東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A qualitative evaluation of a profes...

The University of Texas at San Antonio., Sociology.

Linked to FindBook

Google Book

Amazon

博客來

A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors./
Author:	Blalock, Cheryl L.
Description:	118 p.
Notes:	Adviser: Thankam S. Sunil.
Contained By:	Masters Abstracts International47-01.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1454512
ISBN:	9780549675976

A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors.
Blalock, Cheryl L.

A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors. - 118 p.

Adviser: Thankam S. Sunil.

Thesis (M.S.)--The University of Texas at San Antonio, 2008.

This study qualitatively evaluated a teacher professional development program. Fourteen teachers were interviewed, and questions focused on knowledge, attitudes, and behaviors related to nutrition, diabetes, obesity, and physical exercise. Emergent themes were created, and teachers were categorized into the transtheoretical model's stages of change and three typologies: successful maintenance, striving for balance, and stuck in precontemplation. Teachers who were successfully maintaining were knowledgeable and demonstrated high levels of self-efficacy. Teachers in the striving for balance typology cited barriers that prevented them from engaging in healthy behaviors. The teacher categorized as stuck in precontemplation discussed obstacles including placing her spouse and children before her needs. With multiple influences in the teacher's lives, the effects of the program cannot be verified nor can the other influences be controlled. However, it can be stated that the program raised awareness and increased knowledge. The stories shared by these teachers revealed their struggles with identity and their perceptions of others.

ISBN: 9780549675976Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors.
LDR:02901cmm 2200337 a 45 001 862054
005 20100720
008 100720s2008 ||||||||||||||||| ||eng d
020 $a 9780549675976
035 $a (UMI)AAI1454512
035 $a AAI1454512
040 $a UMI $c UMI
100 1 $a Blalock, Cheryl L. $3 1029827
245 1 2 $a A qualitative evaluation of a professional development program on teacher health knowledge, health attitudes, and health behaviors.
300 $a 118 p.
500 $a Adviser: Thankam S. Sunil.
500 $a Source: Masters Abstracts International, Volume: 47-01, page: 0169.
502 $a Thesis (M.S.)--The University of Texas at San Antonio, 2008.
520 $a This study qualitatively evaluated a teacher professional development program. Fourteen teachers were interviewed, and questions focused on knowledge, attitudes, and behaviors related to nutrition, diabetes, obesity, and physical exercise. Emergent themes were created, and teachers were categorized into the transtheoretical model's stages of change and three typologies: successful maintenance, striving for balance, and stuck in precontemplation. Teachers who were successfully maintaining were knowledgeable and demonstrated high levels of self-efficacy. Teachers in the striving for balance typology cited barriers that prevented them from engaging in healthy behaviors. The teacher categorized as stuck in precontemplation discussed obstacles including placing her spouse and children before her needs. With multiple influences in the teacher's lives, the effects of the program cannot be verified nor can the other influences be controlled. However, it can be stated that the program raised awareness and increased knowledge. The stories shared by these teachers revealed their struggles with identity and their perceptions of others.
520 $a In conclusion, this study found that knowledge alone is not sufficient to change behavior. Those teachers who were successful had made personal commitments and affirmed that 'I am important and my health is important.' This study brings unique contributions to the literature. First, the transtheoretical model was interpreted through a qualitative approach. Importantly, this study brings richness to human behavior that a quantitative approach could not achieve. Second, it stresses the importance of persistence; individuals need the knowledge base to make informed decisions and the support and encouragement to maintain the behaviors throughout their lives.
590 $a School code: 1283.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Sociology, General. $3 1017541
690 $a 0516
690 $a 0530
690 $a 0626
690 $a 0680
710 2 $a The University of Texas at San Antonio. $b Sociology. $3 1028075
773 0 $t Masters Abstracts International $g 47-01.
790 $a 1283
790 1 0 $a Lichtenstein, Michael J. $e committee member
790 1 0 $a Romo, Harriett D. $e committee member
790 1 0 $a Sunil, Thankam S., $e advisor
791 $a M.S.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1454512