Thesis
Evaluating the impact on teaching practice of involving teachers in the collaborative design and implementation of an evidenced-based Health at Every Size focused curriculum unit of the Everybody in Schools (Pilot) Program
University of the Sunshine Coast, Queensland
Master of Science, University of the Sunshine Coast
2010
DOI:
https://doi.org/10.25907/00354
Abstract
There is emerging evidence of harms associated with school-based health education programs framed as „obesity prevention‟, and the benefits of programs based in the Health at Every Size paradigm. Many teachers may be unaware of this new evidence as they continue to devise teaching units for their students based on knowledge, attitudes and beliefs that are consistent with their own training and experiences. This problem is compounded by conflicting information from education authorities. Teachers are guided by the syllabus to design curricula utilising the holistic health paradigm (which forms part of the Health at Every Size paradigm), whilst many State and Federal Government programs operating in schools are based on the biomedical health paradigm (in which obesity-prevention programs are placed). This contradiction, coupled with lack of professional development directing teaching to the Health at Every Size paradigm, makes it very challenging for teachers to design effective curricula. This research project was focused on evaluating the impact on teaching practice of involving teachers in the collaborative design and implementation of the Health at Every Size-based curriculum unit of the Everybody in Schools (Pilot) Program. The epistemological position of the research was constructivism. The theoretical perspective was critical theory and the methodology was evaluation research. Two data collection methods were used to collect qualitative data from year 3 teachers involved in the project. Classroom observations of teachers implementing the curriculum unit were undertaken throughout one school term. In-depth, semi-structured interviews were conducted at the end of the term. Data were analysed using a four-step process of familiarising and organising, coding and recoding, summarising, and interpreting the data.
Details
- Title
- Evaluating the impact on teaching practice of involving teachers in the collaborative design and implementation of an evidenced-based Health at Every Size focused curriculum unit of the Everybody in Schools (Pilot) Program
- Authors
- Karen L Shelley
- Contributors
- Lily O'Hara (Supervisor)
- Awarding institution
- University of the Sunshine Coast
- Degree awarded
- Master of Science
- Publisher
- University of the Sunshine Coast, Queensland
- DOI
- 10.25907/00354
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; School of Health and Sport Sciences - Legacy; School of Health - Public Health
- Language
- English
- Record Identifier
- 99450011902621
- Output Type
- Thesis
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