Wojtowicz G G
Dept. of Health Education and Physical Education, School of Education, Birmingham 35294.
J Sch Health. 1990 Feb;60(2):56-9. doi: 10.1111/j.1746-1561.1990.tb05906.x.
This secondary analysis examined variables directly related to teacher training not fully examined in the School Health Education Evaluation (SHEE). The problem was to determine the effect of School Health Curriculum Project (SHCP) teacher training and curriculum implementation variables on overall student health knowledge, attitude, and self-reported practice scores in SHCP grades four-six. The major variables of interest had no statistically significant interactive effects on student scores in the knowledge, attitude, and practice domains. The teacher implementation variable had significant (p less than or equal to .05) main effects on student scores within attitude and practice domains in addition to statistically significant effects on related subscores within categorical item areas. Design flaws, which represent serious threats to internal and external validity of the primary analysis, may have effected results associated with this project.
这项二次分析研究了与教师培训直接相关但在学校健康教育评估（SHEE）中未得到充分研究的变量。问题在于确定学校健康课程项目（SHCP）教师培训和课程实施变量对SHCP四至六年级学生整体健康知识、态度及自我报告的行为得分的影响。主要关注变量对学生在知识、态度和行为领域的得分没有统计学上的显著交互作用。教师实施变量除了对分类项目领域内的相关子得分有统计学显著影响外，还对态度和行为领域内的学生得分有显著（p小于或等于0.05）主效应。设计缺陷可能影响了与该项目相关的结果，而设计缺陷对原始分析的内部和外部效度构成了严重威胁。
