Teacher Supports Page
HEALTH
LITERACY
What
Characterizes an Effective Health Education Program?
Summary of
Findings of the School Health Education Evaluation Health Promotion Effectiveness,
Implementation, and Costs. A study of 1,071 classrooms from 20 states was
undertaken to assess the status of school health education. Findings from
this School Health Education Evaluation, which were reported in the Journal
of School Health, V 55, are summarized below.
Findings
on Effectiveness of School Health Education
-
Health
instruction was effective in meeting program objectives as taught
in the study classrooms
-
The
benefits of health instruction, particularly in the areas of attitudes
and practices, may be extended by a coordinated health program continued
through several grades
-
Although
attitudes and behaviors are particularly resistant to change,
a cumulative impact of health instruction was noted
-
Evidence
indicates that students attitudes and practices benefit dramatically
from a second exposure to health instruction
-
It
is important to reinforce earlier gains made through previous
health instruction
Findings
on Implementation of School Health Education
Findings
on Cost of School Health Education Programs
-
Classroom
instruction time is the primary component of program costs yet program
adoption cost may have greater influence because adoption costs represent
a fixed outlay of funds while classroom hours are flexible. There
may be a tendency to skip or minimize in the areas of teacher preparation/
in-service or materials, which will also tend to reduce the program's
full implementation and effectiveness.
-
Teachers
report that devoting adequate time (50 hours) to health instruction
conflicts with other teaching requirements.
-
The
effects-to-classroom hours relationship:
-
More
classroom hours are required to produce significant attitude change
that either knowledge or practice change
-
"Large"
effects are achievable for general health knowledge gain, but
only after more than 50 classroom hours. Conversely, large gains
in specific subsets of health knowledge are achievable in far
fewer hours.
-
"Medium"
effects are achievable for general health practices when more
than 30 hours of classroom instruction is provided
-
"Small"
effects are achievable for general health attitudes, but these
emerge only after 40 hours of classroom instruction
-
Effects
for all three domains reach generally stable levels at about 50
classroom hours.
Connell, D.B. et al. Summary of Findings of the School Health
Education Evaluation Health Promotion Effectiveness, Implementation,
and Costs. Journal of School Health. V 55, p 316-321.
-
Seffrin,
John R. The Comprehensive School Health Curriculum: Closing the Gap
Between State-of-the-art and State-of-the-Practice. Journal of School
Health.
-
Collins,
Janet L., et.al. School Health Education. Journal of School Health.
October, 1995. Vol.65,No.8.
-
-
-
-
-
|