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Institutions of Higher Education Pre-Service School Health Education Practices

Davidson, Brad Robert
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1261595922

Abstract Details

2009, Master of Education, University of Toledo, Health Education.
The purpose of this study was to assess the current practices of school health education faculty members at institutes of higher education that have school health teacher preparation programs. Specifically, this study determined the amount of time and the content taught related to the following school health education materials tools: Youth Risk Behavior Surveillance (YRBSS); School Health Profiles Survey (Profiles); School Health Policies and Programs Study (SHPPS); Characteristics of Effective Health Education Curriculum; National Health Education Standards (NHES); Health and Academics; School Health Index (SHI); Health Education Curriculum Analysis Tool (HECAT); and the CDC’s School Health Education Resources (SHER). A valid and reliable survey with 87 items was mailed to a national sample of 225 lead school health education faculty members at institutes of higher education (IHE). The response rate was 59.55% (134/225). The respondents were predominately female (67.9%), with a Ph.D. or equivalent (76.9%), worked as a tenured faculty member (56.0%), was an associate professor (29.9%), had a state license/certification to teach health education (62.7%), and most (83.6%) belonged to a health education professional organization. A majority of IHEs taught about the results and trends as well as general information about the YRBSS (79.9% and 80.6%). However, the results and trends of both the Profiles and SHPPS were not taught at IHEs (61.2% and 48.5% respectively). Interestingly, a majority of IHEs taught about the purpose of the SHI (59.0%) but did not teach about how to conduct a needs assessment using the SHI (51.5%), nor did IHEs teach about how to use the results to create healthy changes in schools (52.2%). A majority of IHEs described both the Characteristics of Effective Health Education Curricula (88.1%) and the NHES (89.6%) to their students. Moreover, the relationship between health and academic achievement was taught at most IHEs (61.9%). Finally, 51.5% of IHEs do not teach about using the CDC’s School Health Education Resources (SHER) web tool. A primary responsibility of IHEs is to provide the tools necessary to pre-service teachers to utilize the tools and products described in this study. This study found that many IHEs do not train their pre-service school health education majors to use these tools and products. It is imperative that IHE school health teacher preparation faculty be trained on how to use these tools and products.
Dr. Susan Telljohann (Committee Chair)
Dr. Joseph Dake (Committee Member)
Dr. James Price (Committee Member)
111 p.
Health Education
health; health education; higher education

Recommended Citations

Citations

  • Davidson, B. R. (2009). Institutions of Higher Education Pre-Service School Health Education Practices [Master's thesis, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1261595922

    APA Style (7th edition)

  • Davidson, Brad. Institutions of Higher Education Pre-Service School Health Education Practices. 2009. University of Toledo, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1261595922.

    MLA Style (8th edition)

  • Davidson, Brad. "Institutions of Higher Education Pre-Service School Health Education Practices." Master's thesis, University of Toledo, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1261595922

    Chicago Manual of Style (17th edition)

toledo1261595922
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© 2009, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.