Literaturnachweis - Detailanzeige
| Autor/inn/en | Wallace, Lorraine S.; Vaughn, Cynthia J.; Rogers, Edwin S.; Rust, Connie F.; Devoe, Jennifer E.; Weiss, Barry D. |
|---|---|
| Titel | Use of Theory in Low-Literacy Intervention Research from 1980 to 2009 |
| Quelle | In: American Journal of Health Behavior, 36 (2012) 2, S.145-152 (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-3244 |
| DOI | 10.5993/AJHB.36.2.1 |
| Schlagwörter | Theory Practice Relationship; Intervention; Literacy; Social Sciences; Models; Behavior Theories; Educational Theories; Behavioral Science Research; Social Science Research |
| Abstract | Objective: To examine whether theories and/or models are used in interventions geared towards improving health-related outcomes for individuals with limited literacy skills. Methods: Intervention studies (n = 52) published between 1980 and 2009 that met inclusion criteria were reviewed to assess the topic addressed, type of theory and/or model used, and the extent of theory use. Results: Twenty-one (40.4%) interventions were based on a theory or model. Most of those 21 interventions were either "informed by" (n = 15, 71.4%) or "applied" (n = 4, 19.1%) theory whereas 2 (9.5%) "tested" theory. Conclusions: Most low-literacy intervention research is not based on any educational, behavioral, or social science theory or model. (As Provided). |
| Anmerkungen | PNG Publications. 9728 Evening Bird Lane, Laurel, MD 20723. Tel: 301-725-4644; Fax: 301-725-4644; Web site: http://www.ajhb.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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