Are Health Educators in Denial or Facing Reality? Demonstrating Effectiveness Within a School Accountability System

There is an interesting parallel between the traditional philosophies that Governali and colleagues identified as the foundation for school health education (i.e., cognitive-based philosophy, skills development philosophy, behavioral approach, and social change philosophy) and the modern school heal...

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Bibliographic Details
Published inAmerican journal of health education Vol. 37; no. 3; pp. 154 - 158
Main Authors Benham-Deal, Tami, Hudson, Nancy
Format Journal Article
LanguageEnglish
Published Reston Taylor & Francis Group 01.05.2006
Taylor & Francis Ltd
American Alliance for Health, Physical Education, Recreation and Dance
Subjects
Academic Standards
Accountability
Behavior Standards
Comprehensive School Health Education
Curriculum Development
Education reform
Educational Change
Educational Objectives
Educational Philosophy
Health behavior
Health education
Health Programs
Instructional Effectiveness
Knowledge Base for Teaching
Public Health
Skill Development
Students
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Summary:There is an interesting parallel between the traditional philosophies that Governali and colleagues identified as the foundation for school health education (i.e., cognitive-based philosophy, skills development philosophy, behavioral approach, and social change philosophy) and the modern school health goals outlined by Kolbe. Governali and colleagues suggest that current education reform has limited the focus of health education because it requires health educators to focus on academic measures (e.g., skills and knowledge) instead of behavioral outcomes. Thanks to the clarification of academic standards, school health educators are not held hostage by behavioral outcomes that can be influenced by mediating factors beyond teachers' control.
ISSN:1932-5037
2168-3751
DOI:10.1080/19325037.2006.10598895