Relevant bibliographies by topics / School Development in Health Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School Development in Health Education'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "School Development in Health Education"

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Rubene, Zanda, Inese Stars, and Liva Goba. "Health Literate Child: Transforming Teaching in School Health Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 331. http://dx.doi.org/10.17770/sie2015vol1.314.

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<p><em>Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child’s health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers’ professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment. </em></p><p> </p>
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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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Apple, Rima D. "School health is community health: school nursing in the early twentieth century in the USA." History of Education Review 46, no. 2 (October 2, 2017): 136–49. http://dx.doi.org/10.1108/her-01-2016-0001.

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Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.
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Wistoft, Karen Karen, and Helle Merete Nordentoft Jakobsen. "Value reflected health education – Competence development among school health nurses." Nordic Studies in Education 31, no. 01 (April 13, 2011): 1–13. http://dx.doi.org/10.18261/issn1891-5949-2011-01-01.

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Chester, Kayleigh L., Ellen Klemera, Josefine Magnusson, Neil H. Spencer, and Fiona M. Brooks. "The role of school-based health education in adolescent spiritual moral, social and cultural development." Health Education Journal 78, no. 5 (February 24, 2019): 582–94. http://dx.doi.org/10.1177/0017896919832341.

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Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.
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Boschee, Floyd. "Comprehensive School Health Education: Directives for Development and Implementation." Health Education 19, no. 5 (November 1988): 36–38. http://dx.doi.org/10.1080/00970050.1988.10616052.

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Pickett, Karen, Willeke Rietdijk, Jenny Byrne, Jonathan Shepherd, Paul Roderick, and Marcus Grace. "Teaching health education." Health Education 117, no. 3 (April 3, 2017): 323–40. http://dx.doi.org/10.1108/he-10-2016-0051.

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Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Petrulytė, Ala, and Virginija Guogienė. "Adolescent’ Psychological Health Evaluation Using Investigative and Preventive Activities at School." Pedagogika 126, no. 2 (June 5, 2017): 99–114. http://dx.doi.org/10.15823/p.2017.22.

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In Lithuania high rates of child and adolescent emotional and behavioral difficulty level are still observed, which manifests itself in increasing almost unabated wide bullying in schools, suicide cases, low student learning motivation and school absenteeism. Psychological help purpose in educational institution – to strengthen and develop students‘ psychological health, to promote safe and environment-friendly development of persons school development. Preventive programs and applied research execution are one of the most important activities of school psychologists in the educational community, strengthening students’ psychological health and well-being. Introducing the adolescent psychological health investigation Lithuania. The aim. To investigate the 12–18-year-olds emotional and social health, and to identify differences by age and gender. The research methodology. Social and Emotional Health Questionnaire (SEHS-S Furlong, 2014). Research participants. 1 628 teenagers, aged from 12 to 18 years. The study was carried out in 13 Lithuanian cities and 16 schools. The data was processed by Microsoft Excel and SPSS software. The study findings. Observed teens emotional and social health dispositions expression differences among different genders and age groups. The results are significantly positive in the context of adolescent development, and contribute to the students’ psychological risk reduction, human development strengths and health education at school.
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Pérez-Jorge, David, María Dolores Jorge-Estévez, Josué Gutiérrez-Barroso, Milagros De la Rosa-Hormiga, and María Sandra Marrero-Morales. "Health Education for High School Students in Spain." International Education Studies 9, no. 10 (September 28, 2016): 185. http://dx.doi.org/10.5539/ies.v9n10p185.

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<p class="apa">Education and training in schools are essential elements in the development and socialization process of children from early childhood. The fact of considering health as a complete physical, mental and social wellbeing (World Health Organization (1848), WHO), and not only as the absence of illness, is closely related to the achievement of optimal levels of promotion and improvement in the quality of life and school performance in children. This research, carried out during the 2014-2015 academic year, attempts to analyze the ideas and attitudes of Compulsory Secondary Education (12 to 16 years old; compulsory) and High School (16 to 18 years; non-compulsory) students as regards health promotion in the school context. In order to perform this analysis, an ad hoc questionnaire was developed for 2337 students from the Province of Santa Cruz de Tenerife (Spain) and 15 follow-up interviews about the students’ answers to emergency situations in the school context were also carried out. Both questionnaire and interviews revealed the existence of unhealthy habits related to the level of education, gender and health training of the students’ parents. The results show that the <em>“Questionnaire about attitudes and knowledge as regards health in the school context” </em>(CACOSA) has been an adequate instrument to detect both important training needs and a lack of responsiveness to emergencies in secondary education schools as regards health education.</p>
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Sudiana, I. Ketut, N. Adiputra, and Putu Budi Adnyana. "Development of Health Integrative Thematic Textbooks (Batik) To Provide Health Education in Elementary Schools." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (March 11, 2020): 256. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.24103.

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This research aims to develop health integrative thematic textbooks (BATIK). The method used is the Research and Development model of Borg & Gall. Based on the research, it obtained that integrated health education material in accordance with the PHBS indicator of school. Integration using two patterns, explicitly through the subtitle "Ayo Lakukan Hidup Bersih dan Sehat", and implicitly integrated into the text, the use of children's songs and illustrated images that contain of health education. The BATIK assessment at the validation and readability stage obtained the following results: (1) validation by experts obtained very good, (2) validation by elementary school teachers obtained very good, (3) a one to one evaluation readability test obtained good, and (4) a small group evaluation readability test obtained very good. Based on the results of the validation and readability test, it shows that the quality of BATIK is good so it is suitable to be used in thematic learning in elementary schools.
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Dissertations / Theses on the topic "School Development in Health Education"

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van, der Heide George, and n/a. "Effective strategies for conducting school development in health education programs." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060427.131945.

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Thesis Statement The thesis argument is that theory can be developed about the implementation, maintenance and dissemination of school health education based on a school development approach. Such theory development can assist teachers to design programs appropriate to the needs of their classrooms, schools and communities. Thesis Setting The implementation and maintenance of school health education programs has not usually been the focus of research and as a consequence is rarely reported in the literature. The research in this thesis draws upon many disciplines and fields but in order to answer the thesis questions methodological processes were required that were consistent with current school situations. The earlier School Development in Health Education (SDHE) program's work in research, development and dissemination provided the setting for the thesis. Methodology of the Research The methodology of the research study involved a case study approach using both multiple and single case studies. Data have been drawn from SDHE schools in South Australia undertaking health, sexuality and drug education. The methodology adopted for the studies in this thesis is a case study design incorporating an iterative theory-study-theory sequence in which an initial theory statement derived from the literature guides the development of a multiple case study which, in effect, 'tests' the theory in a qualitative way. The finding of the case study then informs development and elaboration of the theory statement in its second version. This is then used to test the next multiple case study which leads to further development of the theory in its third version. The third iteration of the theory is tested in a single case study that leads to the fourth and final version of the theory. Data analysis was aided by the use of the Q.S.R. NUD.IST computer package that helped to manage and explore the thesis ideas about the data. In establishing these syntheses the chain of evidence in the data sets was maintained. The analysis also allowed the thesis findings to be used to test theories about the data that answered the thesis questions. Thesis Findings The findings of the thesis are contained in the final version of the theory. The theory is structured around program drivers, phases, types and processes that together produce implementation, maintenance and dissemination. This final theory statement is the basis for drawing the thesis conclusions. Thesis Conclusions It was concluded that patterns of factors that enhance and inhibit the implementation, maintenance and dissemination of school health education programs could be placed in a theoretical framework that can guide practice in school health education. To be successful school health education programs have to include three critical elements: leadership, action research and funding. Leaders or program drivers need to be identified and resourced; they may be principals or designated teaching staff with access to decision making, policy processes and resource allocation in schools. Teachers need to engage in a reflective action research process to develop, modify and sustain their curriculum development work. Programs require adequate funding resources for teachers' professional development, including action research, and the purchase of human and material resources. Schools planning to introduce programs may learn from the experience of others but they must themselves engage in the critical and essential program features identified in the final version of the theory. Implications The thesis conclusions imply the need to use more efficient ways of bringing schools' and teachers' hidden competence to the fore to support school health education program through varied patterns of professional development, technical support and curriculum development and implementation, and through funding of enhanced professional practice for health literacy. A major implication for the health sector is that many health workers need to learn collaborative skills since there is a tendency to take control and attempt to direct what teachers should do rather than work with and support them. An implication for programs in complex social environments is the need for careful planning in collaboration with other stakeholders. The critical elements developed in this thesis also apply - leadership, action research and funding. Evaluation can adopt a case study approach as a more suitable method for examining what happens in programs than an overly simplistic approach of assessing goals and objectives which ignores the differences in program implementation for different sites with the necessary localisation. Further Research Further research suggested by the thesis findings are in the areas of school health education in the changing administrative and management environment today, and of the use of various types of case study research in tandem to answer comprehensive and complex program performance questions.
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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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DiGaudio, Lisa M. "Implications of the School Improvement Engine for Teacher Retention and School Organizational Health." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3292.

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Teachers working in urban schools in the United States are among those most at-risk for leaving the profession due to poor working conditions and lack of collegial relationships with school leaders and peers, among other factors. Use of professional development tools, such as the School Improvement Engine (SIE), may improve teacher retention and school organizational health; however, little research exists on the use of the SIE in charter schools. The purpose of this case study was to investigate New York City (NYC) school data on teacher retention and student achievement, how NYC charter school leaders participating in the program implemented the SIE, and how teachers and administrators perceived the impact of the implementation on their individual growth and desire to stay in their positions. Peter Senge's organizational learning theory was used to examine how SIE tools may promote a healthy organization in 5 areas (systems thinking, personal mastery, mental models, building shared vision, and team learning). Teacher retention and student achievement archived data for NYC schools were descriptively analyzed. Individual interviews were conducted with a purposeful sample of 10 teachers and 4 school leaders from NYC charter schools implementing the SIE. Interview data were analyzed using open coding to identify key themes. Results indicated that SIE schools outperformed other NYC schools (charter and public) in English Language Arts (ELA), math, and teacher retention. Participants stated that tools like peer review helped them to become more effective in their teaching. Positive social change impacts include providing data that support the use of the SIE to improve teacher effectiveness, teacher retention, and the overall school organizational health.
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Huang, Diana. "Education as a Path to Health Equity: Lessons for Medical Education in the Development of a High School Health Careers Curriculum." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/432930.

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Urban Bioethics
M.A.
Compared to other developed countries, the United States has healthcare spending that far outpaces other nations, but achieves below-average life expectancy. In urban cities, this disparity is most striking among predominantly black and Latino communities. There is increasing recognition that the reason for this is improper allocation of resources; we have a system that funds clinical services which contribute to only 20% of health outcomes, while providing inadequate support for social and environmental factors which account for 80% of the impact. When one considers the history of the United States, it becomes clear that such a system is not only inefficient, but also fundamentally unjust. African American patients have been used (often without consent) to obtain much of our current medical knowledge, but suffer most from healthcare disparities. Medical school is a fascinating lens from which to view this healthcare system, as students stand at the threshold between layperson and physician. Medical students, who predominantly come from backgrounds of privilege, benefit from access to institutions of medical knowledge. They often practice their fledgling skills on urban underserved patients who are disproportionately cared for in academic medical centers. Medical students also participate in service projects in the surrounding community, with common projects involving schools, churches, and free clinics. As a medical student, I spent nearly 100 hours with a class of ninth grade students at a Philadelphia public high school as I developed and implemented a health careers elective program. Through this experience, I gained a firsthand appreciation for the incredible barriers that prevent urban underserved students from equal representation in our medical schools and health care workforce. Here, I reflect on my experiences over the course of medical school, review relevant literature in the fields of ethics, medicine, education, and history, and present recommendations to move us closer to a just healthcare system by increasing investment in underserved communities and instilling in medical students a moral imperative to reduce health disparities, as well as the tools to do so effectively.
Temple University--Theses
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Daniels, Karin Elizabeth. "Health promotion : the design of a School Health Index Score Card to assess psychosocial health and well-being in early childhood development at primary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/5437.

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Philosophiae Doctor - PhD
Schools, world-wide, have been regarded as important settings for health promotion and health education. Research indicate that schools constitute a crucial setting for programmes that aim at promoting the health of children, young adults, their families and their community, and could make a positive contribution to the overall health of the society. The psychosocial theory of human development proposes to understand and describe the importance of psychosocial health and well-being of children, in their different stages of development, across the life span, as well as how the different environments of the child's rearing could either add, or hinder, optimal development. Healthy Early Childhood Development, which includes physical, social-emotional, as well as linguistic/cognitive development, is fundamental to success and happiness, not only during childhood, but throughout the course of life. This study, therefore, aimed to design a School Health Index Score Card that assesses psychosocial health and well-being in Early Childhood Development at primary schools in the rural Western Cape. The School Well-Being Model serves as a conceptual framework for this study and is based on Allardt's Sociological Welfare Theory,which assesses well-being as an entity in a school setting. This model takes into account the impact of family, social relationships, personal self-fulfilment and health aspects of children. This study used a mixed methodological sequential explanatory design that consisted of two distinct phases (with 2 stages in each phase) within a participatory action research framework. A needs assessment and a systematic review was conducted in phase 1 followed by phase 2, action planning-design of a school health index score card and a Delphi technique study. Quantitative, numeric, data were collected and analysed using the Statistical Package for Social Sciences V23 (SPSS) for descriptive and inferential statistics first, while the qualitative data were collected and analysed secondly in sequence for this design. The qualitative process helped to explain, or elaborate, on the quantitative results obtained from the respondents by means of a self-administered questionnaire that consisted of three sections; demographical information and the adaptation of the (i) Pediatric Quality of Life Inventory (PedsQL) and (ii) Strengths and Difficulties Questionnaire. The data were collected from teachers, principals, community leaders, parents/primary caregivers, members of school governing bodies, school nurses, social workers, health promotion officers, experts in early childhood development and school psychologists of learners in Grade R to Grade 3 at three primary schools in the rural Western Cape, South Africa. The systematic review of previous studies revealed that, (i) instruments are often designed to identify physical ailments, the individual’s ability to adjust to particular situations, psychiatric diagnosis, educational and intellectual abilities, as well as the personal characteristics of children over their entire lifespan, (ii) that promotion of psychosocial health and well-being challenges in early development does promote positive child development outcomes in later life, and (iii) the use of a valid and reliable instrument to assess psychosocial health and well-being in schools could have a number of advantages for children, their families, teachers and the community. The findings of the current study also indicated that, (i) parents/primary perceived their children to be experiencing challenges in school functioning, social functioning and physical functioning continually and, (ii) teachers perceived the learners to be experiencing social behavioural, hyperactive and behavioural challenges continually at school. Schools play an integral part in the lives of children and their families, by supporting children to form social and emotional relationships at school. Overall, this current study suggested that the School Health Index Score Card was considered to be user friendly, as well as a useful tool to assess the psychosocial health and well-being challenges of learners at primary schools in a South African context.
National Research Foundation (NRF)
2020-04-30
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Whewell, Aubrey. "The Development of Best Practice Recommendations for Teaching Health Education Skills in High School." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461785859.

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Tepper, Karen Hoffman. "What are we teaching our kids? An analysis of school-based sexuality education content and state policy in relation to developmental needs of youth." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280213.

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A developmental-contextual approach to understanding sexuality education course content is used in this national study. Examining policy as a factor that may influence young people's environments and hence their development is an important role for developmental research. Using data from the CDC's School Health Policies and Programs Study (SHPPS) 2000 and the Alan Guttmacher Institute's State Policies in Brief Report (Alan Guttmacher Institute, 2001), three general topic areas are addressed. First, can school level be differentiated by the sexuality education topics taught at various school levels? Second, are there significant differences in state policies that regulate school-based sexuality education targeting different school levels? Third, how do state and classroom level variables contribute to variance in the likelihood of a given topic being taught as part of school health education? The two sources of data provide a nationally representative sample of 1,201 teachers and state level data from Department of Education administrators and policies from all 50 states. These data were analyzed using stepwise discriminant analysis and Hierarchical Linear Modeling (HLM). This study resulted in three primary findings. First, both state policies and classroom content were significantly different by school level. Second, state policy was not a good predictor of the course content being taught in the classroom. Third, teachers' desires for additional training significantly predicted the sexuality education course content taught in schools. Implications for both research and practice were discussed.
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Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.

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Hollopeter, Anissa A. Ms. "Art Therapy Program Development for Elementary School Students." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210366744.

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Hilton, Timothy J. "A historical synthesis and current respectives of high school athletics and its effects on student character/moral development." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527323.

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Books on the topic "School Development in Health Education"

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Bloom, David E. Education, health, and development. Cambridge, MA: American Academy of Arts and Sciences, 2007.

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Children, health, and the social order. Buckingham [England]: Open University Press, 1996.

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Kenkel, Donald Scott. The roles of high school completion and GED receipt in smoking and obesity. Cambridge, Mass: National Bureau of Economic Research, 2006.

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), National Institutes of Health (U S. The National Institutes of Health research and research related manpower development programs: High school opportunities. [Bethesda, Md.?]: Public Health Service, Dept. of Health and Human Services, 1989.

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D, Grosz Richard, and Roark Albert E, eds. Social psychological foundations for school services. New York, N.Y: Human Sciences Press, 1986.

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Bears, bears everywhere!: Supporting children's emotional health in the classroom. New York, NY: Teachers College Press, 2008.

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Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Workforce Development Education Program, Florida Department of Education. Tallahassee, Fla: The Office, 2001.

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Cruddas, Leora. Girls' voices: Supporting girls' learning and emotional development. Stoke on Trent: Trentham Books, 2003.

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Wuest, Deborah A. Curriculum and instruction: The secondary school physical education experience. St. Louis: Mosby, 1994.

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service), SpringerLink (Online, ed. Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy. New York, NY: Springer Science+Business Media, LLC, 2011.

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Book chapters on the topic "School Development in Health Education"

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Moronkola, Olawale A. "The Development of The School Health Policy and Curriculum in Nigeria." In Health Education in Context, 107–13. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_12.

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Deb, Sibnath. "Efficacy of Reproductive and Sexual Health Education for School-Going Adolescents." In Positive Schooling and Child Development, 185–203. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0077-6_10.

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O’Connor, Meredith, Jon Quach, and Sharon Goldfeld. "Children on the Edge: Starting School with Additional Health and Developmental Needs." In Health and Education Interdependence, 75–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3959-6_5.

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Leo, Ulf, and Per Wickenberg. "Under One Umbrella: Professional Norms Promoting Education for Sustainable Development at the School Level." In Schools for Health and Sustainability, 61–79. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9171-7_4.

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Schaal, Steffen. "Becoming a Health-Promoting School: Effects of a 3-Year Intervention on School Development and Pupils." In Topics and Trends in Current Science Education, 435–52. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_27.

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Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. "School Belonging: The Importance of Student and Teacher Relationships." In The Palgrave Handbook of Positive Education, 525–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_21.

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AbstractSchool belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.
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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Bierman, Karen L., Michael Sanders, and Leslie C. Ho. "Addressing socioeconomic disparities in school readiness with preschool programming and professional development support." In Healthy development in young children: Evidence-based interventions for early education., 67–84. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000197-004.

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Tones, Keith, Sylvia Tilford, and Yvonne Keeley Robinson. "School Health Education." In Health Education, 83–117. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_4.

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Wooley, Susan F. "Health Education." In Encyclopedia of Cross-Cultural School Psychology, 495–96. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_191.

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Conference papers on the topic "School Development in Health Education"

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Babiuk, Tetiana. "Methods of Ensuring Continuity in the Healthy Lifestyle Development of Senior Preschoolers and Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/02.

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The paper studies the criteria, indicators and levels of value-conscious attitude to health as an integral indicator of developing healthy lifestyle of preschool and primary school children. It describes the current state of continuity in the healthy lifestyle education of senior pre-schoolers and primary school children. The author defined pedagogical conditions of continuity in the development of healthy lifestyle of senior pre-schoolers and primary school children, developed and implemented into practice methods to ensure continuity in the healthy lifestyle education in kindergartens and elementary schools, and experimentally tested their efficiency.
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Sudarmono, Martin. "Development of Health Education Materials for Junior High School Students." In International Seminar on Public Health and Education 2018 (ISPHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/isphe-18.2018.46.

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Konowaluk-Nikitin, Helena, Joanna Waszczuk, and Ewa Pawłowicz-Sosnowska. "AN INNOVATIVE METHOD OF HARDENING IN PRO-HEALTH EDUCATION AMONG PRE-SCHOOL CHILDREN." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2311.

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Andriningrum, Hana, Puri Selfi Cholifah, Imam Gunawan, Ahmad Syahru Mubarok Harisman, Abida Ferindistika Putri, Tiara Amelia, Zulfianti Rosyida Zahro, and Devi Ayu Wulandari. "Development of Smylings (System for Monitoring Healthy Living Skills) for Health Education in Primary School." In 2020 6th International Conference on Education and Technology (ICET). IEEE, 2020. http://dx.doi.org/10.1109/icet51153.2020.9276629.

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Li, Jing. "Discussion on School Physical Education Development Ideas Based on 'Health China' Environment." In 2018 International Conference on Management and Education, Humanities and Social Sciences (MEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mehss-18.2018.62.

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Dubayova, Tatiana. "MENTAL HEALTH PROBLEMS OF PUPILS WITH LEARNING DISABILITIES AND THEIR REFLECTION IN PUPILS' SCHOOL SUCCESS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1796.

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Lu, XueLian. "The Psychological Development Features and Health Maintainance for Middle School Students." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.278.

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Tammaro, Rosanna, Anna D’Alessio, Annamaria Petolicchio, and Anna Iannuzzo. "THE IMPACT OF COVID-19 ON THE SCHOOL WORLD." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end071.

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The COVID-19 pandemic is firstly a health crisis, but also a huge shock for the educational world (from primary school to university). The impact of COVID-19 on the school world has been very strong. Education has been hit hard with schools closing down internationally and students forced to stay home. The global lockdown of schools has caused a severe and probably unparalleled disruption in student learning. In this scenario, teaching has moved online, the school world has suddenly been forced to move towards the dimension of distance learning, in Italian DAD. A new acronym, DAD, which is used to identify a type of training and teaching that is implemented, precisely, remotely or where there is no sharing of a space and a physical interaction between teacher and students, but everything is mediated by the use of technological means and the internet. The article aims to describe to a teacher audience, the most important steps in online/distance learning, DAD, adopted during pandemic in Italian school system, with its implications for teachers and students. After a brief overview of the main theoretical frameworks, we will try to describe the current state, in our country, of this methodology, its characteristics, its objectives and the roles of the actors involved. This article is an exploratory case study that involved the use of an observational research technique. It sought, through "living the situation in first person", to critically consider the advantages and disadvantages of this new didactic approach, of this different way of studying/teaching and the future prospects in restarting lessons in a Covid world.
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Sudarmono, Martin, and Sri Endang Hanani. "Development Of Health Education Teaching Material Through Comic Media For Elementary School Students." In Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpes-19.2019.48.

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Mu'arifin, Mr. "Problem Identification of Professional Development of Physical Education Teachers in Elementary School." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.32.

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Reports on the topic "School Development in Health Education"

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Riise, Julie, Rita Ginja, and Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, July 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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Mazin, Rafael, and Andrea Lynch. Health + Equality + School Engagement: Scenarios USA reinvents sex education. Population Council, 2014. http://dx.doi.org/10.31899/pgy4.1000.

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LaChance, Nancy, and Terence Adda-Balinia. Strengthening school-based sexual and reproductive health education and services in Accra, Ghana. Population Council, 2017. http://dx.doi.org/10.31899/rh4.1006.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Kuznetsova, Lyudmila. DEVELOPMENT OF CULTURE OF HEALTH AND PHYSICAL EDUCATION OF STUDENTS IS A PRIORITY GOAL OF EDUCATION SYSTEM. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/41_2013_13.

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McCrary, Justin, and Heather Royer. The Effect of Female Education on Fertility and Infant Health: Evidence from School Entry Policies Using Exact Date of Birth. Cambridge, MA: National Bureau of Economic Research, June 2006. http://dx.doi.org/10.3386/w12329.

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Supovitz, Jonathan. Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of Leadership Development in England and What It Might Mean for American Education. Consortium for Policy Research in Education, October 2014. http://dx.doi.org/10.12698/cpre.2014.rr83.

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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Bartik, Timothy J., and George A. Erickcek. Higher Education, the Health Care Industry, and Metropolitan Regional Economic Development: What Can "Eds and Meds" Do for the Economic Fortunes of a Metro Area's Residents? W.E. Upjohn Institute, February 2007. http://dx.doi.org/10.17848/wp08-140.

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