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This study evaluates the direct effects of a long-term professional development program and its indirect effects on student learning. 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Students in participating classrooms scored significantly higher on health knowledge and skills than students in comparison classrooms.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592324,1792080633,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Article  \nthe impact of professional Development to infuse Health and reading in elementary schools  \nTami Benham Deal, JayneM. Jenkins, Laurence O. Deal, andAdelle Byra  \nABSTRACT  \nBackground: Elementary classroom teachers must overcome a number of instructional barriers, including time constraints and professional preparation, if they are to deliver effective health education and enhance health literacy among youth. Purpose: This study examined the direct impact of a long-term professional development program on integrating health education and literacy instruction on third-grade teachers’ confidence and practice and its indirect effect on student learning. Methods: Data on confidence and implementation of instructional and assessment practices were collected from 16 teachers. Students (n=99) from their classrooms and from four comparison classrooms (n=101) completed pre-and post-program constructed response assessment. Results: Significant increases were seen in teachers’confidence in describing health education standards, determining if students achieved the standards and using rubrics to guide scoring practices. Children’s books were used to integrate instruction and most teachers increased the time spent on integration activities. Students in their classrooms scored significantly higher than students in comparison classrooms on health knowledge and skills. Discussion: These results confirm our belief that by increasing awareness and understanding of standards-based health education and assessment, and by showing teachers how they can use children’s books as the context for teaching and reinforcing health concepts and skills outlined in the standards, their confidence about teaching health can increase. Translation to Health Education Practice: Integrating health and language arts instruction may be the key to overcoming some of the factors teachers report as barriers to teaching health education.  \nDeal TB, Jenkins JM, Deal LO, Byra A. The impact of professional development to infuse health and reading in elementary schools. Am J Health Educ. 2010;41(3):155-166. This paper was submitted to the Journal on July 15, 2009, revised and accepted for publication on September 29, 2009.  \nBACKGrounD  \nOne of the desired outcomes of health education is to increase students’ health literacy so they have the capacity to navigate the numerous health challenges they will face in the 21st century. Experts across the globe have espoused the critical role schools can play in helping students achieve health literacy.1-5 In 1995, the Joint Committee on National Health Education Standards (NHES) published, Achieving Health Literacy, a document that outlined the essential knowledge and skills children need to master to become health literate.6 (The NHES  \nwere revised in 2007 and whereas the title of the document was changed to Achieving Excellence,7 the essence of the standards has remained the same. ) Results from the 2006 School Health Policies and Programs Study (SHHPS)8 showed that 36 (72.0%)  \nTami Benham Deal is an associate professor in the Division of Kinesiology and Health, University of Wyoming, Dept 3196, Laramie, WY 82071; E-mail: [benham@uwyo.edu. Jayne M](benham@uwyo.edu. Jayne M). Jenkins is an associate professor in the Division of Kinesiology and Health, University of Wyo-  \nstates either require or encourage schools and districts to follow health education standards or guidelines based on theNHES. At the elementary level, most states (70.6%) reported they have adopted goals, objectives or expected outcomes for school health edu-  \nming, Laramie, WY 82071. Laurence O. Deal is a health education teacher at Laramie Jr. High School, Laramie, WY 82072. Adelle Byra is a reading specialist at Linford Elementary School, Laramie, WY 82070.  \nTami Benham Deal, JayneM. Jenkins, Laurence O. Deal, andAdelle Byra  \ncation, but only 19.6% had enacted specific time requirements for health instruction.  \nWithout such amandate, th","cbCailPkWhVEamSg","https://ap.wps.com/l/cbCailPkWhVEamSg","pdf",336550,12,"English","# Abstract\n## Background\n## Methods and Results\n## Discussion and Translation to Practice\n## References and Submission Notes","[{\"question\":\"What problem does the study address regarding health education in elementary schools?\",\"answer\":\"The study addresses barriers such as time constraints and limited professional preparation that can prevent effective health education and reduce health literacy development among students.\"},{\"question\":\"How was the professional development program evaluated?\",\"answer\":\"Researchers collected teacher data on confidence and instructional/assessment practices from 16 teachers, and students (n=99) were compared with students (n=101) in four comparison classrooms using pre- and post-program constructed response assessments.\"},{\"question\":\"What were the main outcomes for teachers and students?\",\"answer\":\"Teachers showed significant increases in confidence about standards-based health education, determining achievement of standards, and using rubrics. Students in participating classrooms scored significantly higher on health knowledge and skills than students in comparison classrooms.\"}]","The impact of professional development to infuse health and reading in elementary schools | PDF",1792074322]