Health Education Classroom Practices in Primary Schools: An Observational Study From Pakistan.
In this study, we examined health education practice in Child-to-Child (CtC) classrooms in urban and rural primary school settings in Pakistan to describe and compare practice critically. Structured observations of health lessons were carried out in 67 randomly chosen primary classrooms from Health...
| Publicado en: | Global Journal of Health Education & Promotion Vol. 16; no. 2; pp. 74 - 102 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sagamore Publishing
2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=108548192&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108548192 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23321016 HKLH jtl: Global Journal of Health Education & Promotion issn: 23321016 maglogo: N pubinfo: dt: 2015 vid: 16 iid: 2 pid: 17414 pub: Sagamore Publishing place: Urbana, Illinois artinfo: ui: 108548192 108548192 108548192 10.18666/GJHEP-2015-V16-I2-4755 108548192 ppf: 74 ppct: 28 formats: fmt: @attributes: type: P tig: atl: Health Education Classroom Practices in Primary Schools: An Observational Study From Pakistan. aug: au: Bhutta, Sadia Muzaffar Sylva, Kathy affil: Aga Khan University Institute for Educational Development sug: subj: Health Educators Staff Development Health Education Schools Teachers Discipline Child Day Care Theses and Dissertations Health Promotion Pakistan Child Child: 6-12 years ab: In this study, we examined health education practice in Child-to-Child (CtC) classrooms in urban and rural primary school settings in Pakistan to describe and compare practice critically. Structured observations of health lessons were carried out in 67 randomly chosen primary classrooms from Health Action Schools in urban (n = 32) and rural (n = 35) contexts. Health education practices were found to be more "participatory" in rural classrooms than in urban ones. Using a multivariate analysis, we identified three factors that contributed independently to the use of participatory approaches in classroom practices: the HEALTH aggregate (i.e., intensity of health education training, use of a health manual, and regularity of health teaching), teachers' attendance at staff development workshops, and children's gender. This study provides insight into a largely unexamined area of health education CtC classroom practice. This research in primary classrooms of Pakistan furthers the understanding of health education classroom practices in the context of professional development of teachers for health promotion. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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