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A Descriptive Analysis of Activity Structures in High School Health Education Classes
Author(s) -
Wiley David C.,
Peterson Fred L.,
Silverman Stephen J.
Publication year - 1989
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.1989.tb04754.x
Subject(s) - presentation (obstetrics) , observational study , psychology , descriptive statistics , coding (social sciences) , health education , mathematics education , medical education , medicine , public health , nursing , sociology , mathematics , social science , statistics , pathology , radiology
The extent of use of activity structures in high school health education classes was examined. Twenty health educators from high schools in a large southwestern city agreed to have their classes observed on four separate occasions. Trained individuals observed, coded, and timed various classroom activities using a standardized coding form. Across all 80 observations, most classroom time was spent in Teacher Presentation of Content (23.4%), Seatwork (23.1%), or Media Presentation (15.6%). Little classroom time was used in Student Presentation (.3%) or Behavioral Presentation (.02%). The project goal was to provide baseline observational data into health education classroom activities. From this initial quantitative description of activity structures, correlational and experimental studies can be designed to link these activity patterns with student outcomes in health instruction. (J Sch Health 1989;59(9):393–397)