Curriculum Intervention Research as a Source of Knowledge of Most Worth

in Kinesiology Review
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A major portion of Catherine Ennis’s scholarship and career was devoted to developing culturally relevant physical education curricula for K–12 students. She held a strong conviction that the efficacy of a curriculum lies in its ability to enhance students’ knowledge and skills of most worth for their lives. The approach she adopted for curriculum development is an evidence-supported curriculum-design process through which a curriculum is put to the rigorous process of intervention research to determine its efficacy. In this article the authors reflect on the experiences they had with her in these curriculum interventions, share the ideas and practices in the research as Ennis envisioned, and discuss challenges and solutions in conducting large-scale, school-based curriculum intervention studies.

Chen is with the Dept. of Kinesiology, UNC-Greensboro, Greensboro, NC. Shen is with the Dept. of Kinesiology, Wayne State University, Detroit, MI. Zhu is withthe Dept. of Human Movement Sciences, Old Dominion University, Norfolk, VA.

Chen (a_chen@uncg.edu) is corresponding author.
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