Catherine Ennis, Ph.D.
Office: 254 HHP
Email address: firstname.lastname@example.org
Office hours: T,TH 2-3:30pm
- Ennis, C. D. (2013). Implementing meaningful, educative curricula and assessments in complex school environments. Sport, Education, & Society, 18,115-120. http://dx.doi.org/10.1080/135733
- Ennis, C. D. (2013). The complexity of intervention: Implementing a curriculum in the authentic world of schools. In A. Ovens, T. Hooper, & J. Butler (Eds.). Complexity thinking in physical education: Reframing curriculum, pedagogy and research (pp. 14-26). New York: Routledge.
- Sun, H., Chen, A., Zhu, X., & Ennis, C.D. (2012). Curriculum matters: Learning science-based fitness knowledge in constructivist physical education. The Elementary School Journal, 113, 215-229. DOI: 10.1086/667405 http://www.jstor.org/stable/10.1086/667405
- Ennis, C.D. (2007). Charles H. McCloy Lecture: Curriculum research to increase student learning. Research Quarterly for Exercise and Sport, 78,138-150.
- Ennis, C.D. (2012). Innovative practices and programs in physical education. In Theoharis, G., & Brooks, J.S. (Eds.). Instructional Leadership for Social Justice: What Every Principal Needs to Know to Lead Equitable and Excellent Schools (pp. 191-208). New York: Teachers College Press.
Catherine Ennis is a professor of curriculum theory and development in the Department of Kinesiology at the University of North Carolina - Greensboro. She holds a Bachelor’s degree from Lynchburg College (VA), a Master’s degree from the University of North Carolina at Greensboro, and a Ph.D. from the University of Georgia. Previously she held faculty positions at the University of Wisconsin-Madison and the University of Maryland-College Park. Professor Ennis’ research focuses on curriculum theory and development in physical education with specific applications to urban school settings. She has published over 80 research articles in refereed education and physical education journals and delivered over 175 presentations to international, national, and regional audiences. Dr. Ennis has co-authored two books, The Curriculum Process in Physical Education (1995, McGraw-Hill) and Student Learning in Physical Education: Applying Research to Enhance Instruction (2003, 2nd edition, Human Kinetics). She has been the pedagogy section editor for Research Quarterly for Exercise and Sport and currently is an Editorial Board member for Contemporary Educational Psychology, Quest, Sport, Education, and Society, Physical Education and Sport Pedagogy, and the European Physical Education Review. She has been principal investigator for National Institutes of Health grants totaling more than $2.9 million that funded the elementary Science, PE, & Me! and the middle school Science of Healthful Living curricula. Professor Ennis is an Active Fellow and President-elect of the National Academy of Kinesiology. She also is a Fellow in the American Educational Research Association (AERA), the Association Internationale des Ecoles Superieures d’Education Physique [AIESEP; International Association for Physical Education in Higher Education], and the Research Consortium of the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD). She was the 2010 AAHPERD Alliance Scholar, presenting the Scholar Lecture entitled, “On Their Own: Preparing Students for a Lifetime.” In 2006, she presented the Charles H. McCloy Lecture to the Research Consortium (AAHPERD) and the Cagigal Lecture to the AIESEP World Congress in Jyväskylä, Finland. In 2010, Dr. Ennis served as President of the Research Consortium. In 1991, she chaired of the Curriculum and Instruction Academy of the National Association for Sport and Physical Education (AAHPERD) and later chaired the American Educational Research Association Special Interest Group on Research on Learning and Instruction in Physical Education from 1999-2001.