Dissertations / Theses: 'Health education (Secondary) Victoria'

1

Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.

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The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.

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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.

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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.

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5

Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.

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6

O'Neil, Kason M. "Innovative Assessment in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4041.

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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.

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8

O'Neil, Kason M. "Kicking up Assessment in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4038.

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9

O'Neil, Kason M., and LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.

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10

Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

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11

Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.

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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.

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Adler, Phillip J. "Going for gold| A study of urban secondary school athletic health care." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287999.

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The purpose of this qualitative study was to investigate the influence of the athletic health care team on urban secondary school student-athlete physical health, academic engagement, and academic success. Limited and inconsistent research had been identified that linked student-athlete physical health to academic engagement and success at the time of research. In question is how the presence of an athletic health care team influenced student-athlete health, academic engagement, and academic success. A qualitative intrinsic case study using a face-to-face responsive interview model was deployed for data collection. The population was identified as all student-athletes, coaches, and parents/guardians involved with one urban secondary school district athletic program. Five male student-athletes, two male and one female parent, and three male coaches voluntarily participated in the research study. Data analysis occurred through an iterative process beginning with manual transcription of audio recordings into a Microsoft Word document that was uploaded into the NVIVO 11 computer-assisted qualitative data analysis software for organizing further coding and theme development. A conceptually clustered matrix was further used for data analysis to help identify themes among student-athletes, their parents, and coaches to triangulate responses. The athletic health care team in this research study was found to directly influence student-athlete health, have a minimal influence on academic engagement, but have indirect influence on academic success according to participants. The athletic trainer was the key athletic health care team member contributing to student-athlete physical health, while coach was identified as most dominant figure on academic engagement, with coaches and parents being most powerful on academic success. Additional research is needed to fully understand the collaboration between athletic health services and general health services for the secondary school student-athlete. The variability between health care programing offers an opportunity for standardization that can be replicated and then studied across different settings, such as rural versus urban, or among diverse socioeconomic groups. Future research collaboration between health care and education is also needed specifically in the area of athletic health care team implementation at the secondary school level to fully understand the positive educational impacts that may be achieved. Extending health services beyond than the traditional student and into the extracurricular environment may be a powerful tool that offers additional academic engagement and success opportunities.

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13

Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.

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Laugh, Timothy. "A Study of Student Health Services in Four-Year Post-Secondary Institutions." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/809.

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The purpose of this study was to address any changes in select organizational and director or CEO attributes between 1989 and 1994, as well as, to determine whether or not college student health services are systematically evaluating their programs and incorporating efficiency measures used in other health care settings. The population of study was student health services at four-year institutions of post-secondary education in the United States. This researcher resurveyed the sample used by Kevin E. Charles in 1989 in order to allow the evaluation of temporal trends. The sample was a stratified, random sample of 400 institutions. Data were collected via a mail survey. A questionnaire was mailed to student health service directors. The findings of this study revealed that significant changes have occurred in the organizational and leadership characteristics of Student Health Services. However, they do not appear to be restructuring or adapting quality/efficiency enhancements as rapidly as the health care industry.

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15

Best, Lori Rachelle. "Implementation of comprehensive school health education in secondary schools, a process evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24647.pdf.

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16

Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.

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17

Sisk, Virginia A. "A family life education curriculum for the secondary school." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/150.

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18

Auman, Jane Tate. "A documentary analysis of the British Columbia school health programme (secondary)." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27657.

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The school health programme is an area within the school in which two distinctly different communities of teachers and health professionals are represented. It is a construct of unique and complex dimensions that has not been adequately addressed in the educational or health professional literature. This study claims that an investigation of selected teacher and health professional curricula documents has revealed an extensive school health programme that is officially prescribed at the secondary level. The first area is the presence of a hidden curriculum of health in the subjects of science, physical education, guidance and an explicit programme of health for school health professionals. The second area of research interest concerns the existence of diverse understandings about the school health programme that appear in the official curricula documents of the Ministries of Education and Health analyzed in this study. These understandings appear in the documents as teacher and health professional constructions of the social reality of the school health programme. Theoretically informed content analysis is used in this study to analyze the curricula documents. Specific theories from the sociology of knowledge have been utilized in constructing the framework from which the research questions and categories of analysis were derived. The analysis indicates that there is a poorly defined, loosely constituted plan of health teaching in science, physical education and guidance. The majority of health education objectives, beliefs and outcomes are hidden and interspersed within this curricula of the teaching community. In contrast, the curricula plan for the health professional is explicit and concisely delineated. Whereas the curricula of both communities display a wide variety of health related work and teaching and a diversity of understandings about health, the overall impression is that the school health programme at the secondary level in the province of British Columbia is an entity that is both unique and complex.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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19

Bidarkar, Atul. "In vitro prevention of secondary demineralization by icon (infiltration concept)." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/3262.

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Aim: The purpose of this in-vitro study was to look at the effectiveness of the ICON on prevention of caries on the smooth surface in comparison to resin based sealant. Methods: The study was an in-vitro study to compare the effectiveness of ICON and a sealant material in prevention of secondary demineralization. Sound teeth with no defects were cleaned and divided into 3 groups and lesions created. Both the groups were treated with respective materials (ICON and sealant), but the control group was left untreated. Once treated fresh demineralization solution was created and subject to deminralization cycles to see which material performed better in prevention of secondary demineralization. Results: In the present study, primary analysis was done using the quantitative light induced fluorescence technique. At the end of the secondary demineralization the results showed no statistically significant difference among the treatrment groups and the control group. However, the polarized light microscopy was done to assess the amont of infiltration of the material into the lesions. The ICON showed substantial penetration into the lesions where as the sealant material did not penetrate but formed resin tags on the surface of the lesion. Therefore, the ICON material did not fare any better than the sealant in prevention of secondary demineralization on smooth surface initial carious lesions.

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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665814.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

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21

Keyser, Bette Benewich Rhodes Dent. "A systematic design for inservice education of secondary school health teachers in Illinois." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507285.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 21, 2006. Dissertation Committee: Dent M. Rhodes (chair), Barbara L. Nourie, Kenneth F. Jerich, Jerry D. Foster. Includes bibliographical references (leaves 171-187) and abstract. Also available in print.

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Fettrow, Elizabeth A. "An analysis of the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618895.

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The purpose of this study was to analyze the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes. A purposive sample of all in-season (Fall 2012) female athletes enrolled in three schools located in an urban school district in Northeast Ohio was recruited to participate in this study. Subjects completed a 54-item instrument designed to assess their self-reported involvement in bullying others. Further, subjects were asked to provide responses about the construct of school connectedness. Data were obtained using a one-time anonymous paper/pencil instrument. Data were analyzed using the one-way and two-way Analysis of Variance (ANOVA) techniques and Correlation analysis.

Findings revealed a statistically significant relationship between bullying others and race, and bullying others and current achievement. Also, the data revealed a statistically significant correlation between bullying others and perceived school connectedness. The results from this study support the current body of literature dedicated to this relationship between bullying others and perceived school connectedness. Interestingly, much less is known about the relationship between the independent and dependent variables used in this study as it occurs among female high school athletes. More research with athletes is recommended to better elucidate the effects of sports participation on these variables.

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Jerzembek, Gabrielle. "Improving health education practice in secondary school : a social ecological examination of personal and social education policy implementation processes and practice in Welsh secondary schools." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69178/.

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The effectiveness of school-based health education in changing behaviour and health outcomes is limited. This in part can be attributed to the types of classroom exchanges taking place within health education lessons. There is an evident need to examine the potential link between pedagogy and health education. This study comprises a social ecological examination of the implementation of the Welsh Government’s Personal and Social Education (PSE) policy, which seeks to promote health behaviours alongside social and economic wellbeing. A socio-ecological (SE) perspective aims to understand the different influences on practice and take into account individual, social and organisational level influences on implementation. An exploratory case study is used to examine practice in four systematically selected secondary schools from two local authorities in Wales (FSM entitlement >20% and <10%). Methods incorporate analysis of national and local policy documents, interviews with implementers at local authority (n=5) and school level (n=11), lesson observations (n=12 lessons) and pupil focus groups (n= 23 pupils). The findings suggest that a lack of clarity about how PSE should be implemented in schools seems to lead to uncertainties among implementers. These uncertainties are exacerbated by a focus on graded performance that has shaped school staff beliefs and organisational arrangements. A performance focus also re-emerges in classroom practice that is mainly characterised by a transmission of facts although some competency-focused classroom exchanges are apparent. There is some limited evidence of pupils’ understanding and generalising health knowledge and self-reported self-regulation of health behaviours.

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24

Barnes, Jeremy T. "The impact of an undergraduate health education class on students' wellness knowledge, attitude and behavior /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737892.

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Thesis (Ph. D.)--University of Missouri-Columbia, 1996.
"The Wellness knowledge attitude, and behavior instrument", copyrighted 1994 by Mary K. Dinger inserted after leaf 103. Typescript. Vita. Includes bibliographical references (leaves 93-100). Also available on the Internet.

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25

Howcroft, Nicholas Stuart. "The food education of young people and adolescents : perceptions of teachers, parents and young people about food education at secondary school and the role of the secondary school curriculum in encouraging healthy eating habits." Thesis, University of Bradford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309632.

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26

Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.

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Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.

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Tang, Pui-kwan, and 鄧佩君. "Voice problems of secondary school teachers and the need for preventative education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206591.

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Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided.
published_or_final_version
Surgery
Master
Master of Medical Sciences

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Partridge, Stefanie. "Positive Living Skills for teens: A youth intervention." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27547.

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The Positive Living Skills (PLS) program for teens is a personal life enhancement intervention program centered on teaching focusing skills, positive perspectives, and relaxation skills. To date the PLS program has not been introduced to an adolescent population. The purpose of this study was to introduce the PLS program to adolescents (in a classroom context) and to investigate whether the students enjoyed, applied, and found these skills effective in their daily lives. A secondary purpose of this study was to learn from the interactions with the students and teachers and explore the best ways to deliver the program. Two grade 10 health and physical education classes (one boys' and one girls' class) participated in a 10 session PLS intervention over a period of 16 weeks. These sessions included PLS audio CD activities, interactive and person guided PLS activities, logbook exercises, discussions and practice using skills within the physical education context. Teens who participated in the PLS program enjoyed the program skills, applied and planned to continue applying the program skills, and found the program skills effective in daily life. These findings support results from previous PLS research conducted with younger students between the ages of 4-12 years of age (Cox & Orlick, 1996; Gilbert & Orlick, 2002; Taylor & Orlick, 2004). In addition facilitation and program delivery lessons learned are highlighted and discussed.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal

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Aldret, Randy L. "Identification of essential skills for entry level athletic trainers in South Louisiana| A Delphi study." Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641280.

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Context: Entry-level athletic trainers enter the workforce with the skills taught to them by athletic training programs (ATPs) using the Competencies developed by our accrediting body.

Objective: These competencies are developed using data collected from athletic trainers in the field with no input from the consumers of athletic training services.

Design: This study used a 3-round Delphi questionnaire.

Setting: Secondary schools located South Louisiana.

Participants: Six experts in the field of athletic training.

Data Collection and Analysis: In round 1, participants were first asked to identify individual skills within predetermined skill categories created from the Competencies and existing research. In rounds 2 and 3, participants ranked and rated their responses from round 1. Using Delphi methodology with qualitative and quantitative analysis, a Duty-Task List (DTL) was created from the data, which identified the essential skills for entry-level athletic trainers.

Results: Ranking of the skill categories produced four tiers, the top tier consisting of skill categories developed from the Competencies. The bottom tier consisted of two items, both from the Competencies: use of evidence-based medicine in practice and therapeutic interventions. Data further revealed communication, its many different forms, was the most important individual skill for entry-level athletic trainers.

Conclusions: The Delphi methodology used in this study was once again shown to be as effective as DACUM in producing an industry-supported DTL. In doing so, the participants gave a clear conceptualization of the essential skills needed as an entry-level athletic trainer, while also identifying some skills missing from the Competencies. Consideration should be given to the consumers of athletic training services when the next version of the Competencies is created. The athletic trainers on the panel consistently ranked higher skill categories from the Competencies, while the administrators on the panel ranked the non-competency skill categories higher. Additionally, there is still some resistance to increased use evidence in practice, which may be further proof of the chasm between what is considered desirable by clinical setting athletic trainers and academic setting athletic trainers.

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O'Neil, Kason M. "High-activity Cooperative and Teaming Building Games for Secondary Physical Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4042.

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Zacheis, Michael. "Assessing Injury Prevention and Intervention Protocols for High Schools Within the Gateway Athletic Conference." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3733999.

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This study was the result of a quantitative methods research design, which assessed: athletic training services, injury prevention at the time of the study, and intervention protocols for high schools within the Gateway Athletic Conference (GAC). This study explored the impact of injuries and concussions on student athletes. The study also examined the types of athletic training facilities, resources for rehabilitation, and procedures for athletic training programs available at the high school level in the GAC. The study uncovered some significant findings between the groups who were surveyed. The participants surveyed represented athletic trainers, athletic directors, and coaches. There were differences in how these groups viewed emergency care procedures, injury policies, and protocols. The differences ranged from views of job descriptions, written policies and procedures for emergency transportation, reporting and submitting accident reports, and regular review of the effectiveness of athletic training services. The groups did agree on most legal duties and responsibilities, general policies and procedures, injury management protocol and procedures, training room facilities, and operation questions. Blood-borne pathogens were an area in which notable improvement is needed, and there were some concerns with some of the data reporting injury statistics. Overall, the participants agreed with one another, but there were some differences throughout the study, as reported in this dissertation.

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Harris, Jo. "Physical education : a picture of health? : the implementation of health-related exercise in the National Curriculum in secondary schools in England." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6773.

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This thesis documents and explores factors influencing the way in which physical education's (PE) contribution to health in the form of health-related exercise (HRE) was viewed, approached and delivered by secondary school PE teachers following the introduction of a national curriculum for physical education (NCPE). The methodology incorporated both quantitative and qualitative approaches. A national survey of 1000 secondary schools in England in 1993 elicited questionnaire responses from 72.8% of heads of PE departments (PE HoDs) from a proportionate sample of schools stratified by type, age range, gender, size, and geographical location. Analysis employed the Statistical Package for Social Scientists (SSPS). Case studies were completed in 1995 in three randomly selected mixed sex state schools in the South, Midlands and North of England. Case study data analysis focused on the progressive identification of themes and concepts associated with the implementation of HRE in the NC. The findings revealed that the NCPE's explicit attention to health issues was welcomed although views varied regarding interpretation, delivery and assessment of the requirements. Most schools had adopted a combination of approaches, involving discrete units and permeation through the activity areas within PE, and/or delivery through other curriculum areas. Consensus existed for some theoretical areas although a physiological bias was evident. There was limited evidence of a well-structured and co-ordinated approach to integrating health issues within the PE activity areas, and that delivered in discrete units often had a itnessorientation, reflecting adaptation of the performance rationale underlying the 'traditional' games-dominated PE programme. Conceptual confusion prevailed regarding the multi-dimensional concept of HRE, and the varying relationships between PE, sport, health, and fitness. The expression of health issues in the NCPE revealed limitations to the accommodation of HRE, mismatches between intentions and outcomes, and a tendency to reflect inequitable practices. Influences included school and individual characteristics, contextual constraints and prevailing ideologies. Creative interpretation of the NCPE remains possible in the form of innovative programmes which integrate health and PE, and which challenge 'physical fitness' and 'sport performance' orientations. A committed, comprehensive and coherent approach to health issues is rarely a central feature of school PE. Nevertheless, a 'shared vision' of the expression of health in the NCPE clearly remains desirable and possible.

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BROWDER, MARY ELIZABETH W. "Sexuality Education Curriculum in Secondary Schools and Its Relationship to Sexual Knowledge, Attitudes and Behaviors of College Students." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1216841836.

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Merriman, Helen Louise. "Perspectives on mental health and the role of schools." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/450/.

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This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people.

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Barwood, Donna Michelle. "What we know, what we do and what we could do: Creating an understanding of the delivery of health education in lower secondary government schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1659.

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Australian health data indicates that childhood is a significant time for young Australians to develop health and well-being issues. Concurrently, health advocates herald in-school delivery of skills-based participatory health education as making significant contributions to developing behaviour change and supporting health enhancing dispositions in children and young people. In Western Australia (WA), skillsbased participatory health education is characterised by linking knowledge and understandings of what it means to be safer, healthier and more physically active to skills that action these states. Skills-based is a preferred approach to teaching and learning in the Health and Physical Education Learning Area (HPE LA), and at the time of this research was supported through education legislated in The Curriculum Framework (Western Australia Curriculum Council, 1998). The focus of this research was to investigate the representation and delivery of health education as a separately timetabled, discipline-based subject belonging to the HPE LA, specifically in lower secondary government schools in WA. The literature identified quantity and quality as criteria for health education to develop healthy living; therefore, this research sought to identify the factors that affect the delivery of skills-based, participatory health education in these schools. The aim of this research was to identify whether the current delivery of health education in lower secondary government schools supports the capacity of the HPE LA to promote healthy citizenry in young Western Australians. A mixed methods methodology was selected. Quantitative data was collected from 75 teachers who participated in an online and paper survey, and qualitative data from nine teachers who participated in semi-structured interviews. Analysis of quantitative data aimed to determine the extent to which government schools in WA were timetabling lower secondary health education as a separate subject. Additionally, this analysis aimed to identify the qualifications and main learning area of the teachers delivering health education. Analysis of the qualitative data aimed to determine the opinions of the teachers regarding delivery. Representation and delivery were determined by the amount of HPE LA curriculum time allocated to health education, the qualifications and training of the teachers delivering the subject and the preferred pedagogical approach used to deliver health education content. This research found that curriculum time attributed to health education in the government schools studied has decreased since 1995. Significantly, curriculum time allowed for health education varied across schools. However, for most schools, health education was delivered for approximately one hour per timetable cycle. This represented only one third of the HPE LA curriculum time. Additionally, half of the teachers who participated in this research and were timetabled to deliver health education were untrained in health education pedagogy. Significantly, one in three of the qualified HPE LA teachers who participated in this research and who delivered health education were untrained in health education pedagogy, although this learning area was mandated in 1998. The qualitative data demonstrated that participating teachers considered untrained teachers delivering health education as concerning. Specifically, participants were most concerned about teachers whose main learning area was not the HPE LA delivering health education, and teachers who were HPE LA teachers but also untrained. The participants were concerned that these teachers were not delivering health education using the preferred pedagogical approach, so consequently overlooked skills development as a critical component of health citizenry. This research developed four suggestions for lower secondary government schools, with the aim of supporting the capacity of the curriculum space of the HPE LA in WA to effect safer, healthier and more active citizenry. This research developed two considerations for the universities in WA that prepare pre-service teachers. These considerations aim to prepare pre-service teachers with understandings of skills-based participatory health education and the significance of its contributions to developing health citizenry in WA. This research is significant, as it found the current representation and delivery of the HPE LA in lower secondary government schools does not support the curriculum’s capacity to promote healthy citizenry in young Western Australians.

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Avellino, Noelle. "Mental health provisions for a high school in South Los Angeles| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527880.

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The purpose of this project was to develop a program that would deliver 3 years of mental health services to a charter school. The school selected for this project was Youth Opportunities High School (YOHS) in Watts, California. The program developed was Mental Health for Youth Opportunities (MHYO). MHYO was designed to provide one full-time, bilingual, master of social work (MSW) practitioner to YOHS for 3 years. The assigned practitioner will be responsible for individual therapy, group therapy, case management, and enrichment services. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.

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Leggett, Gemma. "A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.

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This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.

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Brannen, Josh Caleb. "Implications and recommendations for online physical education at secondary level." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3324.

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The purpose of this project is to examine how online physical education courses impact student learning and achievement of fitness and health standards now that budget cuts are leading to the curtailing or elimination of traditional physical education classes at the secondary level of K-12 education.

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Yesalonia, Susan. "Understanding middle school students' perspectives regarding physical activity and fitness." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/662.

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Research confirms inactivity increases in adolescence and that unfit youth are at risk of acquiring cardiovascular diseases, diabetes, obesity, or other significant physical disorders later in life. Thus, the purpose of this phenomenological study was to describe the experience of chronically inactive children who were exposed to an exercise intervention program. The specific focus of the research was to better understand the essential educational needs of the participants and the effective elements of the program, Moving for Fun (MFF), a 7-week after-school fitness intervention program designed to modify chronic inactivity. Open-ended interviews and 3 observations were conducted with 8 middle school students (4 males and 4 females) identified as scoring low on a standardized assessment protocol of health-related physical fitness. Interview data were transcribed and coded using a combination of open and a priori coding to extract significant statements that were analyzed into clusters of meaning that described key elements of the students' experience. Video-taped observations were analyzed to use behaviors during MFF activities as a means of checking interpretations of the interview data. Interpretation of the final structural analysis suggested that students did not have a good understanding health-related fitness or how it is achieved; however they enjoyed participating in inclusive physical activity, and were planning to add more physical activity to their lives. Recommendations include an examination of physical activity programming and an increase in programs that serve participants with varied needs. Developing more student-centered programs that teach or include fitness education can decrease the number of students lacking physical fitness and increase the population of those who carry fitness activities and better health with them into the future.

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Flint, Lucy Marie. "Exploring the lived experiences of pastoral staff identifying and supporting pupil mental health needs in mainstream secondary schools." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20570/.

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The prevalence of children and young people with mental health needs is of national and local concern. Changes in legislation have explicitly made the identification and support of pupil mental health needs a role for schools. Research indicates the identification of pupil mental health needs has a multitude of barriers meaning said needs are frequently unidentified. This is of concern given it is estimated that half of mental health needs have their onset during adolescence and are related to negative outcomes such as poor educational attainment and in some cases, suicide. School staff are tasked with performing a Tier 1 (Universal Services) mental health professional role. However, there is considerable variation in the support school staff receive when performing this pastoral role and routine pastoral care has received little attention in the literature. The purpose of this research was to explore the lived experiences of lead pastoral staff identifying and supporting adolescent pupil mental health needs in mainstream secondary schools. Semi-structured interviews were conducted with four purposively selected members of secondary school staff performing lead pastoral roles. The interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and the following four overarching themes were found to be relevant for all participants: Multiple Conceptualisations of Role, A Myriad of Emotion, Constraints and Conflict, and Remit. These findings are discussed in the context of existing literature and the limitations of this research are considered. Implications for educational psychology practice are proposed, relating to the different levels at which educational psychologists work: individual, group and organisational. Suggestions for future research related to pastoral leads identifying and supporting adolescent pupil mental health needs are provided.

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Lunde, Martin Jacob. "Approach to medical missions : Dr. Neil Macvicar and the Victoria Hospital, Lovedale, South Africa, circa 1900-1950." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5809.

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This thesis examines the thought, work, and impact of the Scottish medical missionary, Dr Neil Macvicar, as well other personnel connected to the Victoria Hospital at the Lovedale mission in the Eastern Cape. Of special concern for study in medical history, missiology, and relief development studies, this work centres on Macvicar’s modern Western conceptions of Christianity, biomedicine, civilisation, African cosmological understandings, and traditional methods of healing, within the last years of the Cape Colony and the early history of the Union of South Africa. Macvicar was heavily influenced by the scientific advances and thought of his day, which in turn shaped his perceptions and attitudes not only to African worldviews but to his form and expression of Western Christianity and mission work. His efforts to eradicate and replace ‘superstitious’ thought and ‘inadequate’ methods of treatment focussed especially on the training of an African elite, including the first certified black nurses and largely unsuccessful attempts to initiate a scheme for black doctors. In addition, he promoted public health education endeavours; was heavily involved with patient care and treatment; enabled the inception of the South African Health Society; contributed countless articles, pamphlets, reviews, and books – both scholarly and popular; and was a central figure in the formation of the South African Native College (later to become Fort Hare University). As well as Macvicar, this thesis draws upon and exposes the impact of more marginalised medical personnel, such as Jane Waterston, one of the first female physicians in the modern British scheme, and Govan Koboka, a South African medical dispenser. Their work at Lovedale, among others like them in the late 19th century, was the primary approach to Western biomedical treatment offered by the mission, though largely unacknowledged in wider historical studies. This work also reveals how the hospital operated not simply as a place for healing, or indeed of dying, but as a ‘sacred’ or religious space in addition to its role as an educational centre for patients, and place for the training of other missionaries. Finally, elements of hospital-based biomedical practices, such as surgery, are examined and the Influenza Pandemic of 1918-1919 is looked at as a case study of mission community response to catastrophic disease.

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Whipp, P. R. "Aquatic programmes and swimming activities in health and physical education : a case for differentiation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/784.

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This research study provides a 'snap-shot' of the current status of teaching aquatic programmes in Western Australian secondary schools. This study also encapsulates the thoughts and feelings of the teachers and the students engaged in these programmes, scrutinises the outcomes of existing programmes and advances practical recommendations to address the problems identified. The study was conducted within a contemporary context where little innovation in aquatic education has accompanied the Australian and state-wide curriculum development based on outcomes-focused education. The research was underpinned by a conceptual framework which conforms to the principles of constructivist learning (Kirk & Macdonald, 1998; Wittrock, 1978; Woods, 1996) and was viewed through Tomlinson's (1999, 2000, 2001) differentiated classroom and Shulman's'(1986, 1987) pedagogical content knowledge, and articulated through Choi's (1992) curriculum dimensions. The study incorporated empirical/analytic and interpretive research paradigms, collecting data from 33 Teachers in Charge of Health and Physical Education Departments (TiC's), 43 teachers of Health and Physical Education (HPE) swimming, and 1532 students Year 8/9 in both Government and Independent schools. In addition, case study observation and interview data (4 HPE classes) were used in the triangulation of common happenings, issues, perceptions and experiences to provide an in-depth analysis of aquatics in HPE. Teacher data were presented for school sector (Government, Independent) and schools with and without a swimming pool; while student responses for differing year levels, gender, school sector, swimming ability, ethnicity and perceived parental swimming ability comparisons- are offered. Observation and interview data were inductively analysed employing a thematic cross case analysis process. The results indicated that there was a lack of HPE swimming and formalised aquatic award programmes offered in Western Australian secondary schools. At the conclusion of the HPE swimming unit, which was defined by 'stroke technique analysis and correction,' more than 40% of students did not meet the requirements that define a competent swimmer (Ministerial Swimming Review Committee - Report, 1995). Girls and students of ethnic origin were under-represented in the higher swimming categories. On an annual learning continuum, Year 8/9 students appeared to 'tread-water.' Staff/student ratios typically exceeding 1:20 impacted negatively on teacher effectiveness and the student outcomes. Additional issues impacting on programmes included: inadequate time and pool space; varied swimming abilities; students feeling cold; student related personal, interest/readiness, maturation, gender and cultural dynamics, and inadequate teaching resources. School HPE programmes that were required to access a public swimming venue for lessons were disadvantaged from a range of perspectives. This study makes recommendations with the ultimate goal to increase the number of secondary schools offering this curriculum and the number of Western Australian children who are aquatically competent. Findings and conclusions highlight the need for new HPE aquatic policy, differentiated teaching and professional development aimed at meeting students’ readiness and interest levels. Recommendations for further research to consider how contemporary HPE aquatics might be presented to accommodate student needs, to identify and map the aquatic competencies of Western Australian school children, and the minimum aquatic proficiency for students exiting the compulsory HPE years, are offered.

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Parchment, Claudelle. "African American Women's Experiences and Understanding of Secondary Infertility." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6645.

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The purpose of this phenomenological study was to describe the lived experiences of African American women with secondary infertility, defined as an inability to conceive or carry a baby to term after a previous conception. Research on secondary infertility has ignored the prevalence of the condition in African American women. The implications of secondary infertility in African American women have immediate and far-reaching health and psychosocial consequences. African American women rely on interconnectedness and social networks; therefore, social networks and social support served as the key concepts underwriting the study's conceptual framework. Social networks and social support underscore the connection between those needing and those rendering support during stressful life events. The study consisted of 10 African American women ages 18-75 years old, who met the inclusion criteria for the study. Participants completed screening questions, a brief demographic questionnaire, and an interview. Their experiences were captured through first person accounts during one-to-one semi-structured interviews developed through pilot testing. Qualitative analysis yielded four themes: (a) defining family and adjusting to the change in definition of a family; (b) experiences with secondary infertility; (c) psychosocial stressors and supports from friends and family; and (d) treatment and intervention. This research promotes social change by informing clinical practice through access to culturally competent resources, increased responsiveness and policy development promoting timely access to care.

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Woods, Teresa Marie. "Growing scientists: a partnership between a university and a school district." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14992.

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Doctor of Philosophy
Department of Curriculum and Instruction
Jeong-Hee Kim
Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist – school district collaborations are being advocated to replace outreach models. Although the challenges for such partnerships are well documented, the means of fostering successful and sustainable science education partnerships are not well studied. This study addresses this need by empirically researching a unique scientist-educator partnership between a university and a school district utilizing case study methods. The development of the partnership, emerging issues, and multiple perspectives of participants were examined in order to understand the culture of the partnership and identify means of fostering successful science education partnerships. The findings show the partnership was based on a strong network of face-to-face relationships that fostered understanding, mutual learning and synergy. Specific processes instituted ensured equity and respect, and created a climate of trust so that an evolving common vision was maintained. The partnership provided synergy and resilience during the recent economic crisis, indicating the value of partnerships when public education institutions must do more with less. High staff turnover, however, especially of a key leader, threatened the partnership, pointing to the importance of maintaining multiple-level integration between institutions. The instrumental roles of a scientist-educator coordinator in bridging cultures and nurturing the collaborative environment are elucidated. Intense and productive collaborations between teams of scientists and educators helped transform leading edge disciplinary science content into school science learning. The innovative programs that resulted not only suggest important roles science education partnerships can play in twenty-first century learning, but they also shed light on the processes of educational innovation itself. Further, the program and curriculum development revealed insights into areas of teaching and learning. Multiple perspectives of participants were considered in this study, with student perspectives demonstrating the critical importance of investigating student views in future studies. When educational institutions increasingly need to address a diverse population, and scientists increasingly want to recruit diverse students into the fields of science, partnerships show promise in creating a seamless K-20+ continuum of science education.

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Westwood, J. L. "Knowledge and attitudes of young people, teachers and school nurses regarding sexual health education in secondary schools." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537889.

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Moore, Bridgit R. "Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4757/.

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This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.

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Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.

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Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.

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Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.

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Australia’s education system is undergoing major reform with the staged introduction of the Australian Curriculum starting in 2010. One of the learning areas designated for development in the Australian Curriculum is Health and Physical Education (HPE). The aim of this study is to examine the understandings, attitudes and intentions of regional HPE teachers in relation to the Australian Curriculum: Health and Physical Education (AC:HPE). A qualitative research method based on narrative inquiry has been used to gather data to provide a depiction of regional secondary school HPE teachers during the initial implementation phase of the AC:HPE. This study is significant in that it occurs at a unique time in Australia’s education system with the realisation of the nation’s first national curriculum. Furthermore, this study will contribute knowledge to an area of HPE research that has received little scholarly attention in the past, using a research methodology that is not usually associated with the discipline.

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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.

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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)

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Dissertations / Theses on the topic 'Health education (Secondary) Victoria'

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