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Factors that influence dissemination...

Young, Walter F.

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Factors that influence dissemination and adoption of a Web-based health education curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors that influence dissemination and adoption of a Web-based health education curriculum./
作者:	Young, Walter F.
面頁冊數:	217 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2505.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183777
ISBN:	054225218X

Factors that influence dissemination and adoption of a Web-based health education curriculum.
Young, Walter F.

Factors that influence dissemination and adoption of a Web-based health education curriculum. - 217 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2505.

Thesis (Ph.D.)--University of Colorado at Denver, 2005.

The goals of this research project were to describe the factors associated with adoption of the Consider This middle school tobacco education curriculum and to characterize the diffusion process for this Internet-based health education curriculum. The specific aims of this study were to: (1) Describe the Diffusion of Innovations characteristics (relative advantage, compatibility, etc.) that contributed to adoption of the CT curriculum; (2) Identify the PRECEDE model factors (predisposing, enabling and reinforcing factors) associated with adoption of CT; and (3) Describe emergent and non-theoretically-based factors that influenced adoption of CT.

ISBN: 054225218XSubjects--Topical Terms:

1017668
Education, Health.

Factors that influence dissemination and adoption of a Web-based health education curriculum.
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500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2505.
500 $a Director: Kitty Corbett.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2005.
520 $a The goals of this research project were to describe the factors associated with adoption of the Consider This middle school tobacco education curriculum and to characterize the diffusion process for this Internet-based health education curriculum. The specific aims of this study were to: (1) Describe the Diffusion of Innovations characteristics (relative advantage, compatibility, etc.) that contributed to adoption of the CT curriculum; (2) Identify the PRECEDE model factors (predisposing, enabling and reinforcing factors) associated with adoption of CT; and (3) Describe emergent and non-theoretically-based factors that influenced adoption of CT.
520 $a The research question answered in this study was, "Is the extent to which teachers identify individual adoptive behaviors or characteristics, environmental factors conducive to adoption, and CT characteristics associated with the DOI and PRECEDE models associated with adoption of the CT curriculum?" This follow-up study used quantitative and qualitative methods to gather information from Colorado educators who were trained to use CT in 2002. All educators who were trained (n = 147) were mailed a questionnaire that assessed the factors that associated with dissemination and adoption of the curriculum. The returned questionnaires (n = 87) also identified study participants and their personal contact information who were willing to be interviewed by the investigator (n = 27).
520 $a Twenty-three face-to-face and telephone interviews with educators from around the state of Colorado helped enrich the data that was collected via the survey. Interviews were recorded on audio tape and transcripts entered into a text analysis software package to facilitate coding and analysis of data.
520 $a Some of the factors shown to positively influence dissemination of this curriculum included: computer availability and accessibility; teacher knowledge of and skill with computer technology; teacher access to peer networks: teacher motivation/determination; and information technology support. Some of the barriers to diffusion and adoption included: attrition (turnover) of teachers; discontinued training program for CT; too few computers; poor access to the computers in schools (scheduling and restricted use); apathy toward classroom change; and frustration with and lack of IT support on technical problems.
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