The Influence of Health Education Teacher Characteristics on Students' Health‐Related Knowledge Gains

Abstract

BACKGROUND:Studies have examined relationships between teacher characteristics and student achievement in courses such as math and science. This study is among the first to examine effects of teacher characteristics on student knowledge in a health course. METHODS:Student (N = 6143) pretest and posttest data were linked to teacher (N = 67) data. Changes in student knowledge scores from pre-to postcourse were explored using mixed-effects linear models. Teacher characteristics included professional development (PD) attendance, having a dedicated classroom, certification type, educational background, years' experience, and athletic coaching status. RESULTS:Teacher characteristics associated with greater student knowledge gains included: being certified to teach health versus not certified (p < .001), having a dedicated classroom versus no classroom (p = .017), and for middle school teachers, having attended ≥3 PD sessions versus ≤2 (p = .023). Less knowledge gain was associated with teachers that coached versus noncoaches (p = .040) and having a health degree versus no health degree (p = .049). Post hoc analyses revealed the negative effect of health degree was only significant among coaches (p = .026). CONCLUSIONS:Findings suggest opportunities for maximizing student knowledge gains through tailored selection of health teachers and provision of appropriate teaching support.

Increases in Student Knowledge and Protective Behaviors Following Enhanced Supports for Sexual Health Education in a Large, Urban School District

“…Furthermore, future research could be helpful in identifying potential roles of teacher and classroom characteristics in differential knowledge gains among student subgroups. A previous analysis from this district of knowledge gains for health education broadly (not just SHE topics) found that certain teacher characteristics (e.g., certification to teach health, having a dedicated classroom, having attended more professional development) were associated with greater knowledge gains among students [25]. When looking at SHE specifically, previous qualitative studies from this district found that certain class (e.g., having a dedicated classroom, having sufficient time) and teacher characteristics (e.g., gender, receiving professional development) impacted teacher confidence in implementing SHE [23,24].…”

“…The study was reviewed and approved by ICF's Institutional Review Board and the district's Research Review Office. Other findings including those related to district-provided SHE supports [23], teachers' and students' perceptions and experiences with SHE [24], and associations between teacher characteristics and students' health-related (not specifically sexual health) knowledge gains [25] have been previously reported. The purpose of this study is to present findings related to sexual health knowledge and sexual behaviors among students following implementation of enhanced district support for SHE.…”

The Health Education Teacher Instructional Competency Framework: A Conceptual Guide for Quality Instruction in School Health

“…For example, academic preparation and licensure in health education can help to ensure comfort with health-related topics and skills and confidence in facilitating student performance. 24,36,37 Research by Murray et al corroborates this characteristic by documenting empirical relationships between teacher certification and improvements in student health-related knowledge gains, 38,39 underscoring the importance of formal preparation in health education. A health education teacher's understanding or and belief that health and learning are connected is also crucial to their developing competency.…”

Características Intervenientes na Escolha e Uso de Métodos de Ensino por Professores de Contabilidade

“…A literatura consultada sobre a relação entre o tempo de experiência docente e o desempenho acadêmico indica achados conflitantes. Enquanto Murray et al (2019) e Çakir e Bichelmeyer (2013) não encontraram associação significante entre o tempo de experiencia docente e o ganho no desempenho, Darling-Hammond (2000) e Clotfelter, Ladd e Vigdor (2007) obtiveram evidências de que há relação positiva. Conforme os achados deste estudo, professores mais experientes e menos experientes tendem a usar métodos de ensino similares.…”

“…O contexto do ensino de contabilidade é marcado por perspectiva ancorada no que se denomina de abordagem tradicional, o que coloca uma série de implicações específicas para o processo de ensino e aprendizagem (DELLAPORTAS, 2015;MIZUKAMI, 2016). Dellaportas (2015) aponta que enquanto a educação contábil tem requerido ênfase no ensino que privilegie o desenvolvimento de habilidades sociais com aplicação de atividades pedagógicas inovadoras, as pesquisas continuam indicando que o ensino que se pratica permanece inalterado em sua essência, privilegiando a racionalidade técnica, limitando o desenvolvimento do conhecimento contábil sob as perspectivas crítica, social e política.…”