A process evaluation of the District of Columbia "Know Your Body" project.
A process evaluation of the District of Columbia "Know Your Body" project.
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对哥伦比亚特区“了解你的身体”项目的过程评估。
DOI：
10.1111/j.1746-1561.1990.tb05907.x
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
Theiss,PK
中科院分区：
文献类型：
--
作者：
Taggart,VS;Bush,PJ;Zuckerman,AE;Theiss,PK
对“了解你的身体”课程在减少黑人小学生和初中生冠心病危险因素方面的有效性进行了过程评估。该评估是一项为期五年的纵向研究的一部分，将教师实施的有效性与学生的成果联系起来，并确定了实施过程中的薄弱环节。有效性得分较高的教师在收缩压、舒张压、高密度脂蛋白胆固醇、高密度脂蛋白/胆固醇比率、血清硫氰酸盐和健身方面对学生的成绩明显更有利。在82名教师中，38名（46%）的分数反映了有效的教学。缺乏时间和承诺以及课程要求的行为教学方法的使用不足是实施失败的主要原因。教师作为榜样的作用不足，成为一个重要因素。未来的研究需要适当加强教师的参与和测量的环境因素和个人教师的特点，可能会影响计划的实施。学校健康教育计划需要一个强化培训的组成部分，使教师能够采用行为教学方法，促进教师检查和改变他们的个人危险因素，并强调教师作为榜样的课堂动态。
A process evaluation was conducted of the effectiveness of the “Know Your Body” curriculum in reducing coronary heart disease risk factors among black elementary and junior high school students. The evaluation, part of a five‐year longitudinal study, linked effectiveness of teachers' implementation with student outcomes and identified program weaknesses during implementation. Teachers with higher effectiveness scores had significantly more favorable student outcomes in systolic blood pressure, diastolic blood pressure, HDL cholesterol, HDL/cholesterol ratio, serum thiocyanate, and fitness. Of 82 teachers, 38 (46%) had scores reflecting effective teaching. Lack of time and commitment and inadequate use of the behavioral teaching approach demanded by the curriculum contributed most to implementation failure. Teachers as insufficient role models emerged as an important factor. Future research needs appropriate reinforcement of teacher participation and measurement of the en vironmental factors and personal teacher characteristics that may affect program implementation. School health education programs need an intensive training component that will enable teachers to adopt behavioral teaching approaches, promote teacher's examination and change of their personal risk factors, and stress the classroom dynamic of teachers as role models.