B., Newman, C., Rutecki, J., Steinbacher, J., & McLaughlin, S. (2014). Structured Physical Activity and Math Progress of Students with Autism Spectrum Disorder. The Educational Collaborative, 4 (2), retrieved from http://journals.sfu.ca/eps/index.php/ec/article/view/36.
Everhart, B., & Everhart, K. (2014).Software-based self-reflection, preservice teaching performance, and influencing pre-conceived recruitment socialization influences. The Educational Collaborative, 4 (2), retrieved from http://journals.sfu.ca/eps/index.php/ec/article/view/34.
Everhart, B., Everhart, K., McHugh, H., Dimon, C., Hershey, K., & Lorenzi, D. (2013). Teaching-learning patterns of expert and novice adapted physical educators. Education, 133, 456-469.
Everhart, B., Desmond, D., Casilio, M., Dimon, C., & Stone, D. (2012). The Influence of Daily Structured Physical Activity on Academic Progress of Elementary Students with Intellectual Disabilities, Education, 133, 298-312.
Everhart, B., & Gerlach, J. 2012). A Review of Research on Data Management Systems (DMS) and Relationship of Unit Head Satisfaction with DMS Role in Standards-Based Alignment. To be published in Assessment Update, 24 (3), 6-8, 14.
Everhart, B., & Gerlach, J. (2011). The perception of unit heads toward the role of online assessment products in standards-based alignment within teacher education units. Education, 132, 97-109.
Everhart, B., Rabe, T., & Everhart, K. (2011). A curricular intervention’s impact on selected fitness levels and activity patterns of junior high students in physical education classes for non-athletes and athletes. The Educational Collaborative, 2, 1-14.
Everhart, B., & Everhart, K. (2010, Fall). How Early Teaching Experiences Affect Physical Education Majors’ Reflections about their Influences to Becoming a Teacher. ThePennsylvania State Journal of Health, Physical Education, Recreation, and Dance, 80 (3), 17-20.
Everhart, B., & Everhart, K. (2010). Teaching Tips: Using “Cylinder Ball” as a modified invasion game within instructional model-based units. Journal of Physical Education, Recreation, and Dance, 81 (3), 12-15.
Everhart, B. (2009). Modifying sport education for success in a less-affluent school: Reports from a teacher educator’s experience in an inner-city elementary school. Submitted to The Pennsylvania State Journal of Health, Physical Education, Recreation, and Dance, 79 (2), 26-30 .
Everhart, B. (2009). Anxiety of preservice teachers teaching students with disabilities: A preliminary investigation. Education, 129, 704-713.
Everhart, B., & Hogarty, K. (2009). Supporting the preparation of beginning teachers with online assessment products. Education, 129, 400-412.
Areas of Expertise: Pedagogical Methods and Contemporary Curricular/Instructional Models in Physical Education; Pedagogical Strategies for Adapting Physical Education Lessons for PK-12 Students with Disabilities; Developing Student Learning Assessment Plans and Configuring Data Management Systems to Collect, Aggregate, and Report Data Results