About Dr. Dyson
Ben Dyson, Ph.D. is an Associate Professor in Department of Kinesiology at the University of North Carolina at Greensboro. Ben is an internationally-recognized researcher in Health and Physical Education in the areas of curriculum and pedagogy and innovative pedagogical practice. His school-based research has an emerging area of scholarship in Social and Emotional Learning (SEL). He is using qualitative research methods to investigate with teachers’ and with students’ their perspectives of SEL. Ben has carried out research and taught at McGill University, the University of New Hampshire, University of Memphis, and the University of Auckland, New Zealand. He has published over 70 refereed research articles, book chapters, and books. In 2017 Ben was elected Chair for the Physical Education Special Interest Group at the American Education Research Association (AERA). In 2018 he was re-elected onto the board of the International Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP.org).
- KIN 701 Research Topic in Kinesiology
- KIN 716 Mixed Methods in Kinesiology Research
- KIN 717 Qualitative Research Methods in Kinesiology
- KIN 799 Dissertation
Scholarly & Professional Keywords
Physical Education; Cooperative Learning; Social and Emotional Learning; Qualitiative Research
Dyson, B., Howley, D., & Shen, Y. (2019). Teachers’ perspectives of Social and Emotional Learning in Aotearoa New Zealand primary schools. Journal of Research in Innovative Teaching & Learning.
Dyson, B. (2019). Cooperative Learning: A model-based practice in physical education. Guest Editor. Journal of Physical Education, Recreation, and Dance. 90, (3), 10-133.
Dyson, B., Gordon, B., & Landi, D. (2018). The futures of Health and Physical Education in Aotearoa New Zealand. In Hal Lawson Redesigning Physical Education Because Every Child Matters. London, UK: Routledge.
Dyson, B., Cowan, J., Gordon, B., Powell, D. & Shulruf, B. (2018). Physical education in Aotearoa New Zealand primary schools: Teachers’ Perceptions and policy implications. European Physical Education Review, 1-20. DOI: 10.1177/1356336X17698083.
Dyson, B., Colby, R., & Barratt, M. (2016). The Co-construction of Cooperative Learning in Physical Education: Generalist classroom teachers’ perspectives. Journal of Teaching in Physical Education, 34(4), 370-380.
Dyson, B. & Casey, A. (2016). Cooperative Learning in Physical Education and Physical Activity: A practical introduction. London, UK: Routledge. ISBN 978-1-138-82619-9.
Dyson, B. (2014). Quality Physical Education: A Commentary on Effective Physical Education Teaching. Research Quarterly for Exercise and Sport, 85 (2), 144-152.
Dyson, B. & Dryden, C. (2014). Cooperative Learning: Social Skill Development in Physical Education. ACHPER Active and Healthy Magazine, 21, 2/3. 6-11.
Clarke, TC., Fleming, T., Bullen, P., Crengle, S., Denny, S., Dyson, B., Peiris-John, R., Robinson, E., Rossen, F., Sheridan, J., Teevale, T., Utter, J., & Lewy, S. (2013). Health and well-being of secondary school students in New Zealand: Trends between 2001, 2007 and 2012. Journal of Paediatrics and Child Health, 47,(11), 925-934.
Dyson, B., & Casey, A. (2012). Cooperative learning in physical education: A research based approach. London, UK: Routledge.