Karie Orendorff
Dados Biográficos
| ID | 6511095 |
|---|---|
| NOME | Karie Orendorff |
| PRENOMES | Karie |
| SOBRENOME | Orendorff |
| ASSINATURA | ORENDORFF K |
| AFILIAÇÕES | Montana State University |
| ORCID | 0000-0002-5290-9393 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 1 |
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Community Partnership Strategies to Facilitate Service-Learning Opportunities in Pete K–12 Schools
University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One wa…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
The Lone Wolf
Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a profession, we need to start examining alternative ways to have support networks, mentorship networks, and professional development networks for our faculty members
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
Viability of university service learning to support movement integration in elementary classrooms
Viability of university service learning to support movement integration in elementary classrooms
The Lone Wolf
Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a profession, we need to start examining alternative ways to have support networks, mentorship networks, and professional development networks for our faculty members
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Community Partnership Strategies to Facilitate Service-Learning Opportunities in Pete K–12 Schools
University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One wa…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Pedagogy (6 obras) · Psychology (6 obras) · Inclusion and Disability in Education and Sport (5 obras) · Medicine (5 obras) · Medical education (4 obras) · Physical Education and Pedagogy (4 obras) · Social Psychology (4 obras) · Developmental psychology (3 obras) · Physical education (3 obras) · Social Psychology (3 obras)