Kathleen M W Cunningham
Biographic Data
| ID | 9566198 |
|---|---|
| NAME | Kathleen M W Cunningham |
| GIVEN NAMES | Kathleen M W |
| FAMILY NAME | Cunningham |
| SIGNATURE | CUNNINGHAM K M W |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0002-3291-3336 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
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…
A proposed typology of improvement science in state Essa plans
This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: Non-Presence, Emerge…
Seeing the Visibly Invisible
Background/Context: Progressive human resources thinking has suggested the importance of employee experiences for workforce engagement, inclusion, and retention, but the intentional design of positive employee experiences requires a deep understanding of workers’ lived experiences in order to respond to their differentiated needs. Although the repeated marginalization of educators who are women, people of color, and from rural spaces have each re…
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A proposed typology of improvement science in state Essa plans
This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: Non-Presence, Emerge…
Seeing the Visibly Invisible
Background/Context: Progressive human resources thinking has suggested the importance of employee experiences for workforce engagement, inclusion, and retention, but the intentional design of positive employee experiences requires a deep understanding of workers’ lived experiences in order to respond to their differentiated needs. Although the repeated marginalization of educators who are women, people of color, and from rural spaces have each re…
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…
Pedagogy (3 works) · Psychology (3 works) · Medical education (2 works) · Political science (2 works) · Public relations (2 works) · Sociology (2 works) · Business (1 work) · Categorization (1 work) · Computer Science (1 work) · Craft (1 work)