BACKGROUND: Pedagogical approaches that support young people's well-being and maximize th... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people&#39... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
The Clearing house/The clearing house, May 23, 2024
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their pote... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people's self-... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
BACKGROUND: Pedagogical approaches that support young people&#39;s well-being and maximize th... more BACKGROUND: Pedagogical approaches that support young people&#39;s well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others&#39; perspectives, lived experiences, and &#39;&#39;ways of the world,&#39;&#39; and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people&#39... more Teaching the components of health advocacy is straightforward, but fostering young people&#39;s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students&#39; (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p &lt; .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
The Clearing house/The clearing house, May 23, 2024
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their pote... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people's self-... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
In this quasi-experimental study, the authors explored the impact of authentic learning exercises... more In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers’ motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers’ motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.
This book provides a descriptive, progressive narrative on the flipped classroom including its hi... more This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Important questions to consider when evaluating the purpose and effectiveness of flipping are answered. The book also highlights case studies of flipped higher education classrooms within five different subject areas. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned. An appendix that contains lesson plans, course schedules, and descriptions of specific activities is also included.
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