Project Health: Evaluation of a Project-Based Health Education Program

Autor/inn/en	Zusevics, Kaija L.; Lemke, Melissa A.; Harley, Amy E.; Florsheim, Paul
Titel	Project Health: Evaluation of a Project-Based Health Education Program
Quelle	In: Health Education, 113 (2013) 3, S.232-253 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-4283
DOI	10.1108/09654281311309855
Schlagwörter	Attendance; Sexuality; Learner Engagement; Program Effectiveness; Active Learning; Intervention; High School Students; Teaching Methods; Measures (Individuals); Statistical Analysis; Health Education; Risk; Health Behavior; Student Projects; Academic Achievement; Instructional Innovation; Urban Schools; Control Groups; Program Evaluation; Program Descriptions; Service Learning; Undergraduate Students; College School Cooperation; Wisconsin + Suchen Sie Ihr Suchwort? Anwesenheit; Sexualität; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Statistische Analyse; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Risiko; Health behaviour; Gesundheitsverhalten; Schulprojekt; Schulleistung; Educational Innovation; Bildungsinnovation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Programme evaluation; Programmevaluation; Service-Learning
Abstract	Purpose: Milwaukee has very high rates of risky sexual behavior and low rates of academic achievement among adolescents. Milwaukee school representatives partnered with researchers to create and implement an innovative project-based learning (PBL) high school health curriculum to engage students in school. This health education program, Project Health (PH), aimed to engage Milwaukee Public Schools high school students, by PBL, into the urban health classroom. The purpose of this paper is to examine the impact of the curriculum on student engagement and document the process of implementing this program, in order to identify strengths, weaknesses and areas of needed improvement. Design/methodology/approach: Student engagement was measured with an 18-item scale at three time points in intervention and control schools. Attendance data were collected by tracking the number of days students were absent from school the semester the curriculum was implemented. Analysis of covariance was used to test whether students in PH classes were more engaged and if they had fewer absences than students in the control classes. The process evaluation included interviews with teachers, focus groups with high school students, and focus groups with teaching assistants. Interviews were transcribed and analyzed using thematic analysis to extract key themes and categories across all data. Findings: Students in the intervention health class were significantly less absent from school than control students. However, they were not more engaged than their peers in control schools as measured by a student engagement scale. Various components of the PBL teaching approach used in the Project Health high school curriculum were viewed as positive by health educators, students, and teaching assistants. Results indicate that PBL used in health education may increase school attendance. Originality/value: This study was original in that it documented how a novel health education program that incorporated PBL can positively impact urban students' school attendance. It also highlighted the process of implementing this program from the vantage point of students, assistants, and health education. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10