Elementary School Personnel and Cultural Factors Affecting Health Education Implementation in the High-Stakes Testing Era

Autor/inn/en	Boguslawski, Melissa K.; Lohrmann, David K.; Sherwood-Laughlin, Catherine; Eckes, Suzanne; Chomistek, Andrea K.; Applegate, Trent
Titel	Elementary School Personnel and Cultural Factors Affecting Health Education Implementation in the High-Stakes Testing Era
Quelle	In: Journal of School Health, 91 (2021) 10, S.846-856 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boguslawski, Melissa K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13071
Schlagwörter	Elementary School Teachers; Cultural Influences; Health Education; High Stakes Tests; Institutional Characteristics; Curriculum Implementation; Barriers; Michigan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	Background: Despite proven health and learning benefits, health education implementation in elementary schools is not optimal. This study investigated learning environment, leadership, and training factors that may influence elementary-level health education implementation in the current standardized testing-saturated environment. Methods: Survey data were collected from principals of 8 Michigan elementary schools and, via focus groups, 30 teachers in their schools. Teacher groups were separated into 2 categories based on principals' understanding of state health education policies. Grounded theory analysis was used. Results: Despite all 30 teachers' positive attitudes toward health education, numerous consistent implementation barriers were identified; competition for instructional time with tested subjects was most critical. Teachers with principals who indicated a greater understanding of state policies reported more: consistent instruction; availability of resources, and encouragement to teach select topics, especially mental health. Conclusion: That these findings were produced in a state with strong CSHE polices, proven curricula, and expansive support systems are disheartening and accentuate the profound impact of standardized testing on elementary-level health education implementation. More promising, principals' understanding of applicable state-level policies appeared to generate stronger health education implementation. Future research should focus on the possible impact of time devoted to health instruction on standardized test scores. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01