Sharon Phillips
Biographic Data
| ID | 227049 |
|---|---|
| NAME | Sharon Phillips |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Phillips |
| SIGNATURE | PHILLIPS S |
| AFFILIATIONS | Hofstra University |
| ORCID | 0000-0002-4230-4454 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Social justice knowledge construction among physical education teacher educators: The value of personal, professional, and educational experiences
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Social Vulnerability and Initiation of Pharmacotherapy for Gestational Diabetes Mellitus in a Medicaid Population
Comprehensive school health: Teachers’ perceptions and implementation of classroom physical activity breaks in US schools
Modifications to the social–ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of ph…
Prescription Opioid Dose After Vaginal Delivery and the Risk of Serious Opioid-Related Events: A Retrospective Cohort Study
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
Implementing the Reach after-school programme for youth in urban communities: Challenges and lessons learned
This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality after-school programming. At the conclusion of the year-long REACH programme that was preceded by a y…
Impact of Adherence to Quality Measures for Localized Prostate Cancer on Patient-reported Health-related Quality of Life Outcomes, Patient Satisfaction, and Treatment-related Complications
BACKGROUND AND OBJECTIVE: Quality measures used in pay-for-performance systems are intended to address specific quality goals, such as safety, efficiency, effectiveness, timeliness, equity, and patient-centeredness. Given the small number of narrowly focused measures in prostate cancer care, we sought to determine whether adherence to any of the available payer-driven quality measures influences patient-centered outcomes, including health-related…
The Grads are playing tonight. The story of the Edmonton commercial graduates basketball club
The Grads are playing tonight. The story of the Edmonton commercial graduates basketball club M. Ann Hall, 2011 Alberta, Canada, The University of Alberta Press CND$29.95 (pbk), USD$29.95 (pbk), £2
Can Economic Incentives Resolve Conservation Conflict: The Case of Wild Deer Management and Habitat Conservation in the Scottish Highlands
Community-Oriented Primary Care in Action: A Dallas Story
Dallas County, Texas, is the site of the largest urban application of the community-oriented primary care (COPC) model in the United States. We summarize the development and implementation of Dallas’s Parkland Health & Hospital System COPC program. The complexities of implementing and managing this comprehensive community-based program are delineated in terms of Dallas County’s political environment and the components of COPC (assessment, priorit…
Can Economic Incentives Resolve Conservation Conflict: The Case of Wild Deer Management and Habitat Conservation in the Scottish Highlands
Community-Oriented Primary Care in Action: A Dallas Story
Dallas County, Texas, is the site of the largest urban application of the community-oriented primary care (COPC) model in the United States. We summarize the development and implementation of Dallas’s Parkland Health & Hospital System COPC program. The complexities of implementing and managing this comprehensive community-based program are delineated in terms of Dallas County’s political environment and the components of COPC (assessment, priorit…
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
Implementing the Reach after-school programme for youth in urban communities: Challenges and lessons learned
This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality after-school programming. At the conclusion of the year-long REACH programme that was preceded by a y…
Community-Oriented Primary Care in Action: A Dallas Story
Dallas County, Texas, is the site of the largest urban application of the community-oriented primary care (COPC) model in the United States. We summarize the development and implementation of Dallas’s Parkland Health & Hospital System COPC program. The complexities of implementing and managing this comprehensive community-based program are delineated in terms of Dallas County’s political environment and the components of COPC (assessment, priorit…
Can Economic Incentives Resolve Conservation Conflict: The Case of Wild Deer Management and Habitat Conservation in the Scottish Highlands
The Grads are playing tonight. The story of the Edmonton commercial graduates basketball club
The Grads are playing tonight. The story of the Edmonton commercial graduates basketball club M. Ann Hall, 2011 Alberta, Canada, The University of Alberta Press CND$29.95 (pbk), USD$29.95 (pbk), £2
Impact of Adherence to Quality Measures for Localized Prostate Cancer on Patient-reported Health-related Quality of Life Outcomes, Patient Satisfaction, and Treatment-related Complications
BACKGROUND AND OBJECTIVE: Quality measures used in pay-for-performance systems are intended to address specific quality goals, such as safety, efficiency, effectiveness, timeliness, equity, and patient-centeredness. Given the small number of narrowly focused measures in prostate cancer care, we sought to determine whether adherence to any of the available payer-driven quality measures influences patient-centered outcomes, including health-related…
Implementing the Reach after-school programme for youth in urban communities: Challenges and lessons learned
This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality after-school programming. At the conclusion of the year-long REACH programme that was preceded by a y…
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
Prescription Opioid Dose After Vaginal Delivery and the Risk of Serious Opioid-Related Events: A Retrospective Cohort Study
Comprehensive school health: Teachers’ perceptions and implementation of classroom physical activity breaks in US schools
Modifications to the social–ecological model, such as Whole School, Whole Community, Whole Child (WSCC) frameworks, have been utilized in comprehensive school health interventions. Classroom physical activity breaks are used when implementing whole-of-school approaches. However, the onus to implement classroom physical activity breaks is on school stakeholders. This study aimed to explore teacher and principal perceptions and implementation of ph…
Social Vulnerability and Initiation of Pharmacotherapy for Gestational Diabetes Mellitus in a Medicaid Population
Social justice knowledge construction among physical education teacher educators: The value of personal, professional, and educational experiences
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Medicine (6 works) · Psychology (4 works) · Sociology (4 works) · Business (3 works) · Environmental health (3 works) · Internal Medicine (3 works) · Pedagogy (3 works) · Political science (3 works) · Social Psychology (3 works) · Biology (2 works)