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

The relationship between teacher per...

Pineo, Lindsey Knight.

Linked to FindBook

Google Book

Amazon

博客來

The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency)./
Author:	Pineo, Lindsey Knight.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4232.
Contained By:	Dissertation Abstracts International62-09B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3025574
ISBN:	0493372334

The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency).
Pineo, Lindsey Knight.

The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency). - 177 p.

Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4232.

Thesis (Ph.D.)--University of Rhode Island, 2001.

This study was designed to investigate the potential relationships between elementary school teachers' perceptions about curriculum content and methods of instruction and teachers' decisions to teach, or not teach, about HIV/AIDS prevention behaviors as part of a required school health education curriculum for students in grades kindergarten through five. The Elementary School Health Education Profile (ESHEP), a teacher self-report survey was used to assess teachers' perceptions about curriculum and methods of instruction. Mailings of the ESHEP were sent to all public elementary school teachers in one of the northeastern United States with the request that participation be restricted to teachers of the health curriculum; confidentiality was assured to all participants. A response rate of 18.8% (n = 1220) resulted from this voluntary request for teachers' participation in the completion of the ESHEP. To reduce the impact of collinear relationships identified within the dichotomous and continuous variable sets, exploratory models of: (a) logistic regression analyses (guided by Hosmer and Lemeshow's criteria for variable inclusion) and (b) multiple regression analyses using backward stepping, respectively, were used to evaluate the relationships between the predictor and outcome variables included in this study. Results of logistic regression analyses suggest that teachers who were most likely to try to increase student knowledge about HIV prevention behaviors as part of the required health education curriculum include teachers who: (a) teach 4<super>th</super> and 5<super>th</super> grade, (b) report that they received-, or wanted-training on the topic of HIV prevention, (c) perceive that they have adequate content training about HIV prevention, and (d) do not view the coeducational nature of the class or concern from the community as an obstacle to teaching about HIV prevention behaviors. Results of multiple regression analyses support a strong positive relationship between teachers who identify the lecture, audio-visual, problem-solving, small group, and role-play methods of instruction as inappropriate methods for teaching about HIV prevention behaviors and teachers who report that they are uncomfortable teaching about HIV risk behaviors with these five methods of instruction. Implications of findings from this study are discussed in terms of considerations for a future teacher training program in future studies.

ISBN: 0493372334Subjects--Topical Terms:

524864
Psychology, Clinical.

The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency).
LDR:03499nmm 2200301 4500 001 1857748
005 20040819072615.5
008 130614s2001 eng d
020 $a 0493372334
035 $a (UnM)AAI3025574
035 $a AAI3025574
040 $a UnM $c UnM
100 1 $a Pineo, Lindsey Knight. $3 1945461
245 1 0 $a The relationship between teacher perceptions of self, others, and instructional methods and intentions to teach HIV/AIDS prevention (Immune deficiency).
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4232.
500 $a Major Professor: Janet Kulberg.
502 $a Thesis (Ph.D.)--University of Rhode Island, 2001.
520 $a This study was designed to investigate the potential relationships between elementary school teachers' perceptions about curriculum content and methods of instruction and teachers' decisions to teach, or not teach, about HIV/AIDS prevention behaviors as part of a required school health education curriculum for students in grades kindergarten through five. The Elementary School Health Education Profile (ESHEP), a teacher self-report survey was used to assess teachers' perceptions about curriculum and methods of instruction. Mailings of the ESHEP were sent to all public elementary school teachers in one of the northeastern United States with the request that participation be restricted to teachers of the health curriculum; confidentiality was assured to all participants. A response rate of 18.8% (n = 1220) resulted from this voluntary request for teachers' participation in the completion of the ESHEP. To reduce the impact of collinear relationships identified within the dichotomous and continuous variable sets, exploratory models of: (a) logistic regression analyses (guided by Hosmer and Lemeshow's criteria for variable inclusion) and (b) multiple regression analyses using backward stepping, respectively, were used to evaluate the relationships between the predictor and outcome variables included in this study. Results of logistic regression analyses suggest that teachers who were most likely to try to increase student knowledge about HIV prevention behaviors as part of the required health education curriculum include teachers who: (a) teach 4<super>th</super> and 5<super>th</super> grade, (b) report that they received-, or wanted-training on the topic of HIV prevention, (c) perceive that they have adequate content training about HIV prevention, and (d) do not view the coeducational nature of the class or concern from the community as an obstacle to teaching about HIV prevention behaviors. Results of multiple regression analyses support a strong positive relationship between teachers who identify the lecture, audio-visual, problem-solving, small group, and role-play methods of instruction as inappropriate methods for teaching about HIV prevention behaviors and teachers who report that they are uncomfortable teaching about HIV risk behaviors with these five methods of instruction. Implications of findings from this study are discussed in terms of considerations for a future teacher training program in future studies.
590 $a School code: 0186.
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Education, Health. $3 1017668
650 4 $a Health Sciences, Public Health. $3 1017659
650 4 $a Education, Elementary. $3 516171
690 $a 0622
690 $a 0680
690 $a 0573
690 $a 0524
710 2 0 $a University of Rhode Island. $3 1022014
773 0 $t Dissertation Abstracts International $g 62-09B.
790 1 0 $a Kulberg, Janet, $e advisor
790 $a 0186
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3025574