Degree Type

Dissertation

Date of Award

1992

Degree Name

Doctor of Philosophy

Department

Family and Consumer Sciences Education and Studies

First Advisor

Rosalie J. Amos

Abstract

The overall purpose of this study was to determine how schools are incorporating health concepts into their curricula. A sample of 148 Iowa secondary school health teachers, 97 (66%) females and 51 (34%) males responded to a health education survey related to two specific purposes of the study, which were to examine: (1) organizational aspects of health curricula for grades nine through twelve, and (2) secondary school health teachers' attitudes toward the eleven health strands that make up one unit of health as mandated by the Iowa General Assembly. The survey consisted of demographic questions, Likert-type attitude statements, rating of the eleven health strands, and questions pertaining to development and implementation of health education curricula, health curriculum models, and barriers to teaching health education;Of the teachers who primarily taught health strands, most of them were in the fields of health education, home economics, or physical education. Overall, teachers' attitudes toward the eleven health strands were positive. Students' attitudes of invincibility was reported by teachers as the most common barrier to learning health concepts by young people. Also what secondary school health teachers thought was very important to teach and on what grade level to place the most emphasis proved to be very interesting findings relative to the development of scope and sequence for health education curricula;Approximately 80% of this sample of teachers reported that their schools had fully implemented health education curricula as set by state criteria. The curriculum health models most frequently used were the Department of Education Framework, and other curriculum models including the Tyler Rationale, the Health Belief Model, and the PRECEDE Framework. Many of the teachers rated their own school's health curriculum as good. Seventy-two percent of the teachers reported they had a role in development, but no more than 39% considered they had a role in implementation.

DOI

https://doi.org/10.31274/rtd-180813-9437

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Brenda Lee McCoy

Language

en

Proquest ID

AAI9223947

File Format

application/pdf

File Size

213 pages

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