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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Published in | American journal of health education Vol. 37; no. 3; pp. 154 - 158 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Reston
Taylor & Francis Group
01.05.2006
Taylor & Francis Ltd American Alliance for Health, Physical Education, Recreation and Dance |
Subjects | |
Online Access | Get full text |
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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. |
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ISSN: | 1932-5037 2168-3751 |
DOI: | 10.1080/19325037.2006.10598895 |