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ERIC Number: EJ1057105
Record Type: Journal
Publication Date: 2015-May
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4391
From the School Health Education Study to the National Health Education Standards: Concepts Endure
Nobiling, Brandye D.; Lyde, Adrian R.
Journal of School Health, v85 n5 p309-317 May 2015
Background: The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), "Health Education: A Conceptual Approach to Curriculum Design," fosters a student's understanding of information that develops with experience. Methods: Data were collected through content analysis of the SHES CF and the "National Health Education Standards: Achieving Excellence" (NHES), 2nd edition. Similarity of essential framework elements was established. Inter-rater reliability was established. Results: Alignment of the SHES components with the NHES reveals parallel conceptual structures around which to develop curriculum. Conclusions: The conceptual approach to curriculum planning has enduring value. It provides a foundation for teaching and learning that is adaptable, flexible, and can maintain permanence in conjunction with emerging scientific evidence and cultural and political influences on health behavior.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A