[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592364-105":3,"detail-sidebar-cat-0-en-105":83,"doc-detail-592364-en":133},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":76,"head_meta":78,"extra_data":80,"updated_unix":82},105,"en","institutions-of-higher-education-pre-service-school-health-education-practices","Institutions of higher education pre-service school health education practices","","Quality school health teacher preparation depends on the teacher preparation program’s instruction. This study examined institutional higher education (IHE) teaching practices in pre-service school health teacher preparation programs, focusing on time and content devoted to health education tools and products, including national standards and curriculum analysis resources. A validated 87-item survey was mailed to 225 lead faculty; 59.6% responded. Coverage varied widely by tools. 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The response rate was 59.6% (134/225).",{"name":68,"@type":59,"acceptedAnswer":69},"What did the results show about training on health education materials?",{"text":70,"@type":62},"The proportion of faculty who taught how to use various health education materials ranged from 30.6% to 89.6%, depending on the specific tools and products.",{"name":72,"@type":59,"acceptedAnswer":73},"What does the paper recommend to improve pre-service health teacher preparation?",{"text":74,"@type":62},"IHE methods faculty should receive more training on incorporating these tools and products into curricula, and pre-service teachers should be trained to use them to improve preparation quality.","https://schema.org",{"og:url":32,"og:type":77,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":79,"canonical":32},"index,follow",{"doc_id":81,"site_id":7},592364,1792074410,{"code":4,"msg":84,"data":85},"success",[86,90,94,98,103,108,112,117,122,125,129],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},"Exam",70,"exam",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},5,"Comic",60,"comic",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},6,"Technology",50,"technology",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":110,"slug":111},7,40,"healthcare",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},8,"Research & Report",30,"research-report",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},9,"Religion & Spirituality",20,"religion-spirituality",{"id":120,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":120,"slug":124},"World Cup","world-cup",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":126,"slug":128},10,"Lifestyle","lifestyle",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":99,"slug":132},19,"General","general",{"code":4,"msg":84,"data":134},{"doc_id":81,"user_id":135,"nickname":42,"user_avatar":136,"doc_module":4,"category_id":109,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":113,"language":142,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":12,"update_tm":82,"read_time":120},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Article  \nInstitutions of Higher education Pre-Service School Health education Practices  \nBrad Davidson, Susan K. Telljohann, JosephA. Dake, and James H. Price  \nABSTRACT  \nBackground: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to various health education tools and products (e.g. National Health Education Standards, the Health Education Curriculum Analysis Tool and the School Health Index). Methods: A survey (87 items) that demonstrated validity and reliability was mailed to the population of 225 lead school health education faculty atIHEs that offered school health licensure or certification programs. Results: The response rate was 59.6%(134/225). Faculty who taught how to use a variety of health education materials varied (30.6% to 89.6%), depending on the tools and products. Discussion: A primary responsibility of IHEs should be to help pre-service teachers utilize the tools and products described in this study. Many IHEs do not train their pre-service school health education majors to use these tools and products. Translation to Health Education Practice: Quality school health teacher preparation includes being trained on how to use these tools and products. To improve the quality of education provided by IHEs to pre-service school health education teachers, methods faculty need more training on incorporating these various tools into their curriculum.  \nDavidson B, Telljohann SK, Dake JA, Price JH. Institutions of higher education pre-service school health education practices. Am J Health Educ. 2010;41(6):329-336. This paper was submitted to the Journal on February 15, 2009, revised and accepted for publication on May 1, 2010.  \nBaCkgrounD  \nEach day over 50 million students attend private and public schools across America.1 Nationwide, most middle schools (86 .3%) and high schools (90.2%) have adopted a policy requiring health education.2 The health of these students can be impacted positively by having high quality health instruction from their health education teachers.3 Health education has been shown to positively influence student health by reducing the prevalence of a variety of risky health behaviors.4-6  \nThe quality of the health education teacher is partially dependent upon the education they receive from their school health teacher preparation program. Therefore, it is important that institutions of higher educa-  \ntion (IHE) school health teacher preparation programs have quality programs and teach pre-service students the most current information, tools, products and skills available in health education. Pre-service health education teacher preparation programs play a significant role in preparing future school health educators. Frauenknecht best summarized this issue by stating,“Standards for teachers in all subject areas, including health education, were needed to specifically determine the competencies for professional development to be demonstrated.” 7(p. 24) Frauenknecht also noted that“professional standards for health education teachers have been developed based on the necessary content, pedagogical and professional knowledge and skills to teach both  \nindependently and collaboratively.”7(p. 24) The National Council for Accreditation of  \nTeacher Education (NCATE) is the primary  \nBrad Davidson is a teacher in the Propel School District, Pittsburgh, PA. 15217; E-mail: [brad.r.davidson@gmail.com. Susan K. Tell](brad.r.davidson@gmail.com. Susan K. Tell)johann is a professor of Health Education in the Department of Health and Rehabilitative Services, University of Toledo, Mail Stop \\# 119, Toledo, OH 43606. JosephA. Dake is an associate professor in the Department of Health and Rehabilitative Services, Univer","cbCaihzZGZSRsKtJ","https://ap.wps.com/l/cbCaihzZGZSRsKtJ","pdf",131664,"English","# Abstract\n## Background\n## Purpose\n## Methods\n## Results\n## Discussion\n## Translation to Health Education Practice\n# Introduction\n## Policy and student health impacts\n## Importance of teacher preparation quality\n## Accreditation standards context\n## AAHE/NCATE standards","[{\"question\":\"What was the purpose of this research article?\",\"answer\":\"To assess institutions of higher education teaching practices in school health teacher preparation programs, focusing on how much time and content they teach related to health education tools and products.\"},{\"question\":\"How was the study conducted and how many faculty responded?\",\"answer\":\"A validated 87-item survey was mailed to 225 lead school health education faculty. The response rate was 59.6% (134/225).\"},{\"question\":\"What did the results show about training on health education materials?\",\"answer\":\"The proportion of faculty who taught how to use various health education materials ranged from 30.6% to 89.6%, depending on the specific tools and products.\"},{\"question\":\"What does the paper recommend to improve pre-service health teacher preparation?\",\"answer\":\"IHE methods faculty should receive more training on incorporating these tools and products into curricula, and pre-service teachers should be trained to use them to improve preparation quality.\"}]","Institutions of higher education pre-service school health education practices | PDF"]