Research Programme for Environmental and Health Education, Department of Education, Aarhus University, Copenhagen 2400 NV, Denmark.
Health Educ Res. 2012 Jun;27(3):437-47. doi: 10.1093/her/cys011. Epub 2012 Feb 7.
This paper discusses the findings of a multiple case study of a European health promotion project--Shape Up--a school-community approach to influencing determinants of a healthy and balanced growing up. The project sought to develop children's capacity to critically explore and act to improve health-related conditions at school and in the community. The aim of the study is to explore learning outcomes, defined as changes in pupils' action competence, of the Shape Up project. Further, the study addresses the interplay between the project's methodology and contextual factors related to its implementation and its impact on learning outcomes. Case study research was conducted in five schools in five different countries. Data were generated through document analysis, interviews and observations. A cross-case analysis was conducted, inspired by the Context-Mechanism-Outcome analytical framework proposed by Pawson and Tilley (1997). Changes related to pupils' knowledge, skills, visions, critical thinking and decision making, experience with taking action and a realization that they can change things stand out as essential for the pupils' developing sense of action competence. Two different implementation forms of the project's methodological approach were identified across the five cases, both conducive to changes in pupils' action competence.
本文讨论了一项针对欧洲健康促进项目——塑造健康（Shape Up）的多案例研究结果，该项目是一种学校-社区方法，旨在影响健康成长的决定因素。该项目旨在培养儿童批判性地探索和采取行动改善与健康相关的学校和社区条件的能力。本研究旨在探讨塑造健康项目的学习成果，即学生行动能力的变化。此外，该研究还探讨了项目方法与实施相关的背景因素之间的相互作用及其对学习成果的影响。案例研究在五个国家的五所学校进行。通过文件分析、访谈和观察收集数据。受 Pawson 和 Tilley（1997）提出的“情境-机制-结果”分析框架的启发，进行了跨案例分析。与学生的知识、技能、愿景、批判性思维和决策、采取行动的经验以及他们能够改变事物的意识相关的变化，是学生发展行动能力的关键。在五个案例中，都确定了项目方法的两种不同实施形式，都有利于学生行动能力的变化。
