Preservice Teachers’ Attitudes and Beliefs Towards Different Types of Bullying and The Likelihood They Will Intervene

To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one’s sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to intervene, and having the selfefficacy to do so. Suggestions for how professional preparation programs can use this information to design learning experiences that better prepare preservice teachers’ and increase the likelihood they would intervene into bullying are shared

Applied Use of a Health Communications Model to Generate Interest in Learning

Educators are regularly challenged to design instruction that motivates learners. If interest is lacking, the challenge can be even greater. Tailoring is a message design technique that could help to stimulate interest and consequently, motivation to learn. Effective tailoring requires the formal assessment of learner characteristics and the integration of those characteristics into a given message. Knowing which elements to tailor, however, should not be left to guesswork. This article describes how a health communications framework guided the design and development of three tailored lesson introductions. A step-by-step description of the framework, how it was used, and the resulting product are shared

A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health

Teaching the components of health advocacy is straightforward, but fostering young people’s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students’ (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p \u3c .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques

A Novel Approach to Social Justice Education

Singular efforts in PK-12 settings to instill a social justice mindset will not achieve the same outcomes as social justice education infused throughout content area instruction. In collaboration with 10th -grade teachers, we developed and implemented a biblioguidance curriculum to develop students’ social justice and content area competency. Evaluation findings from the pilot implementation indicate there was a significant impact on some social justice competencies and all targeted content area competencies. Also, students appeared to recognize the benefits of a biblioguidance approach. In light of the outcomes, we celebrate the curriculum\u27s successes and offer suggestions for ongoing improvement

A Public Health Approach to Uncovering the Health-Related Needs of Library Patrons

As libraries are re-envisioned and reborn as community centers and resource providers, what is their role in understanding and positively contributing to a given neighborhood’s social determinants of health (SDOH), particularly among vulnerable populations? To answer this question the Teen Services department of Chicago Public Library, a licensed professional counselor, and a NEIU team made up of a faculty researcher, an academic librarian, undergraduate students majoring in community health, collaborated to conduct a needs assessment. The aims of the needs assessment was as follows: 1) To uncover the most common health-related needs among community teens as perceived by Teen Services staff; 2) To document the ways Teen Services staff are already addressing the health-related needs of teens and challenges associated with doing so; and 3) To identify resources, programming, and services Teen Services staff would like to provide to teens and how the library can support their staff in doing so

Designing for Community in Online Learning Settings

This chapter is for librarians seeking to improve learning outcomes among adult learners by fostering community in online courses. To help the reader learn how to do this, we make use of recognized community-focused frameworks and concepts, including communities of practice, dimensions of community, modes of belonging, levels of community, the community of inquiry model, and the expanded community of inquiry model

A Biblioguidance Approach to Understanding and Developing Adolescents’ Social-Emotional Competence in the Health Education Classroom: A Formative Research Study

Purpose Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher\u27s students and to help her make evidence-based curricular and instructional decisions. Design/methodology/approach Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources. Findings Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students\u27 SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence. Practical implications Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials. Originality/value In sharing the processes and findings, the authors hope teachers seeking to foster their students\u27 SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools

The impact of a tailored lesson introduction on learners' motivation and cognitive performance

Includes bibliographical references (pages [105]-[113]).This dissertation explored elements from communication, behavior, and learning theories as a means of positively affecting motivation and cognitive performance. Little or no research exists to show how these concepts could be collapsed into an instructional design technique that stimulates and sustains situational interest in a task as a means of generating motivation and improving cognitive performance. A behavioral construct, tailored lesson introduction was regarded as a unique way of integrating those elements. In an experimental-control design study, 98 college education majors at a Midwestern university were asked to pre- and postappraise an online lesson about website evaluation, complete a postinstruction cognitive assessment, and attribute their performance to affect- or competence-related factors. Participants in the experimental groups were exposed to tailored lesson introductions designed to make the lesson more personally relevant; participants in the control group were only exposed to the lesson’s existing standard introduction. A risk assessment tool was used to identify and sort the experimental group participants into one of three message categories based on their perceptions about the lesson’s topic. These participants, then, were exposed to an appropriate tailored introduction prior to beginning the lesson. It was hypothesized that students exposed to the tailored lesson introduction would report being more motivated to learn. Consequentially, it was also hypothesized that those students would perform significantly better on a postinstruction cognitive assessment. And finally, it was hypothesized that there would be a significant difference in the way students attribute their performance. Results indicated that learners, on some motivation subscales, were more motivated and more likely to attribute their performance to the affective-related components of the lesson, as well as their own competence. Additionally, perceived relevancy of the lesson was found to be correlated to participants’ learning intentions and actual effort given. With regards to cognitive performance, there was not a significant difference between the experimental and control groups, but there was a positive trend towards higher quiz scores (p < .10). This positive trend, along with increased levels of motivation and greater affect- and competence-related performance attribution ratings, justifies additional research into the effects of tailoring on learning outcomes and motivation. An in-depth discussion of the results, implications of the findings, and suggestions for future research are discussed at in the final chapter.Ed.D. (Doctor of Education

Recruiting and Retaining People with Disabilities for Qualitative Health Research: Challenges and Solutions

There are 56.7 million people with disabilities (PWD) living in the United States; yet, PWD are significantly underrepresented in health research. Even when researchers purposively seek to include PWD in studies, challenges emerge related to recruitment and retention, leading to inadequate representation and surface understandings of this population. This in turn contributes to the perpetuation of implicit and explicit health disparities that are already experienced by this population. Grounded within a qualitative, community-based participatory health research framework, we highlight challenges associated with recruiting and retaining PWD in health research, including a critical analysis of the research enterprise structure, how this disables accessible research practices for PWD, and leads to continued skepticism among PWD regarding the value of participating in research. Finally, we propose solutions to create and maintain a culture of access and inclusion as well as long-term collaborative and equity-focused partnerships

A Public Health Approach to Uncovering the Health-Related Needs of Teen Library Patrons

Widespread problems with health literacy significantly limit effective dissemination and understanding of health information, particularly among vulnerable populations. As libraries are re-envisioned as community centers and resource providers, librarians are well positioned to help patrons overcome health literacy challenges by helping them to search for and use health information. Librarians often have not had health reference training, and some are unsure of the appropriateness of their role in patrons’ health. This study presents the results of a health needs assessment done in collaboration between the Teen Services Department of a major urban library and faculty from a state university. Using survey and focus group data, the research team sought to uncover the most common health-related needs among community teens as perceived by teen services librarians and staff, preparedness to respond to these needs, and interventions in addressing these needs. Findings confirm that some teens do turn to branch libraries for health information. Additional results revealed which types of health-related questions participants felt most equipped to answer (social health) and least equipped (substance abuse) and indicate staff have had altogether little formal training to address patrons’ health questions. This needs assessment presents replicable tools and questions for libraries aiming to improve health literacy in their local communities